An investigation into the use of Angela Reilly Harden’s math lab games in the teaching and learning of linear algebra at the senior high school level

Abstract

The aim of this study was to determine the effect of Angela Reilly Harden linear algebra games as a means of consolidating the learning of linear algebra at SHS form one of Armed Forces and Osei Kyeretwie Senior High School. One hundred and twenty first year students were randomly selected for the study. Sixty students were selected for the control and sixty students for the experimental groups. For both groups, a test was applied as a pretest before the instruction. Both groups were exposed to the traditional classroom teaching. The control group took an additional traditional instruction supported by teacher. The experimental group was exposed to computer assisted instruction. A posttest was administered to determine the effect of the treatment on the two groups. Both qualitative and quantitative techniques were used in the gathering of the data. The qualitative data were collected through the responses on teachers’ and students’ questionnaire while the quantitative data were collected from the results of the pretest and posttest. The Statistical Package for Social Sciences Software was use to make descriptive analysis of the data and hypothesis testing. The findings of the study showed that the students who were exposed to Angela Reilly Harden linear algebra games did not have any significant urge over their counterparts exposed to the conventional classroom instruction. Based on the research findings recommendations were made on the need to develop relevant CAI packages for teaching in Ghanaian secondary schools.