Relationship Between Teachers’ Digital Instructional Practices and Students’ Academic Performance in Mathematics among Public Secondary Schools in Obio/Akpor Local Government Area, Rivers State, Nigeria

Abstract

This study examined the relationship between teachers’ digital instructional practices and students’ academic achievement in Mathematics in public secondary schools in Obio/Akpor Local Government Area, Rivers State. Specifically, the study determined the relationships between digital collaborative learning, digital teaching tools, digital professional development and students’ Mathematics achievement. A correlational research design was adopted. The population comprised 11,531 SS2 students and 72 Mathematics teachers. Using Taro Yamane’s formula, a sample of 387 students was determined, while the 72 Mathematics teachers were selected through census sampling. Data were collected using the Teachers’ Digital Instructional Practices Questionnaire (TDIPQ) and the SS2 Mathematics Achievement Test (SS2-MAT). The instruments were validated by experts, while their reliability was established using Cronbach’s alpha and Kuder-Richardson 20, respectively. Data were analysed using Pearson Product-Moment Correlation Coefficient, with hypotheses tested at the 0.05 significance level. The findings revealed significant positive relationships between digital collaborative learning and Mathematics achievement (r = .612, p < .001), digital teaching tools and Mathematics achievement (r = .674, p < .001), and digital professional development and Mathematics achievement (r = .548, p < .001). It was recommended that Mathematics teachers integrate appropriate digital practices, while school administrators provide adequate digital resources, technical support and continuous professional development.