Abstract:

Technology integration into mathematics education has transformed instructional methods, providing innovative ways to enhance student engagement and learning outcomes. Developing a positive attitude toward mathematics is essential for fostering students’ motivation, confidence, and overall academic achievement. This study explored the impact of Modern Mathematics Computer Games (MMCG) on students’ attitudes toward geometry in Delta North Senatorial District, Nigeria. A quasi-experimental pretest-posttest non-equivalent control group design was employed, involving 130 Senior Secondary School (SSS 1) students selected through a multistage sampling procedure. The Mathematics Attitude Scale (MAS), with a validated reliability coefficient of 0.80, assessed students’ attitudes before and after an eight-week intervention. The experimental group received instruction using MMCG, while the control group was taught through conventional methods. Data were analysed using SPSS Version 28, incorporating descriptive statistics (mean and standard deviation) and Analysis of Covariance (ANCOVA) to examine research hypotheses. Results revealed that students exposed to MMCG demonstrated significantly more significantly improved attitudes toward mathematics than those in traditional classrooms. ANCOVA confirmed the intervention’s effectiveness, with no significant gender-based differences, indicating that MMCG benefited both male and female students equally. The findings underscore the potential of game-based learning to enhance students’ interest, motivation, and confidence in mathematics. The study recommends integrating MMCG into mathematics instruction to create a more engaging and effective learning environment.

Keywords:

Game-based learning, mathematics education, modern mathematics computer games, secondary school mathematics, student motivation.