Abstract
From 2012 to 2018, pupils taking the Kenya Certificate of Secondary Education (KCSE) routinely performed poorly in Mathematics on a national level in Kenya. In KCSE Test data from 2012 to 2018, it was noted that probability was one of the mathematical concepts that the majority of pupils found challenging. A novel approach that advocates for the incorporation of computer assisted learning methods like simulation has been put out to address the issue. In this study, learner achievement in probability in Mathematics will be compared to computer-based simulation (CBS) effect in public secondary schools in Kisii County. The objective of the study will be to determine the effect of computer simulation (innovation) on students' achievement in probability by sex (mathematics education).
TopBackground To The Study
Teachers have different attitudes toward boys and girls, according to Bachar (2012), with boys being given more time than girls and girls being handled with compassion and forgiving emotions. Boys credit their success to personal abilities and capabilities, but girls credit it to investment, an easy test, a competent instructor who clearly explains the content, luck, group work, and social learning (Bachar, 2012).
This chapter aims to add to the ongoing discussion by examining the impact of computer-based simulation on student learning and accomplishment in probability based on gender. Girls underachieve in science and Mathematics, Eshiwani (1982), and this under-performance is largely due to teachers' bias in the teaching and learning process. Teachers tend to focus on boys more than girls, placing them behind. FAWE (1999) found that girls' achievement in science and Mathematics is poorer, in part due to their negative attitude. According to Erwin (1993), boys are more interested in Mathematics than girls in secondary school. According to research, there is a gender imbalance in school sciences, with more boys taking science and Mathematics topics than girls (Rostvik, & Fyfe, 2018). However, while there are no gender differences in overall (IQ), there are significant variances in cognitive ability between boys and girls on tests. According to Trowbridge, Bybee, and Powel (2004), gender differences in physics are significant, while in Mathematics they are minor or non-existent. Kans, & Claesson, (2022) claims that gender inequalities in science interest are primarily related to boys' interest in physical sciences against girls' interest in biological sciences. EACEA (2010), the European Commission's executive agency for education, audio-visual, and culture, found that gender inequalities in science were significant within schools or programmes in European countries.
Girls have six points higher Mathematical achievement than boys in grade 8 science students throughout the trends in international Mathematics and science the survey, TIMSS 2007 countries, according to Martin, Mullis, and Foy (2008). Professor Hazan (2010) claims that when girls learn in classes with other girls rather than boys, their performance improves. Girls are aware of the notion that they have poor Mathematical aptitude. According to Banks (2013), girls who attend classes without boys obtain more success. Separate classes for girls and boys in schools with various teaching approaches for each gender, according to Miller (2009), a trained psychologist, is one of the options to ensure that girls compete favourably with boys in Mathematics and other subjects. Competitiveness and achievement-oriented learning are less effective for girls than cooperation and personal communication (Kiran, 2009).
Key Terms in this Chapter
Event: A subset of all conceivable outcomes that has been chosen.
Computer Assisted Learning: Incorporation of computers and computer assisted learning applications into instruction.
Chance experiment: An activity with several conceivable outcomes for which we have no way of knowing which one will occur.
Conventional instruction methods: A teaching method that emphasizes classroom instruction supplemented by other resources rather than computer and computer-assisted educational materials.
Technology: The theory and practice of learning process and resource design, development, utilization, management, and evaluation
Computer Simulation: Computer simulation of the consequences of a mathematical model connected with a system in order to reproduce its behavior.
High Achievement: A good level of mathematics achievement equivalent to more than 40% on a standardized test.
Low achievement: A arithmetic achievement level that is less than 30% on a standardized test is considered unsatisfactory.
Outcome: The outcome of a trial. When a six-sided die is rolled, for example, the result might be any number between 1 and 6.
Trial: Within an experiment, there is only one performance. Rolling a die a few times, for example. Each time the die is rolled, it is a test.
Public Schools: A government-funded and operated tuition-free school.
ICT Integration: Classroom learning is aided by the use of ICT tools.