EFFECTS OF VIRTUAL TECHNOLOGY TEACHING STRATEGY ON SENIOR SECONDARY SCHOOL STUDENTS’ INTEREST AND ACHIEVEMENT IN MATHEMATICS IN FEDERAL CAPITAL TERRITORY ABUJA, NIGERIA

Abstract

This study examined the effects of virtual technology teaching strategy (VTTS) on senior secondary school students’ interest and achievement in Mathematics in FCT Abuja, Nigeria. The study employed quasi-experimental research design adopting pretest and posttest control group. The population for this study comprised 9,887 SS II students with sample of 120 SSII Students. The schools were selected using simple random sampling technique. Two instruments were constructed for the study. These were: Mathematics Achievement Test (MAT) and Mathematics Interest Scale (MIS) which were validated by experts and the reliability yielded 0.79 and 0.84 using Kuder-Richardson 21 formula and Cronbach Alpha respectively. Data collected were analyzed using mean rank, mean and standard deviation to answer the research questions while Mann Whitney U test and ANCOVA were used to test the null hypotheses at 0.05 level of significance. The findings revealed that there was statistically significant difference between the mean interest and achievement scores of students taught Mathematics using VTTS and those taught using conventional teaching method in favour of the experimental group. However, there were no significant difference between male and female students’ mean interest and achievement scores in the experimental group. Based on the findings, it was amongst others recommended that Virtual Technology Teaching Strategy (VTTS) be adopted by the teachers as it appeared to have a positive effect on students’ interest compared to conventional teaching method. Teachers should adopt and integrate the virtual technology teaching strategy more widely in Mathematics classes to improve students’ achievement. Mathematics educators should continue using the virtual technology teaching strategy since it engages both male and female students equally, promoting gender-inclusive learning. Stakeholders in education should encourage teachers on the use of virtual technology teaching strategy as an equitable approach that supports balanced achievement outcomes across genders.