Effects of Computer Interaction in Learning Strategy on Students? Achievements in Secondary School Mathematics in Murang?a County, Kahuro Sub-County, Kenya

The growing need for technology advancement in developing countries is of paramount importance for developing countries to be fully developed. There is a great need to integrate the use of computer in their knowledge advancement. Mathematics is a strong tool for use in day to day life as an important tool for the existence of any individual in the society. It equips Learners with unique and powerful set of tools to understand the world and analyze the problems. Secondary school learners in Kenya have been performing dismally in their summative Examinations at the Kenya Certificate of Secondary Examination (K.C.S.E), a national examination administered after every four years of secondary education in Kenya. This ignominious performance is a great concern for all stakeholders in Education due to the importance need that they attach to Mathematics. According to (Mbacho and Bernard, 2013) There are a number of factors that attributes to the students? poor performance in the subject which includes, inadequate facilities in the schools like the study areas, text books, qualified teachers, failure to use visual aids when teaching, gender stereotype, lack of role models for girls, and the ineffectiveness instructional methods used by teachers. This study sought to find out if the use of computers interactive learning strategy during instructions of vectors and statistics in mathematics to form two students had effects on their performance. Vectors and statistics are topics that can be well illustrated by use of computers graphics and animations. There is however inadequate documented information in research conducted in Kenya on effects of the use of computers interactive learning strategy on students? achievement in mathematics. Solomon four non-equivalent control group research designs was used in the computer interactive learning strategy as treatment and two control groups were taught using the normal teaching method. A simple random sample of four well equipped district secondary schools with computers were selected from Kahuro sub-county. The sample size was 210 students out of a population of a population of about 15000 students in the district. Achievement Assessment Test (AAT) was used for data collection. The instrument was validated and had reliability coefficient of 0.84. Data was analyzed using t-student distribution and ANOVA tests to show that learners taught using computer interactive learning strategy performed better than those taught using normal or conventional learning methods. The results also show that there was no significant gender difference in achievement when learners are taught using computer interactive learning strategy. Conclusions, implications and recommendations of the study are summarized. Keywords: Computer interactive learning; Achievement Assessment Test (AAT), Mathematics, Learners and Kenya Certificate of Secondary Examination The growing need for technology advancement in developing countries is of paramount importance for developing countries to be fully developed. There is a great need to integrate the use of computer in their knowledge advancement. Mathematics is a strong tool for use in day to day life as an important tool for the existence of any individual in the society. It equips Learners with unique and powerful set of tools to understand the world and analyze the problems. Secondary school learners in Kenya have been performing dismally in their summative Examinations at the Kenya Certificate of Secondary Examination (K.C.S.E), a national examination administered after every four years of secondary education in Kenya. This ignominious performance is a great concern for all stakeholders in Education due to the importance need that they attach to Mathematics. According to (Mbacho and Bernard, 2013) There are a number of factors that attributes to the students? poor performance in the subject which includes, inadequate facilities in the schools like the study areas, text books, qualified teachers, failure to use visual aids when teaching, gender stereotype, lack of role models for girls, and the ineffectiveness instructional methods used by teachers. This study sought to find out if the use of computers interactive learning strategy during instructions of vectors and statistics in mathematics to form two students had effects on their performance. Vectors and statistics are topics that can be well illustrated by use of computers graphics and animations. There is however inadequate documented information in research conducted in Kenya on effects of the use of computers interactive learning strategy on students? achievement in mathematics. Solomon four non-equivalent control group research designs was used in the computer interactive learning strategy as treatment and two control groups were taught using the normal teaching method. A simple random sample of four well equipped district secondary schools with computers were selected from Kahuro s