IMPACT OF ONLINE TUTORIAL (GEOGEBR) ON PUPILS PERFORMANCE IN LEARNING FRACTION AT UPPER PRIMARY SCHOOLS IN MINNA, NIGER STATE.

Abstract

This study investigates the impact of online tutorial (GeoGebra software) on Upper Primary School Pupils' performance in learning fractions in Minna, Niger State. A quasi-experimental research design of pre-test and post-test within-group was employed. The population of this study comprises all the pupils in Basic 4 in the selected primary school in Minna, Niger State. The instruments were validated by experts in Mathematics education from the Department of Science Education, Abubakar Tafawa University, Bauchi, Bauchi State. Data was collected in three phases. The first phase is the Before Phase where the FAT was administered to determine their achievement level before treatment. The second phase was the Intervention Phase, where the pupils received instructions using GeoGebra software in a computer lab on three different occasions. While the third phase was the After Phase, in which the FAT was administered to the pupils to measure their achievement after the intervention. The study revealed that the use of GeoGebra software in teaching fractions significantly improves pupils’ learning outcomes compared to their learning outcomes before using the software. It was concluded that GeoGebra integration into classroom instruction is a strong way of addressing pupils’ learning difficulties in fractions and thereby enhances their performance in mathematics. The study recommended that School authorities and educational bodies should encourage the adoption of online teaching tutorials like GeoGebra for teaching and learning mathematics.

DOI: https://doi.org/10.5281/zenodo.18002168