1.1 Background of the Study
Mathematics education in public schools in Nigeria has been experiencing reforms directed towards the integration of technology in mathematics courses dating back to the late 1990’s. There is evidence that the use of information and communication technology E-learning in mathematics key area has not been fully embraced by school in Nigeria especially in Ekiti State (June, 2008). Despite the provision of computers to students and teachers by Ekiti State Government mathematics teachers are still not effectively integrating technology into their teaching. (Fuley and Ojeda, 2011). The international evidence by Li (2007) suggested that one reason for the teachers not embracing technology is the fear that it might replace teachers in the school system. (others attribute the ineffective integration of technology to the lack of adequate knowledge about when and how computers could be used in mathematics instruction, and lack of sufficient training (James of finger, 2008).
According to Derek (2003), E-learning is the delivery of learning, training or educational program by electronic means. He explains that E-learning involves the use of computer or electronic devices like a mobile phone in some way to provide training, educational or learning materials. Victor Jeurissen, global practice leader for IBM management development solutions defines E-learning as the use of innovative technologies and learning modules to transform the way individuals and organizations acquire new skills and access knowledge (Moeng, 2004). Indeed, many developed and developing countries have integrated the use E-learning in the education both to enhance and more effectively personalize the learning process. Alsalloum et al (2012) argue that some of the key benefits of E-learning include exceeding the constraints of time and place in the educational process and enabling educational institutions to achieve the optimal distribution of their limited resources taking into account the individual differences among learners and enabling them to complete their learning process in suitable environments and ease of access to teachers even outside official working hours. Others include raising a student’s feeling of equality in distributing the opportunities in the educational process, breaking the barrier of fear and anxiety they have, and enabling learners to express their ideals and search for facts and information by means that are more useful than those followed in traditional classrooms. Lastly it allows spreads the culture of self-learning and training in society which cost improve and develop the abilities of learners at lower cost and less effort.
This ineffective integration of E-learning in mathematics teaching is distributing given the benefit that are attributed to integrated technology into the classroom unachieved. The poor performance experienced over time in mathematics has been proven to defile solution and the last resort to curbing these menaces is the use of information and communication technology via E-learning which will facilitates effective teaching of mathematic hence improving students performance in mathematics. Identifiable factors affective learning and students performance in science generally and mathematics in particular include lack of relevant text-books, unqualified mathematics laboratories, students negative attitude towards mathematics, learning environment, lack of teaching aids and instructional materials and teachers attitude toward teaching (Seweje, 2000). These factors can be reduces to enhanced good mathematics performance by the use of information and communication technology E-learning is the processing and maintenance of information and the use of all firms of computer communication network and mobile technology medicate information (UNESCO, 2002).
1.2 Statement of Problem
Today’s students are expected to learn about using digital and technology in mathematics to prepare them for future, the work force and the challenges of everyday life. However, international studies that secondary mathematics teachers are still not effectively integrating computer technology in their classroom. Despite the value and importance of mathematics is secondary schools, the subject still seems to be difficult for the students as accidence in their low performance in the subject especially at the external examination (WAEC, NECO and NABTEB). Aremu (2003) stresses that academic failure is not only frustrating to the students and the parents, its effects are equally grave on the society in terms of death of manpower in all spheres of the economy. The question therefore is, what is the course of this fallen standard and poor academic performance of students in mathematics? Is the fault entirely by that of teachers or students or both. To this end, the study is planned to answer the following general questions.
- What is the generate performance level of students in mathematics before and after treatment?
- Which of the two methods (Cooperative E-learning strategy and Individualistic E-learning method) is more effective in the teaching of mathematics?
- Which of these two teaching method can enhance students performance in mathematics?