Microsoft PowerPoint: A Tool for Improving Students’ Interest in Mensuration among Senior Secondary Schools within Katsina State, Nigeria

This study examined the effect of instructional methods on students’ interest in Mensuration among Senior Secondary School II students in Katsina State. A factorial, quasi-experimental pretest–posttest non-randomized control group design was adopted. A total of 180 students were selected using a multistage sampling technique and assigned to three instructional groups: Interactive PowerPoint, Linear PowerPoint, and Non-Digital Technology. Data were collected using a Mensuration Interest Questionnaire (MIQ), validated and confirmed reliable through pilot testing (r = 0.78). Descriptive statistics, ANCOVA, and Scheffé post hoc analyses were conducted at a 0.05 significance level using SPSS. Results indicated that students in the Interactive PowerPoint group exhibited the highest post-test interest, followed by Linear PowerPoint, while Non-Digital Technology students demonstrated the lowest interest. ANCOVA revealed a significant effect of instructional treatment on students’ interest, F(2, 174) = 98.42, p < .05, partial η² = 0.52. Gender also had a significant effect, and there was a significant interaction between treatment and gender. Post hoc analyses confirmed significant differences in interest between all instructional groups. The study concluded that interactive instructional methods significantly enhance students’ interest in Mensuration, although the effectiveness varies across gender.