Factors influencing the attitudes of senior secondary school students towards the study of mathematics

CHAPTER ONE/INTRODUCTION

Background of the Study

Student feeling and perception about mathematics is a major factor that affects his or her attainment and realization of full potential. Neale (2009) defines attitudes towards mathematics as “alienated measures of like or disliking of mathematics, a tendency to engage in or avoid mathematics activities, he belief that mathematics is useful or useless”. Several important components emerge from these definitions: attitude is learned, it influences one to take a slated or implied altitude or to have such an attitude as a result of prior influences that may be either positive and there is response consistency. On the same note, Aiken (1996) defines attitude as “a learned predispositions or tendency on the part of an individual to respond positively or negative to some objects, situation, concept or another person.

Teacher’s attitudes towards mathematics could presuppose an inclination to pass on what they have received as a duty or as a valuable asset of knowledge that could be beneficial in their learners. On the contrary the learner‟s altitudes towards mathematics could be valued in relation to natural disposition environmental exposure, scales of value or personal disposition, which needs investigation to establish the missing link in the achievement of mathematics

Attitudes are regarded by several researchers, as an important/key factor to be taken into account when attempting to understand and explain variability in student performance in mathematics. Mobilizing a set of different definitions concerning attitudes presented since 1935, Eshun (2007, page 2] defines an attitude towards mathematics as “a disposition towards an aspect of mathematics that has been acquired by an individual through his or her beliefs and experiences but which could be changed.” When emphasizing the importance of individual experiences, the contexts where students interact with others and with mathematics become important focal points. According to Reid (2006), attitudes express our evaluation of something or someone. They are based on our knowledge, feeling and behavior and they may influence future behavior, a target is essential for attitude. Attitudes are highly composite and they can affect learning comprehensively. Attitudes influence performance and performance in turn influences attitudes.

According to Fishbein Model of value – expectancy (Fishbein, 1975), he argued that a person‟s attitude determined his/her intended behavior, which could ultimately affect the outcome. Based on the model, he stated that a person would hold certain attitudes towards an object by evaluating it. After going through his process the person then decides whether to hold a favourable or unfavorable view towards it. Indeed such a positive or negative attitude could further influence the person‟s intentions to engage in various behaviors with regard to that particular object (Fishbein and Ajzen 1975, P14).

Based on the person‟s behavior, this could be regarded as a significant predictor of the final outcome. Attitudes will affect behavior, influencing what the learner selects from the environment, how he will react towards teachers, towards the material being used and towards the other students.

In particular, Ajzen and Fishbein‟s (1980) theory of reasoned action, which is concerned fundamentally with predicting behavior focuses on the distinction between attitudes towards some „object‟ and attitudes towards some specific action to be performed towards that „object‟ (e.g. between attitudes towards science and attitudes towards doing school science). Ajzen and Fishbein (1980) argue that it is the latter kind of attitude that best predicts behavior. Thus their theory represents a relationship between attitude, intention and behavior. Behavior is seen as being determined by intention, and intention, in turn, is a joint product of attitude towards the behavior and the subjective norm (i.e. beliefs about how other people would regard one‟s performance of the behavior).

The question in this study is what influences attitudes towards mathematics and how it affects teaching and learning of Mathematics among secondary school level boys and girls. This is because of the urgent need to elevate mathematics as low performance inhibits participation in many occupations and career development. Theoretical arguments have it that, there are indeed numerous researches conducted on testing the relationship between attitude and academic achievement. Based on the past literature, there has been a general consensus that attitude could be regarded as a significant predictor of one‟s academic achievement. Most of these researches illustrated the more positive one‟s attitude towards academic subject, the high the possibility for him/her to perform well academically.

In a research conducted in U.S. (House 1995, p. 37), the researcher studied the relationship between students‟ attitude and academic achievement in college mathematics by inviting 218 fresh students to complete a set of questionnaire. The results indicated that students‟ attitude were highly correlated with their achievement with college calculus. (House 1995, p. 37).

