Technology Enhanced Learning: Utilization of SymboLab Manipulative Instruction and Performance of Students in Quadratic Graphs

Abstract

Twenty first century learners are digital citizen and technologically savvy. This demands the use of innovative teaching strategies that take leverages of the affordance of digital tools. In this study, the effects of SymboLab manipulative instruction on students’ performance in quadratic graph has been investigated. Three research questions and three hypotheses guided the study. The population of study consisted of all senior secondary one students across schools in Uyo metropolis, and a sample size of  one hundred (100) students were purposively selected from the population.  The instruments for data collection was Quadratic Performance Test.  The validated instrument by experts yielded a reliability coefficient of 0.81, by method of Kuder-Richardson-21 formula. Quasi-experimental design was used for the study. Two intact classes were assigned to experimental group and a control group. The first experimental group were taught the concept of quadratic graph using SymboLab Manipulative Instruction, while the control group were taught quadratic graph using Concrete Manipulative Instruction.  Data obtained from the study was analyzed using mean, percentages and Analysis of Covariance. The results showed that students taught quadratic graph using technology enhanced learning tool; SymboLab Manipulatives performed significantly higher than those taught using Concrete Manipulative. Gender exerted a non-significant influence on students’ performance in quadratic graph between the intervention groups. Moreover, the joint effect of gender and instructional manipulatives yield non-significant influence on students’ performance in the concept of quadratic graph. It was therefore recommended that technology enhanced learning tools such as SymboLab Manipulatives should be used to teach the concept of quadratic graphs in secondary schools.