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EFFECTS OF MULTIPLE INTELLIGENCE-BASED AND COMPUTER ASSISTED INSTRUCTIONS ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ONITSHA EDUCATION ZONE
Abstract:
This study investigates the effects of multiple intelligence-based and computer-assisted instructions on the academic achievement of secondary school students in mathematics within the Onitsha Education Zone. The aim of the research is to explore whether incorporating these instructional approaches can enhance students' learning outcomes in mathematics.
A sample of secondary school students from multiple schools within the Onitsha Education Zone was selected for the study. The participants were randomly assigned to three groups: a multiple intelligence-based instruction group, a computer-assisted instruction group, and a traditional instruction group serving as the control. The intervention was conducted over a specified period, with each group receiving instruction according to their assigned approach.
Quantitative data were collected through pre- and post-tests to assess the students' academic achievement in mathematics. The tests were designed to measure the students' understanding of mathematical concepts, problem-solving skills, and overall performance. Additionally, qualitative data were obtained through observations and interviews to gain insights into students' perceptions and experiences with the different instructional approaches.
The findings of this study provide evidence of the effectiveness of multiple intelligence-based and computer-assisted instructions in improving students' academic achievement in mathematics. The multiple intelligence-based instruction group exhibited enhanced conceptual understanding, increased problem-solving abilities, and higher overall academic performance. Similarly, the computer-assisted instruction group demonstrated significant improvement in these areas compared to the traditional instruction group.
Furthermore, qualitative data revealed that students in the multiple intelligence-based and computer-assisted instruction groups expressed greater engagement, motivation, and enjoyment during the learning process. They reported that these innovative approaches catered to their individual learning styles and preferences, making mathematics more accessible and meaningful.
Based on the results, it can be concluded that incorporating multiple intelligence-based and computer-assisted instructions in mathematics education has the potential to positively impact students' academic achievement. The findings suggest that educators in the Onitsha Education Zone and beyond should consider implementing these approaches to promote effective teaching and learning in mathematics.
Keywords: Multiple intelligence, computer-assisted instruction, academic achievement, mathematics, secondary school students, Onitsha Education Zone.
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
CHAPTER ONE: INTRODUCTION
1.1 Introduction 1
1.2 Background of the study 3
1.3 Statement of the General Problem 4
1.4 Objective of the study 5
1.5 Significance of the study 5
1.6 Statement of hypothesis 6
1.7 Scope of the study 6
1.8 Limitation of the study 7
1.9 Definition of terms 7
CHAPTER TWO: LITERATURE REVIEW
2.0 Introduction 9
2.1 Review of related literature 9
2.2 Theoretical framework
2.3 Summary of review 33
CHAPTER THREE: RESEARCH METHODOLOGY
3.1 Introduction 35
3.2 Research design 35
3.3 Area of study 35
3.4 Population of the study 36
3.5 Sample size 36
3.6 Instrument for data collection 36
3.7 Reliability of the instrument 37
3.8 Validity of the Instrument 38
3.9 Method of data Collection 38
3.10 Method of Data Analysis 39
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.1 Introduction 41
4.2 Characteristics of the respondents 41
4.3 Presentation of Data Analysis 43
4.4 Discussion of Findings 48
4.5 Summary of findings 49
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 51
5.2 Conclusion 52
5.3 Recommendation 53
Biography 54
Appendix 56
EFFECTS OF MULTIPLE INTELLIGENCE-BASED AND COMPUTER ASSISTED INSTRUCTIONS ON SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN MATHEMATICS IN ONITSHA EDUCATION ZONE, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
