Open AccessBALANCING GENDER ACHIEVEMENT AND KNOWLEDGE RETENTION IN MATHEMATICS USING COMPUTER ANIMATION INSTRUCTIONAL PACKAGE (CAIP)
Author(s) -
lhechukwu Nwoke,
Okorie Chidi,
B.U.N Chile-Agada
Publication year - 2021
Publication title -
international journal of research in education and sustainable development
Language(s) - English
Resource type - Journals
ISSN - 2782-7666
DOI - 10.46654/ijresd.1422
Subject(s) - achievement test , mathematics education , animation , analysis of covariance , test (biology) , local government area , data collection , computer science , psychology , mathematics , statistics , local government , standardized test , paleontology , computer graphics (images) , biology , public administration , political science
The study was carried out to investigate the effectiveness of Computer Animation Instructional Package on balancing gender achievement and knowledge retention in mathematics in secondary schools. The study was a quasi-experimental type adopting the pre-test, posttest non-equivalent control design type. The population of the study comprised of all senior secondary 1(SS1) students of Government owned secondary schools in Owerri North Local Government Area of Imo State. The sample for the study was 225 students from two purposively selected secondary schools consisting of 127 females and 98 males. The instrument for data collection was a researcher made 30-item objective test questions titled “Mathematics achievement Test (MAT)”. It had reliability coefficient of 0.91 determined using Kuder-Richardson (KR21.). The experiment group was taught Surface area and volume of solids using Computer Animation Instructional Package (CAIP) while, the control group was taught the same concept using traditional approach. The data generated was analyzed using mean and standard deviation to answer research questions while the hypotheses were tested at 0.05 level of significance using Analysis of Covariance (ANCOVA). The result of the study revealed that Computer Animation Instructional Package (CAIP) reduced gender disparity associated with mathematics achievement as there was no significant difference between the mean achievement scores of male and female students taught mathematics using Computer Animation Instructional Package (CAIP). Also there was no significant difference between the posttest and delayed posttest mean achievement scores of students taught mathematics using Computer Animation Instructional Package(CAIP). Based on the result it was recommended that, Mathematics teachers should use Computer Animation Instructional Package (CAIP) to teach mathematics as to reduce gender disparity in mathematics achievement and enhance knowledge retention in secondary schools.