In pursuit for solution, earlier research by Miheso (2003), Munyao (2003) and Nyambuka (2004) investigated on Mathematics teaching methodologies and language factors, and gender disparities all in relation to performance. However, these studies seem not to provide sufficient solution in the domain of attitudes in relation to mathematics achievement amongst students. Therefore, it is hoped that the present study can provide further insights on the phenomenon.

In a research done by Kate Christian, Fredrick Morrison and Fred Brayn (2019), determined that family education level and childcare environment could influence students achievement in Mathematics. Fraser and Kahle (2008) have also highlighted this aspect in research which shows that learning environments at home, at school, and within the peer group accounted for a significant amount of variance in student attitudes and, furthermore, that class ethos had a significant impact on the scores achieved by students for these attitudes. Attitudes can be seen as more or less positive.

A positive attitude towards mathematics reflects a positive emotional disposition in relation to the subject and, in a similar way, a negative attitude towards mathematics relates to a negative emotional disposition. Sarwat Mubeen et al (2013) (in their journal of humanities and general sciences) on attitude towards Mathematics and academic

achievement, points out that in order to succeed in a subject, positive attitude towards the subject is a necessary prerequisite. For this reason positive attitudes towards mathematics are desirable since they may influence one‟s willingness to learn and also the benefits one can derive from mathematics instruction

According to Kathleen Manzo (2008), teachers should motivate students that do not receive necessary support from home. Furthermore, this motivation is mostly easily incorporated into elementary classrooms because by middle and high school, students have more solidified attitudes (Manzo, 2008). Lack of motivation could mean an apathetic attitude or lack of self confidence in school. In their research, Fisher and Rickards (1998) found that students‟ attitude towards Mathematics tend to be more positive in classroom where students perceived greater leadership and helping / friendly behaviors in their teachers and more in their classrooms where students perceived their teachers as admonishing and enforcing strict behaviors.

Despite findings of girls‟ low confidence in mathematics, studies of classroom environment have shown that the girls‟ confidence in mathematics have improved greatly in classes which actively involved girls in the learning of mathematics (Boaler, 2000). Similarly Bolaji (2000) conducted a study that examined the influence of student’s attitude towards mathematics in the junior secondary school. A random sample of 280 students was used. The research design employed was case study Students‟ questionnaire was the only instrument used to collect data. If the instruments were triangulated a more in- depth understanding of the case could be gained. The study used descriptive statistics analysis techniques to come up with the conclusions. The research findings revealed that students in the schools, preferred classroom activities regard to the effect of the

curriculum. The teachers‟ personality and interrelationship with students was a crucial variable in attitude formation. The study further revealed that the form grade of the students were associated with liking mathematics.

The findings of this study may not be valid or reliable as the instrument used to collect data was not appropriate. The research instrument for a case study design is interviews schedule therefore the results of the study may be termed not meaningful. The research recommended students to be helped develop positive attitudes towards mathematics by both teachers and parents. A similar study can be carried out using sure design the results can be generalized to a wider population. Another study was carried out by Yavoz (1991) to investigate the effects of different teaching methods on attitude towards learning mathematics and retained mathematics achievement on the topic of mathematics achievement level of tenth grade students.

The research was conducted on 120 tenth grade students and the topic selected was areas of polygonal regions. Quasi experiment design was employed and purposely sampling was used to select the 120 students. The study did not have a control group but gave treatment to all the sampled students. The data was analyzed by analysis of variance, two- way classification.

The results of the study revealed that, attitude towards mathematics and mathematics achievement level of students taught by discovery method and lecture with computer supported drill and practice method scored significantly higher than the students taught by lecture method with respect to immediate mathematics achievement .The students in the higher achievement group showed significantly higher attitudes towards mathematics

than the students taught by lecture with computer supported drill and practice method. However the researcher didn‟t say how he controlled the other extraneous variables like high achievement in the mathematics test scores of the students, private coaching and hence validity of the results is questionable. Therefore, it is hoped that the present study will provide further insights on the phenomenon.

