An examination of Computer -Based Instructions (CBT) in the Teaching of Quadratic Functions and Equations in Senior High Schools in Ghana; The case of Dwamena Akenten and Namong Senior High Schools
- November 9, 2020
- Posted by: RSIS Team
- Categories: Education, IJRISS
nternational Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue X, October 2020 | ISSN 2454–6186
Edmond Nyarko- Nkrumah1, Jefferson Oduro Asiamah2 , Paul Mensah3
1,2 Agogo Presbyterian Women’s College of Education-Ghana
3St. Louis College of Education-Ghana
Abstract: The study examined the use of Computer -Based Instructions (CBT) in the teaching of quadratic functions and equations in Senior High Schools in Kumasi-Ghana, specifically Dwamena Akenten and Namong Senior High Schools respectively using quasi-experimental approach. The population of the study was 2070 and a stratified method of sampling was used to sample 80 students for experimental and control exercises. The students were pre-tested to ascertain their equivalence in achievement and post-tested after the interventions. The experimental group was ahead of the control group in achievement after comparing their post-test means. This led to the rejection of the null hypothesis which said that, “there is no significant difference in the achievement levels of the two groups”. The findings further revealed that students completed three times more exercises compared to what would have been expected with traditional worksheets. Moreover, teachers found that the activity was easy to administer and Control.
Hence the study concluded that the use of the ICT tools have some comparative advantage over the traditional teacher presentation.
The study concluded that the use of the ICT tools has some comparative advantage over the traditional teacher presentation. The researcher thus recommended that Computer –Based Instructions should be inculcated into the teaching and learning of Mathematics to improve upon students’ achievement levels in our schools.
I. INTRODUCTION
Background to the Study
It is difficult and may be impossible to imagine future learning environments that are not supported in one way or the other, by Information and Communication Technologies (ICTs). Educational Software and for that matter Computer-Based Instruction (CBI) has existed for over four decades, but it was not widely used until the advent of the personal computer. The use of Computer –Based Instructions in the teaching sphere gained prominence following the introduction of networked personal computers within the late 1980s (Vululleh, 2018).
