INTEREST-DRIVEN TECHNOLOGY-ENHANCED MATHEMATICS INSTRUCTION AND STUDENT OUTCOMES IN FEDERAL CAPITAL TERRITORY, ABUJA, NIGERIA
Keywords:
interest development, GeoGebra, Desmos, student engagement, self-regulated learning, mathematics educationAbstract
This quasi-experimental study examined the association between a ten-week multi-component interest-driven technology-enhanced mathematics instructional programme and student motivation, engagement, and self-regulated learning (SRL) among Senior Secondary Two (SS 2) students in Bwari Area Council, Federal Capital Territory (FCT), Nigeria. Grounded in the Four-Phase Model of Interest Development (Hidi & Renninger, 2006) and Zimmerman’s (2002) SRL framework, the programme embedded interactive digital boards, GeoGebra and Desmos tablet-based tools, collaborative problem-solving, open-exploration windows, and digital self-assessment portfolios within coordinate geometry and trigonometry instruction. A non-equivalent control group design compared 60 experimental and 58 control students from two purposively selected public secondary schools. Three validated instruments assessed outcomes: the Situational Interest–Motivation (SIM) Scale, the Student Behavioural Engagement Questionnaire (SBEQ), and the Motivated Strategies for Learning Questionnaire Self-Regulated Learning subscale (MSLQ-SRL). Student-level ANCOVA, with pre-test scores as covariates, indicated significantly higher adjusted post-test scores for the experimental group on motivation (F(1, 115) = 114.36, p < .001, partial η² = .495), overall engagement (F(1, 115) = 96.82, p < .001, partial η² = .454), and self-regulation (F(1, 115) = 108.91, p < .001, partial η² = .480). Interest-phase progression analysis indicated that 81.7% of experimental students advanced at least one interest phase compared with 15.5% of control students. Because treatment was assigned at the school level and the intervention comprised multiple components, findings are exploratory estimates and cannot be causally attributed to any single instructional element. Findings suggest that technology-enhanced mathematics instruction may support motivational and regulatory development when digital tools are organised around interest-triggering, contextual relevance, learner agency, and self-monitoring.References
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