In their study Sechaba and Moroke (2000), examined gender differences and black learners‟ attitudes towards mathematics in selected high schools in South Africa. The study adopted a qualitative approach and a cross- sectional design as the data was gathered at one point in time. It was non casual in nature, and took place in the natural learning environment. Four secondary schools were randomly chosen from the 18 in phuthadityhaba. 20 learners in total made up of 10 boys and 10 girls were interviewed. Meulenberg- Busken‟s free attitudes interview schedule was used to collect data while Fairclough‟s (1993) textually oriented Discourse Analysis was used to analyze data. The discussion of results and findings revealed that the difference between boys and girls were very clear at all levels of analysis. In the findings boys showed greater signs of finding comfort in mathematics as a discipline than girls.

In conclusion the study showed that there were gendered attitudes towards mathematics, which were as a result of socialization. Reviewing the design used in this study critically, it doesn‟t allow for in depth understanding of the problem given that the study was carried out in a natural learning environment. The findings of the study cannot be generalized, as many of the responses are the students‟ own perceptions which may not be the case in real learning situations. The study didn‟t target teachers and yet mathematics teachers are a vital resource in the learning of mathematics. A similar study can be carried out including teacher in the target group and the results can be generalized. Teacher Qualification and professional development has a direct bearing on the students‟ attitude towards the subject the teacher handles. Hansen (1976) on the international study of achievement in mathematics concluded that there is a relationship between Mathematics and the length and type of the teacher‟s post- secondary education.

He said that the more training a teacher has received the better would be the achievement of his students. This clearly indicates that a teacher‟s post- secondary training will expose him to the skills needed to deliver the relevant knowledge and skills, later to his students at the secondary level. A study by Kariuki and Kibera (1996) revealed that 57% of a second year bachelor of education cohort at a local university in Nigeria, did not like being teachers, even after having completed their teaching practice. They ended up in this programme after failing to get their first career choices. For them, teaching was a stop gap measure while looking for better careers. Such teachers would naturally go to school to „work‟ rather than teach and would not really exert themselves in order to teach well.

The quality of teachers is dependent on the selection of top quality candidates for teaching, their pre-service education and continuous professional development (Kang‟ethe & Nafuko, 2000). Sobel Naad Maletsky (1988) presented this view; Teachers must know their staff. They must know the pupils whom they are stuffing. And above all they must know how to stuff them critically. Teachers with proper qualification of the content develop self- confidence and serve a source of inspiration and a good role model to the students. This makes the student to like (have positive attitude to) the subject. The study was interested in finding out teachers‟ levels of professional training and academic qualifications and how this influences attitude of the learners and how the teachers professional skills impact on the learners‟ attitude and how this factor affect the resulting performance in mathematics

In pursuit for solution, Eshiwani (1993) found that factors which influence students‟ achievement in science subjects and mathematics are directly related to the students‟ attitude towards these subjects. He reveals that factors include availability of teaching and learning resources such as mathematics models, libraries, textbooks, laboratories, laboratory equipment and chemicals. However there is need to study how these factors are directly related to the students‟ attitude towards these subjects especially mathematics. Webster (1966) asserts that educational philosophy should aim at improving normal school practices.

This should be aimed at giving children a sense of reality in school, making schools into workshops, laboratories, libraries and inspiring educational experimentation. Attitudes affects almost all if not everything that we do in life, the way we talk, read, work and even the way we do mathematics among other things. Cock Roll (2012) and Kilpatrick indicated that attitudes play an important role in the learning process.

