Asian Journal of Education and Social Studies

The integration of technology into mathematics instruction is increasingly essential for effective teaching and learning in the 21st century. This study investigated the effect of non-digital technology, Linear PowerPoint, and Interactive PowerPoint instructional strategies on senior secondary school students’ performance and interest in Trigonometry in Katsina State, Nigeria. The study specifically examined differences in students’ mean performance scores and interest levels across the three instructional methods. A quasi-experimental pretest–posttest non-randomized control group design was adopted. The population comprised all Senior Secondary School II students offering Mathematics in Katsina State, from which a sample of 180 students was selected using a multistage sampling technique. Data were collected using the Trigonometry Performance Test (TPT) and an Interest Questionnaire (IQ), both validated by experts and found to be reliable with coefficients of approximately 0.81 and 0.79. Descriptive statistics were used to answer the research questions, while Analysis of Covariance (ANCOVA) and one-way Analysis of Variance (ANOVA), followed by Scheffé post-hoc tests, were used to test the hypotheses at the 0.05 level of significance. The results revealed a statistically significant difference in the mean performance scores of students across the three instructional groups, F(2,176) = 181.96, p < .05, with Interactive PowerPoint producing the highest mean score and a large effect size (partial η² = .674). Significant differences were also found in students’ interest in Trigonometry across the instructional methods, F(2,177) = 411.10, p < .001, in favour of Interactive PowerPoint. The study concludes that Interactive PowerPoint instruction is more effective than Linear PowerPoint and non-digital instructional methods in enhancing students’ performance and interest in Trigonometry. The findings highlight the practical value of integrating interactive digital instructional strategies into secondary school mathematics classrooms.