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Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils

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  • A. G Adeleke

Abstract

The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6

Suggested Citation

  • A. G Adeleke, 2020. "Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils," European Journal of Education Articles, Revistia Research and Publishing, vol. 3, January -.
    • Handle: RePEc:eur:ejedjr:55
    DOI: 10.26417/ejed-2019.v2i2-67
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