In many instance attitudes are manifested by strong expressed feeling for or against mathematics and are linked with some emotion such as love, hate or fear. It is commonly felt that students‟ emotions, attitudes and beliefs are not only a result of past learning experience but that the will inevitably play a role also in the way he responds to new learning environments. Therefore teachers and all who are involved in the education of children have a heavy responsibility in helping to create a favourable attitude towards mathematics. For teachers to achieve health and productive learning experiences they should seek ways to balance the strong cognitive demands that make student have sufficient affective reward.

Statement of the problem.

Pupils‟ performance in the mathematics subject in Nigeria has not been satisfactory, both at the county level and national examinations despite that Mathematics is one of the compulsory subjects taken in both primary and secondary levels. Its knowledge is applied in all disciplines including everyday life. Unfortunately, it is evident from statistics that achievement in mathematics had remained low over the years. This has remained a great concern to parents, teachers, government and other stakeholders who have called for a probe into mathematics achievement. Professor Kiptoon, former Secretary in the Ministry of Education (MOEST, 2001) claimed that the poor performance in primary mathematics was attributed to teachers who lacked the subject competence and most of them are unskilled (PTA teachers).

Hence the government in 2001 Through the Ministry of Education introduced distance learning courses called School Based for teachers‟ development. This is because of the urgent need to elevate mathematics performance as low achievement inhibits participation in many occupations and career development.

Objectives of the study

The main objectives are to investigate,

The factors that influence development of students‟ attitude towards teaching and learning of mathematics
The factors influencing students‟ achievement in Mathematics

Research questions.

The study was aimed to answer the following questions.

What is the influence of teaching methods on students‟ attitude towards mathematics?
How do background factors influence students‟ attitudes towards mathematics?

Is there any relationship between teaching and learning resource materials and students attitudes towards mathematics?
What is the relationship between teachers‟ qualification‟s and students‟ attitude towards mathematics?

Hypothesis

H0 = There is significant relationship between students‟ attitude towards mathematics and their mathematics achievement.

H1 = there is no significant relationship between students‟ attitude toward mathematics and their achievement in mathematics

Significance of the study

The finding of the study had both theoretical and practical implications on the future of mathematics as a subject in our schools. Theoretically, the study has highlighted the factors that influence the students‟ attitude in mathematics among secondary school students in Nigeria and this would assist education planners and curriculum developers to map out strategies by which performance can be improved.

The study is also expected to contribute to the advancement of knowledge about the factors affecting performance of mathematics among secondary school students. The

study would also have practical significance because it would lead to the improvement of strategies aimed at improving the performance in mathematics by fostering students‟ attitude in mathematics in secondary schools. The study would be of immediate help to curriculum implementers in the formulation of strategies aimed at enhancing students‟ attitude in mathematics. The study forms a base on which others would develop their studies

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Contents

Mar 30

Relationship between teachers attitude and students academic achievement of senior secondary School students

CHAPTER ONE INTRODUCTION

1.0 Background to the Study

School is a place where people learn different types of skills and abilities in order to be useful to themselves and the society in general. The school, in essence, provides total manpower to the society, and serves as a place where norms and traditions of the society are transmitted from generation to generation. The mission of the school is to produce relevant indigenous manpower for developmental activities and the bases of the need and aspirations of the society, so that the community can progress and develop especially in this age of globalisation. Besides, some of the functions the of school are that of generating and updating knowledge on contemporary issues for the purpose of unity, progress and development of human society among others Abubakar (2009).

Education on the other hand is the key to the socio economic development of any nation and social mobility of an individual while Secondary school education is the foundation of every other educational pursuit. Maduewesi (2005) in the same vein states that a sound secondary education is the pre-requisite to all other education, children need a sound secondary education because it is a gateway to whatever the individual can achieve through education. The National Policy on Education NPE (2005) describes secondary education as the key to the success or failure of the whole system. The objectives for secondary education put emphasis on a balance between physical and intellectual

development of a child. It also aimed at widening access to basic education, eliminate present inequalities in enrolment between urban and rural, ensure greater retention and ensure long-term permanent literacy for those children who had completed the system.

