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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
TABLE OF CONTENTS
Title Page i
Declaration ii
Approval Page iii
Dedication iv
Abstract vi
Table of Contents vii
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, GET MORE EDUCATION PROJECT TOPICS AND MATERIALS
