IIARD International Institute of Academic Research and Development

International Journal of Education and Evaluation (IJEE )

E-ISSN 2489-0073
P-ISSN 2695-1940
VOL. 9 NO. 9 2023
DOI: https://doi.org/10.56201/ijee.v9.no9.2023.pg166.177

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Effects of Multiple Intelligence-Based and Computer Assisted Instructions on Secondary School Students’ Attitude to Mathematics in Onitsha Education Zone

OKIGBO, Ebele Chinelo & NWAFOR, Benjamin Amobi

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Abstract

The study investigated the effects of multiple intelligence-based and computer-assisted instructions (MII & CIA) on secondary school students’ attitude to Mathematics. Two research questions guided the study and three hypotheses were tested at 0.05 alpha level. Quasi- experimental design was used in the study, specifically, the pretest-posttest non-randomized control group design was used in the study. The study population comprised 5,561 SS2 students offering mathematics selected using purposive and random sampling techniques. The instrument used for data collection is Mathematics Attitude Scale (MAS) validated by experts. The reliability of MAS was established using Cronbach Alpha which respectively yielded coefficients of internal consistency 0.76. The research questions were answered using mean and standard deviation while analysis of covariance was used to test the null hypotheses. The findings of the study showed that students taught Mathematics using CAI followed by those taught using MII had higher mean attitude score than those taught using DTI. Also, there was a significant difference between the mean attitude score of students taught Mathematics using MII, CAI and Direct Teacher Instruction (DTI) in favour of CAI followed by MII. It was recommended that mathematics teachers should adopt the use of CAI in teaching mathematics in order to reduce the abstraction associated with mathematics concepts and develop a more positive attitude in students towards the subject.

keywords:

Multiple-intelligence, Attitude, Statistics, Computer, Mathematics

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References:

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Deniz, G. and Hatice, O.F. (2017). The effects of multiple intelligences based instruction on
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