The achievement of the stated objectives of secondary school education, in Nigeria largely depends on many factors, among which are secondary school teacher’s attitude and experience, this is because attitude affects the success of the individual in his interpersonal relations and, as has been demonstrated by research, there is a positive correlation between favourable attitude and learning, (Saka, (2002). Therefore, becoming a successful teacher presents a great challenge today than at any previous time in history (Isyaku, (1993).

Students expect more from their school and their teachers. This shows that teachers are very important in the teaching and learning processes because they give proper and adequate training to their students to enhance production of competent individuals that will promote desired development of any nation, it should be noted that education is the instrument for social change and parameter that develop and improves the intellectual and moral abilities of the child. The importance of the teacher in education at all levels is reflected in the 2004 National Policy on Education, as it declares that “no educational system may rise above the quality of its teachers”.

Eso (1998) observed that to be an effective teacher is to possess the skills essential for enhancing classroom control and discipline. It is

the teacher’s competence, ability and resourcefulness to efficiently utilize the appropriate language, methodology and available instructional materials to bring out the best from learners in terms of academic achievement. To Abimbade, (1999) teachers are said to be effective when their teaching can lead to students’ learning. Nothing has been taught until it has been learnt and this happens when the teacher succeeds in causing a change in behaviour in the learner. It is therefore important that the teacher must see teaching as an attempt on his own part to transfer what he has learnt to his students. A growing body of research suggests that schools can make a difference and a substantial portion of that difference is attributable to teachers.

Isyaku (1993), Abimbade (1999) and Aluede (2009) stressed that for successful teaching and learning to take place, there are many factors, among which are teacher attitude and experience. As such the study is aimed at finding out the relationship between teachers attitude and students academic achievement of senior secondary Schools in sokoto south..

Statement of the

It is a known fact that education is the vehicle upon which wheel of national development revolves Fafunwa (2003). Proper education hinges on effective classroom management through the activities of teacher

.These show that for an effective teaching-learning to take place at whatever level of education, teachers are of paramount importance.

Olaofe (1997) and Maduewesi (2005) declared that teachers are very important in teaching and learning process, government and society believes that teachers play a significant role in improving the quality of

education given at all level, this is why different teacher programmes were put in place in order to improve the quality of teachers towards their teaching subject.

Teaching on the other hand is a deliberate effort by experience person to impart knowledge, information skills to less experience person through a process that is morally and pedagogically accepted, this implies that different factors need to be in place before teaching take place, among which are: mastery of the subject matter, classroom management, time management, use of proper teaching materials, teaching method etc and all these depend on the teachers attitude and teachers teaching experience.

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Contents

Oct 05

Effect of stress on teaching performance of secondary school teachers

CHAPTER ONE/INTRODUCTION

It is generally agreed that everyone has the right to an education. According to UNESCO, the factors that determine the quality of an education system include inputs such as the content of the curriculum, instructional materials, the quality and number of teachers, the atmosphere of the school, the ratio of teachers to students, the length of time spent learning, the cost of the education, and the guiding policies. The majority of students rely on their teachers as the primary source of their acquired knowledge. Students tend to perform better academically if they spend more time with their respective teachers. When one considers the significant financial commitment that many parents make to the education of their children, it is impossible to ignore any aspect that reduces the number of lessons that may be taught. It is anticipated of countries that want to be productive and prosperous that they will take care of the health of their teachers. This can be accomplished by giving them the finest possible terms and conditions of service and by providing them with adequate training (Philips, 2004).

For this reason, the government needs to invest in the teaching staff in order to have a good impact on educational output. The success of any given educational system in any nation relies squarely on the shoulders of the educators who work within those systems. One component of “providing for education” is making sure there are sufficient financial resources to support free and mandatory schooling. However, the most significant advantage comes from inspiring educators and

maintaining their interest and enthusiasm For there to be any progress, the educators themselves need to have their voices heard when it comes to the formation of educational policies. The expense of not include educators in the process of formulating school policies is more than the cost of omitting their participation altogether. Over the course of the past two decades, the educational system in Nigeria has undergone significant changes, which are indicators of increased levels of teacher stress (Koech Report, 1999). According to the research, significant unpredictability has been introduced into the education system in Nigeria as a result of a variety of factors including persistent curricular shifts, rising enrollment rates, and violent incidents in schools.

