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