Factors that influence student engagement with technology-enhanced resources for formative assessments in first-year undergraduate mathematics

Shé, Caitríona Ní; Bhaird, Ciarán Mac an; Fhloinn, Eabhnat Ní

doi:10.1080/0020739x.2023.2182725

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Cited by 4 publications

References 36 publications

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TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics

Ní Shé,

Ní Fhloinn,

Mac an Bhaird

2023

Journal of Research on Technology in Education

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TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics

Ní Shé,

Ní Fhloinn,

Mac an Bhaird

2023

Journal of Research on Technology in Education

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Impact of Integrated Learning approach to Students’ Success: A case study for the I Year PEEE course in a Bachelor of Technology Programme

Saravanan,

Sireesha,

Kalaiarasi

et al. 2023

2023 International Conference on Energy, Materials and Communication Engineering (ICEMCE)

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Impact of Information and Communication Technology (ICT) Facilities on Gender Differentials in Mathematics Performance Among Secondary School Students

Salami,

Spangenberg

2024

European Journal of STEM Education

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The poor performance of students in mathematics indicates that students need to acquire the necessary skills and knowledge required for solving mathematical problems. The study investigated the impact of information and communication technology (ICT) on gender differentials in mathematics performance among secondary school students in Kwara State. The study population consists of all senior secondary school students in Kwara State, Nigeria. The study employed a quasi-experimental design involving the pre-test and post-test non-equivalent control. A sample of 80 students was selected purposively from two secondary schools. The experiment group is involved in mathematics using ICT facilities, while the control group uses the traditional approach. The instrument of the study is a Mathematics Achievement Test (MAT) with a reliability of 0.80, determined using Pearson’s product moments correlation statistics. The data generated was analyzed using mean and standard deviation to answer research questions, while the hypotheses tested use ANCOVA at a 0.05 significance level. The result of the study revealed that ICT facilities improved students’ achievement and reduced the gender gap in mathematics achievement among secondary school students. Thus, mathematics teachers at the secondary school level should apply information and communication technology (ICT) facilities to teaching mathematics to improve students’ performance.

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Factors that influence student engagement with technology-enhanced resources for formative assessments in first-year undergraduate mathematics

Cited by 4 publications

References 36 publications

TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics

TeRMEd: a framework for educators to aid in the design and evaluation of technology-enhanced resources in mathematics

Impact of Integrated Learning approach to Students’ Success: A case study for the I Year PEEE course in a Bachelor of Technology Programme

Impact of Information and Communication Technology (ICT) Facilities on Gender Differentials in Mathematics Performance Among Secondary School Students

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