The rapid advancement of technology, the unpredictability of the global economy, the continuous and persistent redesign of curricula, and the fluctuating expenses of living are all factors that have contributed to the dramatic improvement in the working circumstances of educators in recent decades. These changes may generate tension among the teachers. These issues had also been identified earlier, back in 1984, by the Canadian Mental Health Association, which bemoaned the fact that:

Clearly, the working Canadian of the 1980s is confronted with an employment landscape that is more diversified and complicated than has ever existed before in the history of the world (:1)

In Nigeria, Kyalo (2006) identified a number of reasons that have contributed to the low levels of productivity seen among educators working in a variety of schools located all throughout the country. These include, but are not limited to, traumatic incidents, bad working conditions, ongoing confrontations with managers, and purposeful harassment, among other contributing variables. Karl and Cooper (1987) were the ones who first identified and outlined these factors. They noted that lower productivity from teachers, absenteeism, turnover, poor quality of workmanship, and a decrease in teachers’ morale were also concerns of schools coping with job tension. Karl and Cooper (1987) identified and outlined these factors.

On the basis of the facts shown above, poorer levels of production, teacher absenteeism, ongoing confrontations with others, and harassment of instructors have been connected remotely to.

psychological issues experienced by the instructor On the other hand, when these things happen in an unpredictable and erratic way, and when they only happen occasionally, this is an indication that stress is genuinely on the horizon (Otto, 1982).

Even though the Ministry of Education might have some limited statistics on the amount of stress that teachers are under, and even though access to those statistics might be restricted, Ajah does not have any extensive studies on the subject of teacher stress, and the information that is available is scant and incomplete. Because of this, there is a significant knowledge gap concerning the impact that teacher stress can have on the academic performance of their students. This has resulted in a large number of teachers being stressed out about their jobs. As a result, the purpose of this study was to assess the impact that stress has on the level of teaching performance displayed by secondary school teachers in the Eti Osa Local Government Area of Ajah, Lagos.

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Mar 20

Impact of Digital Education on Student’s Learning Performance in Science Subjects

Impact of Digital Education on Student’s Learning Performance in Science Subjects

