Computer Simulation Effect on Learner Achievement in Probability in Mathematics in Secondary Schools in Kisii County, Kenya

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dc.contributor.advisorMiheso-O’Connor Marguerite, Khakasaen_US
dc.contributor.advisorOndigi, Samson Rosanaen_US
dc.contributor.authorMogire, Monyoro Wilfred
dc.date.accessioned2023-08-07T13:28:18Z
dc.date.available2023-08-07T13:28:18Z
dc.date.issued2023
dc.descriptionA Research Thesis Submitted in Fulfillment of the Requirements for Award of the Degree of Doctor of Philosophy Mathematics Education in the School of Education and Lifelong Learning, Kenyatta University April, 2023en_US
dc.description.abstractFrom 2012 to 2018, pupils taking the Kenya Certificate of Secondary Education (KCSE) routinely performed poorly in mathematics on a national level. In KCSE Test data from 2012 to 2018, it was noted that probability was one of the mathematical concepts that the majority of pupils found challenging. A novel approach that advocates for the incorporation of computer assisted learning methods like simulation has been put out to address the issue. In this study, learner achievement in probability in mathematics was compared to computer-based simulation (CBS) effect in public secondary schools in Kisii County. The study was guided by five objectives: (1) determine the difference in achievement in Probability between students using computer simulation and those taught using conventional methods (2) establish the effect of computer simulation on achievement of high-ability (HA) and low-ability (LA) students in Probability; (3) determine the effect of computer simulation on students‘ achievement in Probability by sex; (4) determine the effect of computer simulation on students‘ achievement in Probability based on their attitude towards mathematics; and (5) establish the challenges of implementation of computer simulation in the teaching and learning of Probability in Kenya. To collect data, Solomon's four-group type quasi-experimental research design was devised. In Kisii County, data were collected from 198 Form 3 students and eight (8) Mathematics class teachers from four (4) public secondary schools who were purposefully chosen to participate in the study. To obtain qualitative and quantitative data, the researcher used students' questionnaires, pre-tests, and post-tests, as well as students' Mathematics achievement tests and instructors' interview schedules. Mean, standard deviation, and ANOVA were used to examine the results for the first objective. It was discovered that, on average, the experimental group outperformed the control group. The experimental group outperformed the control group specifically in probability achievement. Nonetheless, the pre-test outcomes for the experimental group and the control group were comparable. In order to test objective two, a two-way analysis of variance was used. The results showed that, in the control group, students with low ability (LA) had a greater influence on achievement than students with high ability (HA), while in the experimental group, high ability (HA) students had a significantly larger effect on probability achievement than in the control group. When goal 3 was tested using a two-way analysis of variance (ANOVA) test, the findings showed that boys and girls had relatively different mean probabilistic accomplishment levels. Objective 4 was tested using the Post Hoc Tukey's (HSD) test and an ANOVA, and the results showed that the strategy's use had a greater impact on the experimental groups than the control groups. In order to evaluate goal 5, a schedule of interviews was employed. The results showed that there was a lack of physical infrastructure, computer labs, computer hardware, and software, as well as stable internet connectivity and a dependable power supply. Statistical Package for Social Sciences (SPSS) software was typically used to quantitatively examine the data that was obtained. Depending on the research hypothesis, either a one-way ANOVA or a two-way ANOVA was used to test the hypothesis at a 95% level of significance. Additional tests were based on factor analysis, post hoc analysis, and t-tests. The main finding is that CBS's teaching approach is better than traditional approaches to teaching probability.en_US
dc.description.sponsorshipKenyatta Universityen_US
dc.identifier.urihttp://ir-library.ku.ac.ke/handle/123456789/26608
dc.language.isoenen_US
dc.publisherKenyatta Universityen_US
dc.subjectComputer Simulation Effecten_US
dc.subjectLearner Achievementen_US
dc.subjectProbabilityen_US
dc.subjectMathematicsen_US
dc.subjectSecondary Schoolsen_US
dc.subjectKisii Countyen_US
dc.subjectKenyaen_US
dc.titleComputer Simulation Effect on Learner Achievement in Probability in Mathematics in Secondary Schools in Kisii County, Kenyaen_US
dc.typeThesisen_US
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