Effects of Teaching Geometry Using Mobile App Instructional Techniques on Secondary School Students’ Academic Achievement in Bayelsa State

The study investigated the effect of teaching geometry using mobile application instructional technique on senior secondary students' achievement in Bayelsa State, Nigeria.A quasi-experimental, pre-test, posttest, non-equivalent control group design was used in the study.All the mathematics students in the 3 federal unity schools formed the population of the study.One hundred and seventy nine (179) SS2 students from the two co-educational federal unity schools formed the sample of the study.Intact classes were assigned by flipping of coin to either experimental or control group; and separately taught by their regular mathematics teachers who had earlier been trained for the purpose.All the groups were pre and post-tested.Geometry Achievement Test (GAT) containing forty (40) multiple choice items was used as instrument for both the control and experimental groups.Six research questions and six research hypotheses guided the study.Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at .05 levels of significance.The result of the study showed that: students that were taught with mobile app instructional technique had a higher achievement and interest scores than those taught with lecture method; it also indicated that there was no significant difference in the mean achievement and interest scores of male and female, as well as arts and science students taught geometry using mobile app instructional technique.Among such, it was recommended that since mobile app instructional technique enhances students' achievement and interest; it should be implemented in the teaching and learning of geometry and mathematics in Nigerian secondary schools and government and other stakeholders should ensure that teachers are trained adequately to enable them utilize mobile devices for teaching and learning purpose.