| dc.description.abstract | Studies attribute poor performance in mathematics especially in fractions in public primary schools to teacher centred teaching methods. However, few researchers have tried out interventions based on computer interactive multiple mice technique that promises to offer interactive and collaborative learning benefits enabling learners in resource-constrained schools to share one computer each with their own mouse. The purpose of this study was to investigate effects of computer interactive multiple mice technique on learners’ achievement, motivation and classroom interaction in learning fractions in public primary schools. The study was guided by the following objectives: to determine any difference in achievement between learners’ taught using computer interactive multiple mice technique and those taught using conventional instructional methods, to find out any difference in motivation between learners’ taught using computer interactive multiple mice technique and those taught using conventional instructional methods and to establish any difference in classroom interaction between learners’ taught using computer interactive multiple mice and those taught using conventional instructional methods. Computer Support for Collaborative Learning theory was used to depict the relationship between computer interactive multiple mice technique and conventional instructional methods as the independent variables and learners’ performance as the dependent variable. The study adopted quasi experimental pre-test, post-test, non equivalent groups design. The target population was 5,487 Standard 6 learners in public primary co-educational schools in Kenya. A sample of 518 learners from 12 schools were selected. Sampling techniques used involved stratification, purposive and simple randomized sampling. Computer interactive multiple mice technique was used in the experimental group while conventional instructional method was used in the control groups. Two Mathematics Achievement Tests (Mathematics Achievement Test 1 and Mathematics Achievement Test 2) gauged learners’ achievement in fractions. Mathematics Achievement Test 1 was used as a pretest for the two groups. Mathematics Achievement Test 2 was used to determine learner achievement after instruction. Mathematics Lesson Observation Checklist (MLOC) was used to gauge learners’ classroom interactions. Learner Motivation Questionnaire (LMQ) was used to determine learners’ motivation towards learning fractions. The instruments were piloted in two public primary co-educational schools of Hamisi Sub County. Face and content validity were determined by experts in mathematics subject. Test retest reliability method was deployed. Reliability was established using Pearson’s Product Moment of Correlation Coefficient to determine if the instruments were reliable. Class observations was employed to provide comparative findings to supplement the quantitative data. To test the hypotheses, inferential statistics (t-test) were used at significance level of .05. Qualitative data was summarized using descriptive statistics (frequencies, percentages, mean and standard deviation) and presented using tables and figures. A response rate of 89.1% (476) was realized. The findings revealed that on the pretest, the two groups were comparable. The posttest revealed significant difference with mean performance of the experimental group higher than the control group. The findings revealed significant difference in achievement between the groups (t474 = 21.925, p = .000.), improved mean scores in motivation and enhanced classroom interactions. Therefore, computer interactive multiple mice technique enhanced learners achievement in fractions, improved learner motivation and enhanced
classroom interacti on as compared to conventional instructional methods in public primary
schools of Hamisi Sub County. | en_US |
