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B. A. Usman, D. I. Wushishi, A. I. Gambari and O. Olayinka This Study ATBU, Journal of Science, Technology & Education (JOTE); Vol. 5 (2), June, 2017 ISSN: 2277-0011 EFFECT OF DEVELOPED WEB-BASED INSTRUCTIONAL PACKAGE IN HAUSA LANGUAGE ON ACADEMIC ACHIEVEMENT OF UPPER BASIC STUDENTS IN GEOMETRY IN NIGER STATE BY B. A. Usman, D. I. Wushishi, A. I. Gambari and O. Olayinka School of Science and Technology Education Federal University of Technology, Minna Niger state, Nigeria ABSTRACT This study was premised on Development and Assessment of Web-Based Instructional Package in Hausa Language on Upper Basic Students’ Achievement in Geometry in Niger State. The study had three objectives and three null hypotheses. Quasi-experimental design, specifically Pretest, Posttest, non-equivalent, non-randomized control group design and a descriptive survey design was adopted for the study. Three hundred and seventy-three (373) students were sampled for the study from eight (8) purposively sampled co-educational secondary schools from two zones of Niger State. The experimental and the control groups consisted of 183 and 190 students respectively. Experts in the field of Geometry, Science Education, Educational Technology and Hausa language, validated three research instruments used for the study. The reliability coefficient of the Bashiwushi-Futmin Lissafi (BFL) which has Yankuzo Tambayoyin Lissafi (YATAL) was 0.84. while the reliability of Yankuzo Geometry Achievement Test (YAGAT) was found to be 0.82. The hypotheses were tested using Analysis of Covariance (ANCOVA) using Statistical Package for Social Sciences (SPSS) 20.00 version. The result of the study revealed that the students exposed to the Bashiwushi Futmin-Lissafi (BFL) package performed significantly better than those taught using the conventional lecture method. Based on the findings from the study it was recommended that web-based instructional package in Hausa language be encouraged for teaching Geometry in any community where those residing speaks Hausa language in order to enhance effective teaching and learning of Geometry at junior secondary school level. Key words: Web-Based, Package, Hausa, Achievement, Geometry INTRODUCTION Technology, Engineering and Mathematics (STEM) skills Achievement of any nation’s vision, including have enabled the advanced countries to achieve Nigeria’s vision 2020, is based principally on the sustained economic growth over the years. successful attainment of the objectives of education Remarkably, Mathematics is the bedrock of especially those of Science, Technology and STEM. Whereas science and technology have been Mathematics at all levels. Education remains a key acknowledged globally as the bedrock of development, factor in the attainment of Nigeria’s quest for positive Mathematics remains the language of science, and a change is investment in education. It is apparent that precursor of scientific discoveries and inventions. It the distinct quality of the education system of advanced was acknowledged at European Union level that nations of the world distinguished them economically, competence in Mathematics is one of the key socially, scientifically, and technologically from those of competences for personal fulfillment, active the underdeveloped nations such as Nigeria. This is citizenship, social inclusion and employability in the because Education is not only an inherent right and knowledge society of the 21st Century (Androulla, 2011). basic need of man, but is also the most effective It was in consideration of the acknowledged importance instrument for the growth, development, survival and of Mathematics and its usability in all aspects of human emancipation of the human race (Mogbo, 2014). Science, Usman, B. A., Wishishi, D. I., Gambari, A. I. & Olayinka, O. Copyright © 2017 JOSTE. All Rights Reserved (www.atbuftejoste.com) 109 ATBU, Journal of Science, Technology & Education (JOTE); Vol. 5 (2), June, 2017 ISSN: 2277-0011 endeavour that it was made a core and compulsory attitude of students (Uhumuavbi & Umoru, 2005), subject in primary and secondary schools in Nigeria. inadequate instructional resources (Yara & Otieno, Notwithstanding the acknowledged 2010) and instructional strategies (Odili, 2006). Other importance of Mathematics, it was however observed identified factors are inadequate qualified Kurumeh, et that students in Nigeria shy away from its study (Telima, al. (2012) stated that majority of the students not only 2011), consequently affecting their academic lack interest in Mathematics but also perceive the achievement. Achievement is an educational variable subject as difficult, abstract, unattractive, boring, not that is concerned with the terminal behaviour of a captivating, and not related to their daily living. The lack student at the end of a