PRE-SERVICE TEACHERS' PERFORMANCE AND ATTITUDE TOWARDS MATHEMATICS COMPUTER- BASED EXAMINATION; DIFFERENTIAL EFFECTS OF GENDER AND SCHOOL OF AFFILIATION IN OYO, OYO STATE

Abstract

The study investigated pre-service teachers' performance and attitude towards mathematics CBE; Differential effects of gender and school of affiliation. The study assessed the differential effects of gender on pre-service teachers' performance and attitude towards mathematics computer-based examination and evaluated pre-service teachers' performance and attitude towards mathematics computer-based examination based on field of affiliation. A mixed methods of research in concurrent triangulation and descriptive survey design was adopted for the research. All the 100 level pre-service teachers of Emmanuel Alayande College of Education, Oyo constituted the population for the study. Stratified random sampling technique was adopted to select 24 students for in-depth interview. Secondary data of students' performance scores in Mathematics CBE and primary data using Pre-service Teachers' attitude towards Mathematics CBE Interview (PTMCI, IRR=0.79) were collected for quantitative and qualitative analyses respectively. Data were analyzed using thematic analysis for the qualitative data, frequency counts, percentages and bar charts for descriptive data, t-test and ANOVA for hypotheses testing. Pre-service teachers had positive disposition towards Mathematics CBE. The male students from the school of science were more favorably disposed to CBE than the female counterparts in the non-science schools. There is significant difference in pre-service teachers' performance in Mathematics CBE based on gender in favour of the male (t=9.41, df-1260p<.05) and school of affiliation (F (5,1255) =13.29, p<.05). Therefore, CBE is recommended for Basic General Mathematics for enhanced students' performance and attitude towards BGM