An analysis of three modes of mobile instructional package on mathematics students’ interest in colleges of education in North-central Nigeria

Abstract

This study investigated an analysis of three modes of mobile instructional package on mathematics students’ interest in colleges of education, in North-Central Nigeria. The study adopted descriptive survey design. The target population for the study was 1625 NCE one mathematics students in North-Central Nigeria. Multi-stage sampling was used to sample the schools and students for the study. A random sample of 120 students (75 male and 45 female) were selected from three randomly selected Colleges of Education, in North-Central Nigeria. Three schools were assigned to Mathematics Mobile Instructional Package respectively. The research was guided by two research questions and two null hypotheses tested at 0.05 level of significant. The researchers examined the interest of mathematics students on developed three modes of mathematics mobile instructional package using mathematics mobile instructional package interest questionnaire (MMIPQ). A pilot study was carried out to test reliability of the research instrument. A reliability coefficient of 0.91 was obtained using CrombachApha on Mathematics Mobile Instructional Package Interest Questionnaire (MMIPIQ). 30 items mathematics mobile instructional package interest questionnaire (MMIPIQ) was administered to determine the interest of students on the (MMIP). The data collected from the administration of the research instrument (MMIPIQ) were analyzed using SPSS version 20.0. The mean and standard deviation were used to answer the research questions while (ANOVA) statistics was used to test the research hypotheses. The findings of the study revealed that there was significant difference in the mean interest and gender of mathematics students on Mathematics Mobile Instructional Package among others. Based on the findings, the study recommends among others that students should be encouraged to use Mathematics Mobile Instructional Package (MMIP) for teaching and learning of mathematics, and that mathematics mobile instructional package (MMIP) should be encouraged in schools for teaching mathematics.