given period or even within a of interest on the part of students is one of the factors given time range. In Nigeria, the main yardstick for contributing to their massive failure yearly in determining the academic achievement of students is Mathematics examinations, hence the need for studies the overall performance of students in National on redressing the issue. Patrick and Theresa (2015) examinations. Various examination bodies, such as the stated that the use of strategies that involve learner’s West African Examination Council (WAEC), National active participation by teachers could arouse the Examinations Council (NECO), National Business and students’ interest. Scholars opined that Web-based Technical Examination Board (NABTEB), and the Joint instruction has been showed to reduce the perceived Admission and Matriculation Board (JAMB) usually stereotyped status of female students in the learning of conduct the National examinations. It is however, Mathematics, particularly Geometry, in the sense that worrisome that between 2009 and 2014, in the every student in the study will have access to the examination conducted by the West African Examination package and learn it at his/her convenient time and Council (WAEC) in Nigeria as reported in the Daily Trust pace (Ramatu et al., 2015). Through the web-based Newspaper of 8 August, 2014 those who made five instruction, especially in a language more familiar to credits including English Language and Mathematics the learner, the problem of teaching Mathematics using lingers between 23% to 38% (Daily Trust, 2014). teacher-centred method might be minimised if not Consequently, over the years, stakeholders in the resolved. As a result of the citations, the researchers education industry have continuously expressed intend to determine whether Web-based instruction in concern on the failure rate of students across the Hausa language used in teaching Mathematics is states in Nigeria, in almost all these examinations for relevant in arousing and awaking students’ interest in quite some time now. Mathematics for improved performance. In Niger state, the analysis of academic The poor performance of students in achievement of secondary school’s students who mathematics and Geometry in particular has been a passed both English Language and Mathematics from thing of concern to stakeholders because it is one of 2002 to 2013 in WAEC and NECO revealed 5.3% and the strong requirements for University admission. One 15.1% respectively, while from 2009 to 2013 in NABTEB of the factor responsible for students’ poor was 14.7% (Appendix A). Furthermore, in 2014, Niger performance in Mathematics generally and Geometry in State Ministry of Education revealed that 17.8٪ of particular is the language factor while teaching students that registered and sat for the examination Mathematics due to difficulty in verbal and visual skills got five (5) credits and above including Mathematics noticed among students (Hassan, 2014). Furthermore, and English. Poor achievement in Mathematics requires the conventional teaching approaches as observed by serious attention; this is because development of any WAEC Chief Examiner’s report (2010) is deficient in nation is dependent on its improved Mathematics meeting the needs of majority of learners. The choice education, which establishes bases for technological of language of instruction is a recurrent challenge in development (Imoko & Isa, 2015). the development of quality education in Nigeria. Experts attributed the poor achievements in Whereas many preferred teachings in students’ Mathematics over the years to many factors such as Mother-tongue or Bi-lingual medium, others still Usman, B. A., Wishishi, D. I., Gambari, A. I. & Olayinka, O. Copyright © 2017 JOSTE. All Rights Reserved (www.atbuftejoste.com) 110 ATBU, Journal of Science, Technology & Education (JOTE); Vol. 5 (2), June, 2017 ISSN: 2277-0011 consider the international lingua franca – English Lissafi” and those exposed to lecture method language as the best medium for teaching any subject in Niger State. to any student (Popoola & Ajani, 2014). Although the HO2: There is no significant difference in the mean importance of use of Mother-tongue as language Geometry achievement score of male and medium of instruction have been recognised by National female upper basic students exposed to Policy on Education (FRN, 2004) at least at lower basic “Bashiwushi – Futmin Lissafi” in Niger state. level. HO3: There is no significant difference in the mean It is evident that recent technological Geometry achievement scores of upper basic advances have created possibility for new ways of students who are native Hausa Language teaching and learning. The effective use of technology speakers and those who are non-native Hausa in a friendly language
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