The study examined the effect of computer-based instruction (CBI) on field-dependent and fieldindependent primary school pupils' knowledge of Arithmetic concepts.It also assessed the effect of Computerbased Numeracy instruction on their retention of learned Arithmetic concepts and investigated the moderating effects of sex on knowledge and retention of learned Arithmetic concepts by the two categories of learners. The study adopted the one-group pre-test post-test research design. The sample comprised 95 pupils of primary three in their contact classes in four primary schools purposively selected in Ile-Ife,Nigeria. The selection was based on availability of computer systems. The Group Embedded Figure Test (GEFT) was used to divide the pupils into group of field-dependent and field-independent after which 5the Computer Software Numeracy Instructional Package for Children (CSNIPC) was used to teach Arithmetic concepts. Achievement Test on Numeracy (ATN) was used for pre-test, post-test and retention test. The data collected were analyzed using Analysis of Covariance (ANCOVA) and 2-way repeated measure (ANOVA) respectively. Significant difference was found between pupils' mean score in Arithmetic concepts based on their cognitive styles of learning (F 1 , 92 = 0.02, p<0.05). Also Computer-based Numeracy Instruction (CBNI) has no significant effect on the retention of learned Arithmetic concepts of field-dependent and field-independent pupils (F (2,92) = 0.370, p >0.05). In addition, sex has no significant effect on the knowledge of learned Arithmetic concepts (F (1, 90) = 2.865; p>0.05) and retention (F (2, 90) = 0.292, p>0.05) of field dependent and field independent pupils.

The study investigated the effects of computer assisted instruction package in Nupe Language on primary school pupils in Bida local government area of Niger State. Two research questions and two hypotheses were formulated for the study. The design adopted for the study was quasi experimental. Two hundred and two (202) primary school pupils from four selected schools in Bida local government area were used as research sample. The experimental group was exposed to computer assisted instruction package in Nupe language while the control group was taught the same topics with conventional method in English Language. A 40 item Primary School Mathematics Achievement Test (PSMAT) with a reliability coefficient of 0.80 was used to collect data for the study. The data were analyzed using Analysis Of Variance (ANOVA). The hypotheses were tested at 0.05 level of significance. The findings of the study showed that Pupils taught mathematics with computer assisted instruction package in Nupe language performed better than those taught with conventional teaching method and gender has effect on their mathematics achievement scores. It was recommended that mathematics teachers should continuously use computer packages in teaching mathematics as it guarantees improvement in students’ achievement in mathematics.

The study investigated the effects of computer assisted instruction on students' achievement and retention in Niger State. Three research questions and three hypotheses were formulated to guide the study. The design adopted for the study was a quazi experimental one. Two hundred (200) students from four selected schools within the two educational zones were used as research sample. The sample schools were purposively selected. The experimental group was exposed to computer assisted instruction package in Nupe language while the control group was taught same topics with conventional method. Secondary school mathematics achievement test (SSMAT), the test contained 30 (thirty) multiple choice items with four options (A – D) for each item was used to collect data for both pre and post tests. A reliability coefficient of 0.74 was obtained. The data were analyzed using t-test statistics. The hypotheses were tested at 0.05 level of significance. The findings of the study revealed that students taught mathematics with computer assisted instruction package in Nupe language performed better than those taught with conventional teaching method and gender has no effect on their mathematics achievement scores. It was recommended among others, that mathematics teachers should continuously use computer software in teaching mathematics as it guarantees improvement in student achievement in mathematics.

The study examined the effect of meta-cognitive training on field-dependent and field-independent primary schoolpupils’ knowledge of numeracy concepts. It also investigated the moderating effects of sex on meta-cognitivetraining of the two categories of learners on performance in numeracy. In addition, it investigated the moderatingeffects of sex on the outcome of meta-cognitive training of the two categories of learners’ in a computer-mediatedclassroom on retention of learned numeracy concept. These were with a view to providing information on howmeta-cognitive training affected numeracy achievement of Nigerian pupils&#39; in computer-mediated classrooms. Thestudy adopted the pretest, posttest, control group experimental design. The study population comprised primaryschool pupils and the sample comprised 39 primary three pupils from two schools in two educational zones. Theschools were purposely selected because of availability of computer facilities in their schools. Three researc...

This study reviewed conceptual, theoretical and empirical literatu re on problem affecting the effective use of information and communication technology in teaching and learning of mathematics in secondary schools. Secondary source of information based on prior studies on the subject are examined in terms of methodology, research findings and recommendations. Descriptive research methodology was used to analyze the content of the theoretical, conceptual and empirical literature for this study. The study was anchored on Radical Constructivism Theory and Social Constructivism Theory. According to the study, technology is developed to solve problems associated with human need in more productive ways. If there is no problem to solve, the technology may not be developed and/or not adopted. Applying this principle to educational technology would mean that educational institution should create and adopt technologies that address educational problems, of which there are many. Majority of th...

Government programs in fostering a culture of reading and making students literate individuals are welcomed by the implementers of the education program. The purpose of this study was o analyse the implementation of the numeracy literacy in mathematics le rn , to analyse the supporting and inhibiting factors of numeracy literacy rogram in grade IV mathematics learning in elementary schools. This research use descriptive qualitative approach. Data collection uses observation, in-depth interviews, and documentation studies. This study also uses research instruments to guide data collection. This research was conducted in several Muhammadiyah elementary schools, they are SD Muhammadiyah 1 and SD Muhammadiyah 5 Kota Malang. The subjects in this study were the principal as policy makers, class IV teachers, students and parents. The results showed that in learning numeracy literacy was good enough in contextual and problem-based concept planting, but rarely used projection based learning....