# A COMPARATIVE STUDY OF COMPUTED AIDED LEARNING AND TRADITIONAL TEACHING METHOD ON THE UNDERSTANDING OF LINEAR AND QUADRATIC FUNCTIONS IN MATHEMATICS

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A COMPARATIVE STUDY OF COMPUTED AIDED LEARNING AND TRADITIONAL TEACHING METHOD ON THE UNDERSTANDING OF LINEAR AND QUADRATIC FUNCTIONS IN MATHEMATICS

Title Page                                                                                  i

Declaration                                                                                ii

Approval Page                                                                           iii

Dedication                                                                                  iv

Abstract                                                                                     vi

CHAPTER ONE: INTRODUCTION

1.1    Inroduction                                                 1

1.2  Background of the study       3

1.3    Statement of the General Problem                                  4

1.4    Objective of the study                                                       5

1.5    Significance of the study                                                  5

1.6    Statement of hypothesis                                                   6

1.7    Scope of the study                                                             6

1.8    Limitation of the study                                                     7

1.9    Definition of terms                                                            7

CHAPTER TWO: LITERATURE REVIEW

2.0    Introduction                                                                      9

2.1    Review of related literature                                             9

2.2    Theoretical framework

2.3    Summary of review                                                           33

CHAPTER THREE: RESEARCH METHODOLOGY

3.1    Introduction                                                                      35

3.2    Research design                                                                35

3.3    Area of study                                                                    35

3.4    Population of the study                                                    36

3.5    Sample size                                                                       36

3.6    Instrument for data collection                                          36

3.7    Reliability of the instrument                                            37

3.8    Validity of the Instrument                                               38

3.9    Method of data Collection                                                 38

3.10  Method of Data Analysis                                                  39

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1    Introduction                                                                      41

4.2    Characteristics of the respondents                                   41

4.3    Presentation of Data Analysis                                         43

4.4    Discussion of Findings                                                     48

4.5    Summary of findings                                                        49

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1    Summary                                                                          51

5.2    Conclusion                                                                        52

5.3    Recommendation                                                              53

Biography                                                                         54

Appendix                                                                           56

Abstract:

This study aims to compare the effectiveness of computer-aided learning (CAL) and traditional teaching methods in enhancing students’ understanding of linear and quadratic functions in mathematics. Linear and quadratic functions are fundamental concepts in algebra and play a crucial role in various fields, including science, engineering, and economics. The study investigates whether CAL, with its interactive and multimedia features, can provide a more engaging and effective learning experience compared to traditional teaching methods.

The research employs a quantitative research design using a pre-test-post-test control group design. A sample of students from secondary schools is randomly assigned to two groups: the CAL group and the traditional teaching group. Both groups receive instruction on linear and quadratic functions, with the CAL group utilizing computer software specifically designed for this purpose, while the traditional teaching group follows a conventional classroom approach.

The effectiveness of the interventions is evaluated through a pre-test and post-test assessment that measures students’ understanding of linear and quadratic functions. The assessment includes both conceptual understanding and problem-solving skills. Additionally, students’ perceptions of the learning experience are collected through surveys and interviews to gather qualitative data.

The study hypothesizes that students in the CAL group will demonstrate significantly higher levels of understanding of linear and quadratic functions compared to the traditional teaching group. Additionally, it is expected that students in the CAL group will exhibit more positive attitudes towards mathematics and perceive the learning experience as more engaging and interactive.

The findings of this study are expected to contribute to the ongoing discourse on the effectiveness of technology-enhanced learning in mathematics education. By comparing CAL with traditional teaching methods, the research aims to provide insights into the potential benefits and limitations of integrating digital tools into the mathematics curriculum.

Keywords: computer-aided learning, traditional teaching methods, linear functions, quadratic functions, mathematics education, technology-enhanced learning.

A COMPARATIVE STUDY OF COMPUTED AIDED LEARNING AND TRADITIONAL TEACHING METHOD ON THE UNDERSTANDING OF LINEAR AND QUADRATIC FUNCTIONS IN MATHEMATICS,

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