COMPUTER BASE INSTRUCTION AND EFFECTIVE TEACHING OF MATHEMATICS
1.1 Background to the Study
Methods of teaching to achieve the desired instructional objectives in a lesson class have been a major concern of many research scholars over the years. This is so because if the learners fail to acquire the desired competence it therefore means that the teacher has also filed in his task to deliver effective instructions to the learner whose primary reason of going to school is to acquire new skills and knowledge.
According to Umar (2013) “if the learners have not learnt, it therefore means that the teacher has not taught”. The teachers’ role in this regard is to ensure that appropriate method is selected in teaching the subject so that the learners derive much benefit from his lesson.
Many students dread mathematics while many others who offer mathematics in secondary schools fail to perform maximally in public examinations. Perhaps owing to poor methods adopted by teachers in teaching the subject. In this regard Udo-Usoro (2006:242), observes that it is poor teaching that leaves the impression that mathematics is merely a tool subject composed of series of signs, symbols and laws of operation” Ekah (2005), point out that” methods adopted by the teacher can either make or mar the learner.
This study on enhancing the quality of teaching mathematics through the use of computer-based instructions is therefore a unique step in this direction. In the view of Prozesky (2009), “computer-based instruction refers to instructions or renditions presented on a computer”. This author also hold the view that the adaptive process in computer makes it easier for the learner to adapt faster in the instructional procedures adopted by the teacher: that computer simulation and animations also serves as a catalyst for turning abstract concepts in science and mathematics to reality. This concept is based on the fact that when the learner’s interest forwards a particular subject is developed he will achieve more through self involvement and constant practice.
This study will therefore, examine how computer simulation will enhance learn.ing of mathematics; improve retention through participation and quality interactions in the mathematics lesson class.
1.2 Statement of the Problems
Over the year, the researcher has observed that many students have failed to secure admission into the universities, polytechnics and colleges of education because of poor performance in mathematics in public examinations such as the senior secondary school certificate examinations (SSCE) and, the unified tertiary and matriculation examinations (UTME) particularly in engineering, medicine, pharmacy, mathematics and other mathematics base professions.
It is also obvious that many secondary school students dread mathematics with passion. This subject is also made compulsory to all secondary school students and a mandatory subject as a condition for admission in virtually all profession in tertiary institutions in Nigeria, many of these students have no alternative than to get involved in examination malpractices in order to succeed. This condition will not help a developing economy such as Nigeria, particular since we are frantically aspiring for industrial revolution by the year 202020.
This study will examine how mathematics could be best taught and learnt through the use of computers so the instructional output could be enhanced. It will also make recommendation based on research findings on the issue.
1.3 Purpose of the Study
The general objective of the study is to investigate Computer Base Instruction and Effective Teaching of Mathematics in Abak Local Government Area of Akwa Ibom State.
Specifically, the objectives of the study are to:
(i) Find out how computer simulations can improve students’ learning of mathematics in secondary schools.
(ii) Examine how the use of computer can enhance teacher-students interactions in mathematics lesson class.
(iii) Assess the extent to which the use of computers to teach mathematics can promote students retention in the subject.
1.4 Significant of the Study
Research findings on the issues will
(i) Serve as a reference manual for future researchers on related issues.
(ii) Educate teachers and students on the importance of using computers in the teaching and learning process.
(iii) Help teacher and students to be computer illiterate.
(iv) Help government and other related agencies when making policy statements concerning teachers training and provision of facilities in secondary schools.
1.5 Research Questions
In the course of carrying out this investigation, it was imperative for the researcher to raise the following question that would guide the study.
(i) How does a computer simulation improve students’ learning of mathematics?
(ii) How does the use of computer to teach mathematics enhance teacher-students interactions in the classroom?
(iii) To what extent does a computer-based instruction promote students retention in mathematic.
1.6 Research Hypotheses
The following null hypotheses were postulated to gu.ide the study:
(i) There is no significant influence of computer simulations on students’ learning of mathematics.
(ii) There is no significant influence of computer-based instructions on teacher students’ interactions in mathematics.
(iii) There is no significant influence of computer-based instructions on students’ retention of mathematics.
1.7 Delimitation of the Study
The study was restricted, in scope, to an investigation into enhancing the quality of teaching mathematics through the use of computer-based instructions in Abak Local Government Area of Akwa Ibom State.