Students Digital Readiness and Interest in Mathematics Using Teachmint Platforms

Abstract

This research examined the digital readiness and interest levels of students taught Mathematics through the utilization of Teachmint Platforms (TP) in Port Harcourt City, Rivers State. The study employed a pre-test post-test quasi-experimental design, involving a sample of 124 students drawn from a larger population of 6,266 senior secondary school 2 Mathematics students (SS2) using purposive sampling methodologies. The research was driven by two specific research questions and two corresponding hypotheses. Descriptive statistics, including means and standard deviations, were utilized to address the research questions, whereas t-test and two-way ANCOVA were employed to evaluate the hypotheses at a significance level of p ≤ 0.05. Two assessment instruments were implemented in the study: the Mathematics Digital Readiness Assessment Scale (MDRAS), which exhibited a reliability coefficient of .936 determined through the test-retest method, and the Mathematics Interest Inventory (MII), which recorded a reliability coefficient of r = 0.85 ascertained via the Kuder Richardson Formula 20 (K-R 20) technique. The findings indicated that the Teachmint Platforms significantly enhanced students’ digital readiness and their interest in Mathematics.  Consequently, it is advisable that the management of secondary schools in Rivers State consider the integration of Teachmint Platforms into the Mathematics curriculum, as it effectively engages and motivates students' interest, potentially leading to improved academic performance. The implications derived from the results underscore the necessity for further exploration of the Teachmint Platform, particularly acknowledging the existing scarcity of scholarly work in this area based on the reviewed literature.