Effect of Microsoft PowerPoint Instructional Strategy on Performance in Mensuration Concept among Senior Secondary School Mathematics Students in Katsina State, Nigeria

Abstract

This study examined the effect of Microsoft PowerPoint instructional strategy on students’ performance in Mensuration among Senior Secondary School students in Katsina State, Nigeria. A 3 × 2 factorial quasi-experimental pretest–posttest non-randomized control group design was adopted. A total of 180 students were selected using a multistage sampling technique and assigned to three instructional groups: Interactive PowerPoint, Linear PowerPoint, and Non-Digital Technology. Data were collected using a Mensuration Performance Test (MPT), which was validated by experts in Mathematics Education and Measurement and Evaluation. The instrument yielded a reliability coefficient of 0.81. Descriptive statistics (mean and standard deviation) and Analysis of Covariance (ANCOVA) were used for data analysis at the 0.05 level of significance using the Statistical Package for the Social Sciences (SPSS). The results revealed that students taught using Interactive PowerPoint recorded the highest performance scores, followed by those taught using Linear PowerPoint, while students taught using Non-Digital Technology recorded the lowest performance scores. ANCOVA showed a significant effect of instructional treatment on students’ performance in Mensuration, F(2, 173) = 5.018, p = .008, partial η² = .055. Gender also had a significant effect on students’ performance, F(1, 173) = 10.029, p = .002, partial η² = .055. Furthermore, a significant interaction effect was found between instructional treatment and gender, F(2, 173) = 6.743, p = .002, partial η² = .072. Post hoc analysis revealed a significant difference between the Interactive PowerPoint and Linear PowerPoint groups, while no significant differences were found between the Interactive PowerPoint and Non-Digital Technology groups or between the Linear PowerPoint and Non-Digital Technology groups. The study concluded that instructional treatment significantly influenced students’ performance in Mensuration and that the effectiveness of the instructional strategies varied according to students’ gender. The study recommended the adoption of Interactive PowerPoint in the teaching of Mensuration and the provision of adequate technological resources and teacher training to support its implementation.