INTRODUCTION

A variety of names have been coined to describe the generation of students who have come of age in the digital age. He coined the term digital natives to describe the generation of learners who have been exposed to digital technology since they were children in his book Digital Natives, Digital Immigrants (2001). It has been estimated that the average college student has spent less than 5,000 hours reading in their lifetime, but they have played video games for more than 10,000 hours and watched television for more than 20,00. According to the National School Board Association (2007), kids spend nearly as much time on social networking sites as they do on television. Prensky (2001) observed, “Our students have profoundly transformed. Today’s students aren’t the folks our educational system was built to teach,” he writes (p.1). According to media entrepreneur Rupert Murdock, the current and future generations would never remember a world without “ubiquitous broadband Internet access,” as Prensky stated in 2005. “We may never become actual digital natives, but we may and must begin to assimilate to their culture and way of thinking,” he said, referring to himself as a digital immigrant. ” (Murdock, 2005, p. 1). An educational achievement gap between those who are most and least disadvantaged in Nigeria is one of Nigeria’s government’s goals. The Nigerian government is likewise concerned about reducing the number of young people out of work. A 40 percent reduction in the number of young people not in education, employment, or training is one of the goals of Curriculum for Excellence, which aims to help all children and young people acquire the essential skills they’ll need to succeed professionally and socially in the twenty-first century. There are a number of government efforts in Nigeria to support and encourage the use of digital technology in schools in order to help achieve the Nigerian government’s goal of “raising the achievement, ambition, and opportunity for everyone,” as stated in a statement from the Nigerian government. Glow, a Scottish Government-funded online learning environment that makes a variety of digital tools and materials available to all schools in Scotland, has been one of the most important components of this initiative to date. . 1 Education Curriculum for Excellence in Nigeria recently produced a report on digital technology, which stated that ICT is “used as an addition to learning,” but that it is “on the periphery of the core objective of tasks or lessons. Some schools examined for the report showed a greater impact on student motivation and career aspirations when ICT was implemented, but overall, the use of new technology in schools was “minimal at best,” according to inspectors. The study found that more needs to be done to put digital technology ‘at the heart of learning’ in Nigeria, and that it had confirmed ‘beyond doubt that our children and young people need digital skills and technologies to be given an absolutely central role in the learning process—no longer an enhancement or ‘bolt-on’, but a foundation and a primary consideration for any planned learning’. In order to better understand how digital technology may help teachers, parents, children, and young people in Nigeria, the Nigerian government has commissioned a literature review on the topic. There has been a lot of attention paid to the role of technology in education in the recent decade (Hatlevik et al., 2013). Second-year students in upper secondary education reported using computers at least once or twice a week during class in 2013. The Norwegian government unveiled its new school digitization strategy in August 2017, with the goal of improving student technological literacy so that they are better prepared for the future (Norwegian Ministry of Education and Research, 2017). The approach claims that educational institutions should be at the forefront of digitalization since digital literacy will lead to better employment outcomes, and early investments in technology can significantly increase returns to education. In the modern knowledge society, advancements in technology are exploited (Erstad et al., 2005). Because of this, it is critical that students have access to digital resources such as computers in the classroom. Students from nations that have spent a great deal in instructional technology (ICT) do not do better than students in other countries, according to the Program for International Student Assessment (PISA) (OECD, 2015b). A contradiction exists in that significant investments have been made in digital infrastructure, but there is no clear advice on how to use digital devices in the classroom (Hatlevik et al., 2009). According to Hatlevik et al. (2013) in their report ICT in Norwegian Education 2013, about half of the second-year high school pupils are bothered by the use of laptop computers in class. At the same time, over two-thirds of students believe that a laptop (or tablet) takes time away from learning activities since they spend so much of their free time on them. Laptop use in the classroom must be used in conjunction with current teaching approaches in order to achieve its full potential (OECD, 2015b). Traditional inputs such as increased teacher training and better learning materials are sacrificed in favor of computer spending in schools (OECD, 2015b). In order to be cost-effective, the program’s educational outcomes must be superior than those of alternative investments. Information and Communication Technologies (ICT) have been a major investment for universities during the past two decades (ICT). The university setting, structure, and methods of instruction and learning have all been altered by technological advancements. The effectiveness of these technologies on student achievement and educational returns is an intriguing open subject. This question has been the subject of numerous academic investigations, both theoretical and empirical. They had two major obstacles to overcome. Students’ performance is difficult to monitor and there is still a lot of uncertainty about what it means. While ICT is a constantly growing technology, its impacts are difficult to isolate from the context in which they are used. There is no one-size-fits-all description of a student’s success. Achievement and curriculum are the norm in most schools. What pupils learn in school and how they get their diplomas or grades. In contrast, a more comprehensive definition focuses on the competences, skills, and attitudes that students acquire during their time in college or university programs. Any change in higher education can be observed because the term is so tight. An in-depth analysis of the labor market is required for a more comprehensive definition. Education’s value is largely determined by how well it prepares students for the workforce. Information and communication technology use in higher education does not appear to have a direct impact on students’ grades or test scores. There are conflicting findings in the literature. Research in the field of economics has failed to reach a clear conclusion on the impact on student achievement in the past.

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Factors influencing the attitudes of senior secondary school students towards the study of mathematics