This study is aimed at the development of 2D animation to improve the cognitive ability of junior secondary school students in Geometry. Four research questions were raised and answered and three research hypothesis was formulated and tested. The target population for the study consisted of all the JSS1 mathematics students in Gurara, Niger State. The sample size for the study is eighty-four (84) students which consisted of sixty-four (64) male students and twentyfour (24) female students. The sample size was ascertained using intact classes and balloting was used to assign the experimental and control groups. The instrument for data collection titled Test of Logical Thinking (TOLT) and 2D animation and Interest Checklist (2IC) were used for data collection. The instruments were validated by educational technology experts and a reliability test was carried out using the the Kuder Richardson reliability coefficient and Cronbach alpha which gave reliability index of r=0.89 and r=0.78 respectively. The researcher administered the instrument to both the experimental and control groups. The findings revealed that there was significant difference between the mean cognitive scores of students taught Mathematics using 2D animation package and those taught using conventional method. The fndings revealed there was significant difference between the mean retention scores of students taught Mathematics using 2D animation package and those taught using conventional method, there was no significant difference between the mean cognitive scores of male and female students taught Mathematics using 2D animation package. The findings also revealed that there was no significant difference between the mean retention scores of male and female students taught Mathematics using 2D animation package. The study made recommendations amongst others, which included that in-service training should be organized for teachers so that they learn the process of producing 2D animation package and the use of modern instructional media for effective instructional delivery.

Abstract

This study is on development of interactive mobile application on mathematics numbers and English letters identification for elementary class pupils.10 Educational Technology experts, Computer Science experts, Mathematics experts and English language experts participated in the study. Questionnaires were adapted and validated for data collection with 10 items each in Educational technology, Mathematics and English language while the questionnaire for the Computer science experts had 5 items. The questionnaires were then administered to get response from the experts. Five research questions was raised. The result was analyzed using SPSS v23 to find the mean and standard deviation of the responses. The average mean responses of experts in Educational Technology, Computer Science, Mathematics, and English language were 4.29, 4.24, 4.04 and 4.15 respectively which are all greater than 2.50, which indicates that the experts agree that the package is useful in teaching and learning identification of numbers and letters for elementary class pupils. Based on the findings, it was recommended that interactive mobile application on identification of numbers and letters for elementary class pupils should be used in teaching and learning identification of numbers and letters in elementary schools as the package is rated to be suitable.