Bridging Gender Disparities in Mathematics Achievement through Computer Based Learning

The purpose of this paper was to establish the influence of computer based learning (CBL) in Mathematics on learners’ achievement level in relation to gender. Specifically, the study sought to find out if there is any significant difference in achievement between boys and girls when exposed to CBL among secondary school students in Bungoma North District, Western Province, Kenya. This study was based on the theory of situated learning which states that learning as it normally occurs is a function of the activity, context and culture in which it occurs (Lave, 1988). The study adopted an experimental design where pre-test and post-test control group was used. The target population of the study was 1,173 form three secondary school students from Bungoma North District, Kenya. Purposive sampling was used to select schools with and without computers after which simple random sampling was used to select nine schools for the study. The study used a sample size of 240 respondents. Purposive sampling was used to select students who were computer literate then simple random sampling was applied to choose the respondents of the study. Mathematics achievement tests were used to collect data from the respondents. In data analysis both descriptive and inferential statistics were used. Descriptive statistics involved means, while inferential statistics utilized independent samples t-test. It was found out that there was no significant difference between boys and girls in Mathematics achievement when exposed to CBL. The paper therefore made the following recommendations: gender digital divide to be addressed, develop and use interactive Mathematics programmes, rural electrification to be continued, teachers to be equipped with the skills and knowledge they need to use the CBL technology, computer studies to be made compulsory in secondary schools. All this recommendations aim at bringing CBL into classroom to give every student, especially girls, a competitive edge in mathematics achievement. Keywords: Achievement, Bridging, Computer Based Learning, Gender Disparit

The Availability, Adequacy and Improvisation and the Use of Instructional Resources for Teaching Mathematics in Secondary Schools in West Pokot District, Kenya

This study examined the factors that influence the use of instructional resources/materials in the teaching of mathematics in secondary schools. Among the instructional materials that were investigated in their use are: Textbooks and mathematical tables. The study focused on their use in terms of their availability, adequacy and improvisation. The research design that was used in the study is descriptive survey. The research instruments included questionnaire, interview schedules and document analysis. The sampling techniques that were used in this research are stratified, simple random and purposive sampling. The respondents comprised 24 mathematics teachers and 372 form two students. Four teachers were interviewed. Data analysis was done by use of descriptive statistics. The study revealed that the selected instructional materials are not adequate. The main recommendations are that school administrators, teachers, students and parents should be sensitized on the importance of provision of instructional materials adequately. Keywords: Availability, Adequacy, Improvisation, Use and Instructional Resources (textbooks and mathematical tables)

Pedagogical Factors Affecting Integration of Computers in Mathematics Instruction in Secondary Schools in Kenya

The paper reports findings of a study which sought to examine the pedagogical factors that affect the integration of computers in mathematics instruction as perceived by teachers in secondary schools in Kenya. This study was based on the Technology Acceptance Model (TAM). A descriptive survey design was used for this study. Stratified and simple random sampling techniques were used to select a sample of 200 teachers that was drawn independently and randomly from the stratum of secondary schools. Questionnaires, interview and observation schedules were used to collect data from respondents. Data was analyzed using descriptive statistics frequencies and percentages and inferential statistics including one way analysis of variance and regression analysis. The results indicate that mathematics teachers’ use of computer technology is significantly related to pedagogical factors such as knowledge and skills in computer, perceived usefulness, access to hardware and software and technical support and pedagogical routine practice. The study provides a basis upon which recommendations on appropriate remedies can be formulated to enhance the integration of computers in mathematics instruction by teachers. This also provides a guideline for the selection of sound instructional approaches in mathematics instruction in secondary schools. Keywords: ICT pedagogy, instructional software, mathematics classroom