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Integrating Technology into The Grade Ten Mathematics Curriculum at New Amsterdam Secondary School: Enhancing Instruction and Student Outcomes

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Mathematics remains one of the essential subjects for the foundation of problem-solving, logical and analytical skill in the twenty-first century. There are, however, difficulties in mathematics achievement that are still evident in Guyana, and throughout the Caribbean. The study was carried out in the context of integrating technology in the Grade Ten Mathematics curriculum at New Amsterdam Secondary School, to determine if a technology-based teaching method would be effective for students in the school to achieve higher academic performance than the traditional method. The study had a quasi-experimental research design with a non-equivalent control group. There were three Grade Ten classes: two experimental and one control. Students took pre-tests and post-tests and the intervention was used in twelve lessons of the topic: mensuration. The technology-enhanced lessons for the experimental groups used multimedia presentations, videos, simulations, games and interactive activities, whereas the control group was taught the same using traditional methods.

Results showed significant gains in mathematics achievement for students in the technological approach. The mean gain score of the experimental group (Group I) was 11.286 (SD = 3.041) whereas that of the experimental group (Group II) was 10.231 (SD = 4.072) and the control group was 4.452 (SD = 2.803). The independent samples t-test gave a p value that was much lower than 0.05, which is the level of significance, and this meant that there was a significant difference between the technological method of instruction and the traditional method of instruction. The results of the study indicate that technology enhanced instruction has a positive impact on students’ academic achievement and comprehension in mathematics. The study recommends that technology can enhance mathematics education in secondary schools in Guyana and may be used to help remediate some of the issues that have long plagued mathematics education in Guyana and the wider Caribbean.

Creative Mathematics Outcomes Achieved by the Junior High School Students as Characteristics of Mathematics Education at St. Paul University

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The study integrated the Charism Core Value of St. Paul University to the Mathematics Subject in Junior High School which is translated into a learning outcome pertaining to becoming a creative, resourceful explorer and problem solver. The junior high school students’ achievement of the mathematics learning competencies infused with the Charism core value was determined with the use of researcher-made questionnaires administered to 151 Science Class students enrolled in St. Paul University Surigao during the school year 2019-2020. Data gathered were analyzed using means and standard deviation. As a result, it was determined that the students under study achieved the creative mathematics outcomes and competencies to some extent. As to the specific indicators, the students under study were observed to be doing well at acknowledging points for improvement when solving problems to some extent compared to other indicators as they engaged in their mathematics classes. However, the same students were discovered to be weaker in terms of exhibiting giftedness as they translate mathematical knowledge into meaningful contexts.