Mobile App-Based Pedagogy in Mathematics Education: A Viable Panacea to a Sustainable Digital Economy Policy

Muvoke Doris Omeodu, Tekenate Charles–Owaba

Abstract


The study examined how the use of mobile app-based pedagogy in mathematics education in secondary school will help sustain students’ digital skills in Bayelsa State, Nigeria. An ex-post facto design was used for the study. The population comprised of all mathematics students in Bayelsa State. A sample of 179 SS3 mathematics students drawn from the population was used. One research question and a corresponding research hypothesis was formulated to guide the study. The instrument for data collection was a “Digital Literacy Questionnaire” developed by the researcher and validated by experts. The reliability of the instrument was established using Kudder-Richardson 20 formula (KR20), and a coefficient value of 0.80 was obtained, which was considered appropriate for the study. The research question was answered using mean and standard deviation, while the hypothesis was tested using t-test statistics. Result revealed that the students taught mathematics with mobile app-based pedagogy had significantly better digital skills than the ones who were not. It was recommended that stakeholders should continue to provide mobile devices and other ICT gadgets to schools to enhance digital skills amongst students.

Keywords: Digital Economy Policy, Mobile App-based Pedagogy, Sustainable, Mathematics Education


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Copyright (c) 2021 Muvoke Doris Omeodu, Tekenate Charles–Owaba

Copyright CC BY © European Modern Studies Journal 2017-2021   ISSN 2522-9400

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