This study explored the effect of PowerPoint integration on students’ motivation and achievement in less endowed Senior High Schools (SHSs). The study employed the embedded mixed method approach involving quasi-experimental design in which 80 students were randomly selected from two government-assisted Senior High Schools and assigned to control and experimental groups. Teacher-made Pre- and Post-Geometry Achievement Tests (GAT) and semi-structured interviews were used to collect quantitative and qualitative data respectively. During treatment, Information and Communication Technology (ICT) was integrated using PowerPoint presentation  to teach the experimental group while the control group was taught by conventional instruction approach. Both pre-GAT and post-GAT were administered to participants and their responds were scored to obtain quantitative data. Descriptive statistics and independent samples t-test were used to analyze the GAT scores while the qualitative data were thematically analyzed. The results showed that participants in both groups had improved in their post-GAT compared to their pre-GAT. However, it was revealed that study participants in the experimental group achieved better in the post-GAT than those in the control group. It was also revealed that there was no influence of gender in the achievement of the group taught by PPT presentation. Finally, the findings revealed that ICT integration promotes students’ motivation. In conclusion, ICT integration approach to teaching and learning mathematics concepts was found to promote students’ motivation and increased achievement in mathematics than the conventional instruction. The implications for practice and research are discussed.

This study investigated the effect of PowerPoint (PPT) instruction on achievement in two categories of SHSs in Ghana; less endowed and endowed schools, using a pre-test post-test quasi-experimental design. The sample consisted of 80 randomly selected students from two purposively selected government-assisted SHSs. The instruments used for data collection were two similar adopted Pre- and Post-Geometry Achievement Tests (GAT). During treatment, PPT presentations were used to teach both groups, some selected topics in geometry. Analysis of pre-GAT scores of both groups revealed that the participants in the endowed group significantly outperformed their counterparts in the less endowed group by a mean difference of 9.20. The results from the independent samples t-test conducted also showed that the endowed group significantly outperformed the less endowed group in the post-GAT. However, the results showed that the mean difference recorded between the two groups in the pre-GAT was significantly reduced to 6.58 in the post-GAT. Finally, the findings revealed no influence of gender in the achievement of both groups when PPT presentation was used in the instructional delivery. In conclusion, the use of PPT presentations in mathematics was found to increase SHS students’ achievement in mathematics and also found to be a good instructional approach that can be employed to narrow the gap in achievement levels between endowed and less endowed SHSs. The implications for practice and research are discussed.