The Effect of Integrating Instructional Technology into Mathematics Classroom on Trainees' Pedagogy Content Knowledge at Arbaminch College of teachers' education (SNNPR)
| dc.contributor.advisor | Solomon Areaya | |
| dc.contributor.author | Tamagn Haile | |
| dc.date.accessioned | 2026-11-07T08:30:47Z | |
| dc.date.available | 2026-11-07T08:30:47Z | |
| dc.date.issued | 2011-06-20 | |
| dc.description.abstract | The main purpose of this study was to investigate the effect of integrating instructional technology into mathematics classroom on trainees' Pedagogical Content Knowledge at Arbaminch College of teachers' education (SNNPR). To achieve the above purpose, a quasi-experimental design in general and a pretest-posttest non-equivalent group design in particular was used. The required data was collected using a pretest, posttest and students' questionnaire. The subjects of this study were first year Mathematics and natural science regular (MNSR) cluster diploma program trainees. These trainees were selected purposefully as intact groups. In order to increase the validity and reliability of the data collected, all the instruments listed above were first piloted in similar groups before the administration of the actual instrument. The data collected through questionnaire based on the five point Likert scale was analyzed using a descriptive statistics together with a chi-square test of independence. On the other hand, data collected using achievement test was analyzed using student 's t-test, one-way ANOVA, ANCOVA and regression analysis using SPSS 15.0 and Fathom 2.1. The analysis of achievement test revealed a significant mean difference (P<0.05) between pretest and posttest scores of high and medium achievers among the experimental and comparison groups. However, this was not true for low achievers. The same analysis also showed a significant mean difference between male trainees among the experimental and comparison group. However, this is not true in the case of female trainees. The analysis of data through questionnaire also indicates a significant difference between the pre-and-post responses of trainees PCK after the intervention. Thus in this study it is strongly recommended that effective mathematics teaching-learning process in teacher education colleges should incorporate the use of instructional technology to enhance students' mathematics achievement and to develop their pedagogy content knowledge | |
| dc.identifier.uri | https://etd.aau.edu.et/handle/123456789/9426 | |
| dc.language.iso | en | |
| dc.publisher | Addis Ababa University | |
| dc.subject | To achieve the above purpose | |
| dc.subject | a quasi-experimental design in general and a pretest-posttest non-equivalent group design in particular was used. | |
| dc.title | The Effect of Integrating Instructional Technology into Mathematics Classroom on Trainees' Pedagogy Content Knowledge at Arbaminch College of teachers' education (SNNPR) | |
| dc.type | Thesis |