Effects Of Information And Communication Technology (Ict)-Driven Pedagogy On Performance Of Grade 12 Geometry Ordinary Level Learners In The Omusati Educational Region, Namibia

ABSTRACT

Mathematical skills and knowledge are crucial for the attainment of Sustainable

Development Goals (SDGs) -Goal 4 and the Namibian Vision 2030. In spite of the

important role that Mathematics plays in the development of national economy, there

has been poor performance in the subject at national examination level in many

countries globally (Ali, 2013; Karue, & Amukowa, 2013), including Namibia

(Haimbodi, 2012; Naukushu, 2011; Mateya, 2008). The Omusati Education region in

Namibia is one of the regions characterized by poor performance in Grade 12

Mathematics Namibia Senior Secondary Certificate Ordinary (NSSCO) level. The

Namibian Mathematics curriculum comprises many topics, one of which is

Geometry. The Examiners’ reports highlighted that questions on Geometry are

poorly answered every year (DNEA, 2011, 2012, 2013, 2014). The objectives of this

study were to investigate the effects of ICT-driven pedagogy on learners’ Geometry

performance and to determine the Experimental Group’s perception level toward

ICT-driven pedagogy.

This study was informed by Bruner’s (1960) Constructivist Theory to explain effects

of Information and Communication Technology (ICT)-driven pedagogy on

performance of Grade 12 Geometry Ordinary level learners. The study used

Understanding by Design teaching approach to explain Geometrical concepts.

Further, the Technology Acceptance Model (TAM) and Theory of flow Cognitive

Absorption (CA) were adopted as conceptual frameworks to test for learners’

perceptions toward ICT-driven pedagogy.

This study used sequential explanatory research design, a mixed research design

approach; using non-equivalent pre-test and post-test quasi-experimental design and

a survey. Cluster random sampling was used to select a sample of 176 Grade 12

learners from two purposively selected secondary schools in the Omusati Education

region. The Experimental School had a Geometers’ Sketchpad software while the

Control School did not. The Experimental Group (N=88) were taught Geometry

topics (geometrical terms, relationships, angle properties and symmetry) using the

ICT-driven pedagogy for two weeks. Meanwhile, the Control Group (N=88) was

taught the same content using a traditional approach (chalkboard and textbook). Data

were collected in two phases; first the two groups wrote a pretest then after two

weeks intervention the post-test was conducted straightaway. In addition, the

questionnaire was administered immediately after the post-test to the Experimental

Group. The data were analysed using the Statistical Package for Social Sciences

(SPSS) software.

Mann-Whitney U (non-parametric) test was used to test for significant difference

between the Control and Experimental Groups since unequal variance was assumed

after using Levene’s test (𝜌-value = 0.027 < ∝= 0.05). The findings of the study

revealed that, at 95% confidence level 𝜌=0.004; Mann-Whitney U test = 2 914.500,

there was a statistically significant difference between the two groups in terms of

learner performance on Geometry topics. This implies that the use of ICT-driven

pedagogy improved learners’ performance. From the analysis of TAM constructs, the

study found that 70.8% of the Experimental Group held positive perception toward

ICT-driven pedagogy whereby a higher percentage were females (43.1%) than males

(27.7%). Positive attitude toward ICT-driven pedagogy by learners translated into

learners encouraging for the adoption of ICT-driven pedagogy.

Further, this study found a weak association (𝑥2 = 3.426; 𝜌 = 0.180 > 𝛼 =

0.05) between gender and perception levels; a strong association between

performance in Geometry topics and perception level (𝑥2 = 0.758; 𝜌 = 0.685 >

𝛼 = 0.05). It can therefore be concluded that perception toward ICT-driven

pedagogy has a link on performance in Geometry topics. Furthermore, a very weak

negative correlation between gender and performance in the post-test on Geometry

topics (r = -0.122;𝜌 = 0.052 > 0.05) was found which implies that performance is

not determined by whether a learner is male or female and vice versa.

Based on the findings of this study, it was recommended that Mathematics teachers

should be encouraged to use ICT-driven pedagogy when teaching Geometry in order

to improve learners’ academic achievement. Furthermore, schools that are equipped

with ICT facilities should be encouraged to secure GSP software in order to enhance

teaching and understanding of Geometry topics.