Effect of Interactive PowerPoint Instruction on Performance in Trigonometry among Senior Secondary School Students in Katsina State, Nigeria
Sabo, Abubakar *
Department of Science Education, Faculty of Education, Federal University Dutsin-Ma, Katsina State, Nigeria.
Kankia, Dalhat Aminu
Department of Science Education, Faculty of Education, Federal University Dutsin-Ma, Katsina State, Nigeria.
*Author to whom correspondence should be addressed.
Abstract
The integration of technology in education is crucial for effective teaching in the 21st century. This study investigated the influence of Interactive PowerPoint Instruction (IPP) on performance in Trigonometry, a topic where students consistently perform poorly. The study aimed to determine the mean performance difference between students taught Trigonometry using IPP and those taught with non-digital technology, and to examine gender-based performance differences within the IPP group. A quasi-experimental design, specifically a pretest-posttest, non-equivalent control group design, was employed. The population comprised 69,932 SS II students in Katsina State. A multistage sampling technique selected a sample of 199 students. The Trigonometry Performance Test (TPT), validated by experts, was used for data collection. The instrument demonstrated high reliability with a coefficient of 0.83 after pilot testing. Data were analyzed using descriptive statistics (mean, standard deviation) and inferential statistics (independent samples t-test) at a 0.05 significance level. The results revealed a statistically significant difference in the mean performance scores between the two groups (t (197) = 17.81, p < .00). The IPP group achieved a higher mean score (78.23) compared to the non-digital technology group (61.67). This difference was associated with a very large effect size (Cohen's d = 2.52). A significant gender difference was also found within the IPP group, with a medium effect size (Cohen's d = 0.47), favoring male students. The study concludes that Interactive PowerPoint Instruction is a more effective strategy for teaching Trigonometry than non-digital methods, as evidenced by the substantial improvement in student performance and the very large effect size. These findings suggest substantial practical benefits for integrating IPP into mathematics instruction. It is recommended that schools adopt Interactive PowerPoint packages and that future research explores ways to optimize this method for equitable benefits across genders.
Keywords: Interactive powerpoint, non-digital technology, teaching strategies