Effects of Python-Integrated Mathematics Instruction on Mathematics Achievement, Mathematical Problem-Solving Skills, and Computational Thinking among Senior Secondary School Students in Ondo State, Nigeria
DOI:
https://doi.org/10.54536/ajdsi.v1i1.8493Keywords:
Computational Thinking, Mathematics Achievement, Mathematical Problem-Solving, Mathematics Education, Python-Integrated Mathematics Instruction, Secondary School Students, Technology-Integrated LearningAbstract
This study investigated the effect of Python-integrated Mathematics instruction on Mathematics achievement, mathematical problem-solving skills and computational thinking skills among Senior Secondary School Two (SS2) students in Ondo State, Nigeria. Six research questions and six null hypotheses guided the study. A quasi-experimental pre-test-post-test non-equivalent control group design was adopted. The sample comprised 160 SS2 students, with 80 students assigned to the Python-integrated Mathematics group and 80 to the conventional Mathematics instruction group. Data were collected using the Mathematics Achievement Test (MAT), Mathematical Problem-Solving Test (MPST) and Computational Thinking Skills Test (CTST), with reliability coefficients of 0.82, 0.80 and 0.86, respectively. Mean and standard deviation were used to answer the research questions, while independent-samples t-test and Analysis of Covariance (ANCOVA) were used to test the hypotheses at the 0.05 level of significance. The baseline results showed no significant differences between the groups in Mathematics achievement, t(158) = 0.845, p = .399; mathematical problem-solving, t(158) = 0.681, p = .497; and computational thinking skills, t(158) = 0.678, p = .499. Following the intervention, Python-integrated Mathematics instruction had significant effects on Mathematics achievement, F(1,157) = 132.29, p < .001, partial η² = .457; mathematical problem-solving, F(1,157) = 127.75, p < .001, partial η² = .449; and computational thinking skills, F(1,157) = 174.84, p < .001, partial η² = .527. The study concluded that Python-integrated Mathematics instruction significantly enhanced the three measured outcomes. It was recommended that Mathematics teachers integrate appropriate Python-based activities into Mathematics instruction and that schools provide adequate technological resources and teacher preparation.
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Copyright (c) 2026 Olurotimi David ADULOJU, OluKayode Solomon ABODERIN, Adesoji Olubunmi OMONIYI, Raphael Olufemi AKINYEDE (Author)
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