PERCEIVED EFFECT OF ONLINE MATHEMATICS TEACHING APPS ON STUDENTS' ACHIEVEMENT AND RETENTION IN MATHEMATICS AMONG SECONDARY SCHOOL STUDENTS IN ENUGU STATE, NIGERIA

Abstract

This study investigated the perceived effect of online mathematics teaching applications (apps) on students' achievement and retention in mathematics among secondary school students in Enugu State, Nigeria. Anchored on the Technology Acceptance Model (TAM) and the Constructivist Learning Theory, the study adopted a descriptive survey design. A stratified random sample of 500 secondary school students drawn from five local government areas of Enugu State served as participants. Data were collected using a validated researcher-developed instrument, the Online Mathematics App Perception Scale (OMAPS), alongside a Mathematics Achievement Test (MAT) and a Mathematics Retention Test (MRT). Data were analysed using descriptive statistics, Pearson product-moment correlation, independent samples t-test, multiple linear regression, and two-way ANOVA. Results revealed a significant positive relationship between the perceived usefulness of online mathematics apps and students' achievement (r = .612, p < .001) and retention (r = .574, p < .001). Students with high app-use frequency recorded significantly higher achievement (M = 68.47) and retention (M = 61.23) scores compared to low-frequency users (M = 53.41 and M = 47.61, respectively). Multiple regression analysis indicated that app usefulness, frequency of use, ease of navigation, and app interactivity jointly accounted for 61.2% of the variance in mathematics achievement. Gender was found to moderate the relationship between app usage and retention. The study recommends the strategic integration of quality mathematics apps into the secondary school curriculum in Enugu State and across Nigeria.