ASSESSMENT OF THE INFLUENCE OF COMPUTER AIDED MATHEMATICS INSTRUCTION ON STUDENTS PERFORMANCE OF PUBLIC SECONDARY SCHOOLS KOIBATEK SUB COUNTY, KENYA

Computer aided mathematics instruction is usually incorporated into instructional resources in high schools. Its introduction in high schools in Kenya has allowed the users to perform increasingly complex functions. The problem is that inadequate of availability to and use of computer technology in mathematics instruction is placing students at a disadvantage and not meeting the educational needs of today’s students in Kenyan high schools in general and Koibatek Sub County in particular. The problem is exaggerated by the mathematics instructional abilities that have not yet currently appeared within the students yet during the learning process. This research examined how the use of computer aided mathematics instruction influences the students’ academic achievements in high schools in Kenya, focusing on Koibatek Sub County. The mixed embedded concurrent design was used. The quantitative the ex-post-facto design method was the main method while the qualitative method becomes the secondary method. The probability and non-probability techniques of sampling were used to select the respondents. Two research questions were designed to be answered and one hypothesis. The data collection tools involved concurrent qualitative and quantitative instruments which were the national exam mathematics results of 2016, questionnaires and interview guide. The data collected was used to identify the benefits and the influence it has on the student’s academic performance. Inferential statistics was used to analyze quantitative data, while the qualitative data was analyzed descriptively to support, clarify and simplify the results of the quantitative analysis. This was done mainly by organizing the descriptive data into themes, pattern-matching and discussed in depth. The results of the findings showed that the computer aided mathematics instructional method do influence students achievement in mathematics, there was a significant difference in the mean score of students taught using the incorporated computer technology instructional method and those taught using the talk/chalk method. The research suggested that teachers be given more training in computer technology and the computer aided method of instruction be made compulsory in the secondary school mathematics and other subject’s instruction. The ministry of Education needs to introduce professional development programs in education system for practicing teachers to enable them acquire relevant skills and knowledge to be used in the incorporation of computer technology into mathematics instruction