Effect of Interactive Whiteboard on Academic Performance of Secondary School Mathematics Students in Rivers State

Abstract The study investigated the effect of Interactive whiteboard on academic performance of secondary school Mathematics students in Rivers State. The study adopted the quasi-experimental research design using non-randomized-control group-pre-test and post-test experimental group design. The population of the study is 40,497 students across 247 senior secondary schools in Rivers State. The Stratified random sampling technique was used to select a sample size of one hundred (100) students. The instrument for data collection is Mathematics Performance Test (MPT). The MPT had ten (10) items questions. The face and content validity of the Mathematics Performance Test (MPT) was established by two experts in mathematics education and one in test and measurement. Kuda-Richardson (KR-21) method was used to test for the reliability of the instrument (MPT) and a reliable value was 0.73. Mean and standard deviation were used to answer the research questions while Analysis of Variance (ANOVA) was used to test the hypotheses at 0.05 significant levels. The results of the findings revealed that: the experimental group demonstrated a more significant improvement in mathematics performance compared to the control group, the improvement was more noticeable among female students, though this difference was not statistically significant. The following recommended were made: Mathematics teachers should infuse interactive whiteboards into their teaching and learning, as this approach could improve students' mathematics achievement of students. Mathematics teachers should also ensure equal opportunity for gender in order to limit gender discrepancies for equal access to interactive whiteboards in their classrooms.