John Chalo, Paschal Wambiya, Shem Mwalw’a


Computer aided mathematics instruction is usually incorporated into instructional resources in high schools. Its introduction in high schools in Kenya has allowed the users to perform increasingly complex functions. The problem is that inadequate of availability to and use of computer technology in mathematics instruction is placing students at a disadvantage and not meeting the educational needs of today’s students in Kenyan high schools in general and Koibatek Sub County in particular. The problem is exaggerated by the mathematics instructional abilities that have not yet currently appeared within the students yet during the learning process. This research examined how the use of computer aided mathematics instruction influences the students’ academic achievements in high schools in Kenya, focusing on Koibatek Sub County. The mixed embedded concurrent design was used. The quantitative the ex-post-facto design method was the main method while the qualitative method becomes the secondary method. The probability and non-probability techniques of sampling were used to select the respondents. Two research questions were designed to be answered and one hypothesis. The data collection tools involved concurrent qualitative and quantitative instruments which were the national exam mathematics results of 2016, questionnaires and interview guide. The data collected was used to identify the benefits and the influence it has on the student’s academic performance. Inferential statistics was used to analyze quantitative data, while the qualitative data was analyzed descriptively to support, clarify and simplify the results of the quantitative analysis. This was done mainly by organizing the descriptive data into themes, pattern-matching and discussed in depth. The results of the findings showed that the computer aided mathematics instructional method do influence students achievement in mathematics, there was a significant difference in the mean score of students taught using the incorporated computer technology instructional method and those taught using the talk/chalk method. The research suggested that teachers be given more training in computer technology and the computer aided method of instruction be made compulsory in the secondary school mathematics and other subject’s instruction. The ministry of Education needs to introduce professional development programs in education system for practicing teachers to enable them acquire relevant skills and knowledge to be used in the incorporation of computer technology into mathematics instruction.


Article visualizations:

Hit counter



assessment, computer aided mathematics instruction, students’ performance, public secondary schools, Koibatek Sub County, Kenya

Full Text:



Bassay, M.P. (2002). Available of Resources for the Teaching of Science Subject in Public Secondary Schools. A Case Study of some Selected Secondary Schools in Alimosto local Government Lagos Nigeria. University press. Ibadan.

Beal, C.R., Arroyo, I.M., Cohen, P.R., & Woolf, B.P. (2010). Evaluation of Animal Watch: An intelligent tutoring system for arithmetic and fractions. Journal of Interactive Online Learning, 9(1), 64-77

Chingos, M., Grover, J. & Russ, W. 2012. Choosing Blindly Instructional Materials, Teachers Effectiveness, and the Common Core Education Policy Journal at Book Kings April, 2012.

Koibatek Sub county Education Office. (March, 2017). Baringo County Strategy for Education. Lonka Printers Ravine.

Norton, P., & Hathaway, D. (2008). On its way to K-12 Classrooms, Web 2.0 goes to Graduate School. Computers in Schools, 25(3-4), 163-180.

Presnky, M. (2008). The Role of Technology in Teaching and Classroom. Educational Technology retrieved from http://www.marcprenskycom/writing.

Shulman, L. S. (2010).Taking learning seriously. USA: The Magazine of Higher Learning. Advance online publication. Doi: 10.1080/00091389909602695

Spenger, M. (2010) Brain-based teaching in the digital age. Alexandra: ASCD.

Tapscott, D. (2009). Grow up digital: How the next generation is changing your world. New York. McGraw. Hill Ts and Logistics Group (2011).E-learning. Retrieved from: content&view=article&id=53:what-is-e_learning&Catid=36:e-learning&itemid=4

Venkatesh, V., Brown, S. A., & Bala, H. (2013). Bridging the qualitative-quantitative divide: Guidelines for Conducting Mixed Methods Research in Information Systems. MISQuarterly, 37(1), 21-54.

Yin, R. & Moore G. (1998). The use of advanced technologies in special education. J ournal of learning disability 20(1)6.

Carstens, B. A, Watson, T. L., & Williams, R. L. (2015). Unstructured laptop use in an effectiveness of computer technology use in post-secondary classrooms. Computers & Education, 47, 465-489

Everett, C. P. (2004). The gender disparity in computer use: Does it really exist? Retrieved from

Eysink, T., De Jong, T., Berthold, K., Kolloffel. B., Opefermann. M., & Wounters. P. (2009). Lerner performance in multimedia learning arrangements: An Analysis Across Instructional Approaches, American Education Research Journal, 46(4) 1107- 1149.doi: 10.3102/0002831209340235.

Is, Man, A., & C, elilim, G. E. (2009)? How does student ability and self-efficacy affect the usage of computer technology? The Turkish Online Journal of Educational

Lowerison, G., Sclater, J., Schmid, R. F., & Abrami, P. C. (2006). Student perceived Loyens, S. M. M., Kirschner, P. & Paas, F. (2011). Problem-based Learning. In K. R. Harris, S. Graham & T. Urdan (Eds.), APA Educational Psychology Handbook: Vol 2 (p. a). Washington: American Psychological Association. Retrieved from:

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1 159-1168.

Tagoe, M. (2012). Students' perceptions on incorporating e-learning into teaching and learning at the University of Ghana. International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 8(1), 91- 103.Technology - TO JET, 8(1), 4 Retrieved from Technology integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277- 302.

Zhang, Z. (2014). How Canadian and Chinese high school students access and use ICT

Zhu, E., Kaplan, M., Dershimer, R. C, & Bergom, I. (2011). Use of laptops in the classroom: Research and best practices (No. 30). CRLT Occasion papers. Centre for Research on Teaching and Learning: University of Michigan.


  • There are currently no refbacks.

Copyright (c) 2018 John Chalo, Paschal Wambiya, Shem Mwalw’a

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2018. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).