Effect of Mathematica Software on Mathematics Self-Efficacy and Achievement among Engineering Students in TVET Institutions in Western Kenya

Henry Nathan Wati; Martin M.S. Wanjala; Catherine M. Muhonja

doi:10.51867/scimundi.6.2.16

Auteurs

Henry Nathan Wati Department of Science and Mathematics Education, Masinde Muliro University of Science and Technology, Kakamega, Kenya https://orcid.org/0009-0007-1962-7654
Martin M.S. Wanjala Department of Educational Foundations, School of Education, University of Eldoret, Kenya https://orcid.org/0000-0002-8864-0234
Catherine M. Muhonja Department of Educational Foundations, School of Education, University of Eldoret, Kenya

DOI :

https://doi.org/10.51867/scimundi.6.2.16

Mots-clés :

Mathematica software, mathematics achievement, mathematics self-efficacy, TVET

Résumé

This study investigated the effect of integrating Mathematica software (MS), compared with Conventional Mathematics Instruction (CMI), on mathematics academic achievement and self-efficacy among diploma engineering students in Technical and Vocational Education and Training (TVET) institutions in Western Kenya. The study sought to analyze the effect of Mathematica software on students’ mathematics self-efficacy and academic achievement. The study was conducted among diploma engineering students undertaking a common mathematics course in selected TVET institutions across four counties in Western Kenya. A total of 239 students from intact classes participated in the study and were assigned to four groups using the Solomon Four-Group quasi-experimental design. The experimental groups received Mathematica-integrated instruction, while the control groups received Conventional Mathematics Instruction. Data were collected using a mathematics achievement test and a mathematics self-efficacy questionnaire. The self-efficacy instrument was validated by experts and its reliability was assessed using Cronbach’s alpha. Quantitative data were analyzed using descriptive statistics, one-way analysis of variance (ANOVA), post-hoc comparisons, and multivariate analysis of covariance (MANCOVA), with gender controlled in the multivariate analysis. The findings revealed a statistically significant difference in mathematics achievement across the four instructional groups, F(3,235) = 157.249, p < .001. Post-hoc comparisons showed that both Mathematica groups achieved significantly higher scores than both Conventional Mathematics Instruction groups. The MANCOVA showed a statistically significant multivariate effect of instructional group on the combined outcomes of mathematics achievement and self-efficacy, Pillai’s Trace = .888, F(6,466) = 62.347, p < .001, partial η² = .444. Follow-up analyses showed significant instructional-group effects on mathematics achievement and mathematics self-efficacy. Gender did not have a statistically significant overall multivariate effect on the combined outcomes. The study concludes that Mathematica-integrated instruction is a promising approach for enhancing mathematics academic achievement and self-efficacy among engineering students in TVET institutions when appropriately integrated into teaching and learning.

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