Effect of Python-Integrated Mathematics Instruction on Mathematics Achievement and Mathematical Problem-Solving Skills among Senior Secondary School Students in Kwara State, Nigeria

Authors

  • Olurotimi David ADULOJU Department of Science and Technical education, faculty of Education , Adekunle Ajasin University, Akungba Akoko, Ondo state. Author
  • Lydia Oluwafunmilayo ADEDOTUN Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria Author
  • Abiola Afolabi AKINGBEMISILU Department of Science Education, Faculty of Education, Adekunle Ajasin University, Akungba -Akoko, Ondo State, Nigeria Author
  • Ademiotan Moriyike LALEYE Department of Science Education, Faculty of Education, Adekunle Ajasin University, Akungba -Akoko, Ondo State, Nigeria Author https://orcid.org/0000-0002-9506-2524
  • Margaret Foluso AYENI Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria Author

DOI:

https://doi.org/10.54536/ijhrws.v1i1.8426

Keywords:

Mathematical Problem-Solving Skills, Mathematics Achievement, Nigeria, Python-Integrated Mathematics Instruction, Quasi-Experimental Study, Secondary School Students

Abstract

This study investigated the effect of Python-integrated Mathematics instruction on Mathematics achievement and mathematical problem-solving skills among Senior Secondary School II (SS II) students in Kwara State, Nigeria. A quasi-experimental pre-test–post-test non-equivalent control-group design was adopted. The sample comprised 80 SS II Mathematics students from two public secondary schools, with 40 students assigned to the experimental group and 40 to the control group. The experimental group received Python-integrated Mathematics instruction, while the control group was taught the same content using conventional instruction. Data were collected using the Mathematics Achievement Test (MAT) and Mathematical Problem-Solving Skills Test (PSST), with reliability coefficients of 0.82 and 0.80, respectively. Independent-samples t-tests examined baseline differences, while Analysis of Covariance (ANCOVA) assessed intervention effects while controlling for corresponding pre-test scores. Results showed no significant difference between the experimental and control groups in pre-test Mathematics achievement and mathematical problem-solving performance, indicating comparable baseline status. However, Python-integrated Mathematics instruction produced a statistically significant effect on Mathematics achievement, F(1, 77) = 142.50, p < .001, ηp² = .650, and mathematical problem-solving skills, F(1, 77) = 118.30, p < .001, ηp² = .610. The null hypotheses concerning the intervention effects were therefore rejected. The study concludes that Python-integrated Mathematics instruction can substantially enhance students’ Mathematics achievement and problem-solving skills. It is recommended that Mathematics teachers be encouraged to integrate appropriately scaffolded Python-based activities into Mathematics instruction, while schools and curriculum planners should provide the necessary teacher training and technological resources to support effective implementation.

Author Biographies

  • Lydia Oluwafunmilayo ADEDOTUN, Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria

    PhD Student, research fellow, a strategist consultant, event planner, and Catheter 

  • Abiola Afolabi AKINGBEMISILU, Department of Science Education, Faculty of Education, Adekunle Ajasin University, Akungba -Akoko, Ondo State, Nigeria

    Professor of science Education and Educational technology, He is the current Heads of Department of Science Education, Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria.

  • Ademiotan Moriyike LALEYE, Department of Science Education, Faculty of Education, Adekunle Ajasin University, Akungba -Akoko, Ondo State, Nigeria

    He is a professor of Science Education and  Educational technology, consultant in Computer science Education, 

  • Margaret Foluso AYENI, Department of Science Education, Faculty of Education, Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria

    She is a professor of Science Education and Education consultant, and research fellow.

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IJHRWS, E-Palli publishers

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Published

2026-10-29

Issue

Vol. 1 No. 1 (2026): International Journal of Human Resource and Workplace Studies

Section

Research Articles

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Copyright (c) 2026 Olurotimi David ADULOJU, Lydia Oluwafunmilayo ADEDOTUN, Abiola Afolabi AKINGBEMISILU, Ademiotan Moriyike LALEYE, Margaret Foluso AYENI (Author)

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How to Cite

Effect of Python-Integrated Mathematics Instruction on Mathematics Achievement and Mathematical Problem-Solving Skills among Senior Secondary School Students in Kwara State, Nigeria. (2026). International Journal of Human Resource and Workplace Studies, 1(1), 39-59. https://doi.org/10.54536/ijhrws.v1i1.8426