Gender difference in secondary school students’ retention in algebra: A computer simulation approach
Felix Oromena Egara 1 * , Mogege David Mosimege 1
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1 Department of Mathematics, Natural Sciences and Technology Education, University of the Free State, Bloemfontein, SOUTH AFRICA* Corresponding Author

Abstract

This research examined how well learners retained algebra concepts after using a computer simulation program. Two research questions and two hypotheses guided the study. A quasi-experimental design was employed. The population consisted of 2,152 junior secondary school two (JSS 2) students from the Udenu Local Government Area in Enugu State. 115 students from two co-educational schools were the study’s sample. Each school had two streams of JSS 2 classrooms, with the experimental and control groups being randomly assigned. The algebra achievement test, which has a reliability score of 0.88, was used to gather the data for this study. The statistical package for social sciences software was used to analyze the collected data. According to the data, students taught algebra using computer simulation had considerably higher average retention scores compared to learners taught utilizing the traditional method. The data revealed furthermore that, a significant gender difference occurred in the mean retention scores of students taught algebra concepts utilizing computer simulation.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 19, Issue 7, July 2023, Article No: em2290

https://doi.org/10.29333/ejmste/13280

Publication date: 01 Jul 2023

Online publication date: 15 May 2023

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