Digital Mathematical Games and Students’ Confidence in Technology Use: Assessing Effects on Achievement in Mathematics Test

Abstract

This study investigated the effects of digital mathematical games and confidence in technology use on achievement in Mathematics test among Lagos State Junior Secondary School students. The design of this study was the quasi-experimental design. The targeted population for this study was Junior Secondary two (2) students in Lagos State, Nigeria. The sample comprised of 40 subjects distributed across 2 groups in two separate schools (20 in experimental group and 20 in control group) purposively selected. The control group was taught using the conventional teaching approach while the experimental group was taught using the mathematical game called “2bases car raceâ€. A mathematics achievement test (essay type) and confidence in technology use scale were used for the study. Two experts (one in mathematics education and one in test and measurement validated the two instruments). Corrections identified were effected before administering them to the study participants. Cronbach alpha was used for the reliability coefficient of the items in “Confidence in technology use†scale using the SPSS software. The reliability coefficient was found to be 0.820. ANCOVA and multiple comparisons were used in testing the three (3) null hypotheses raised. The result of the analysis indicated that the main effect of treatment and “Confidence in technology use†were not statistically significant. It was recommended that further researches using advanced and abstract topics in mathematics be carried out.

Keywords: Effects, Digital Games Mathematics, Confidence in Technology use, Achievement, Test