Effect of Digital Flashcard Instruction on Mathematics Students’ Academic Performance and Retention in Emohua, Rivers State

Education

This study examined the effect of digital flashcard instruction on Mathematics students’ academic performance and retention in Emohua Local Government Area of Rivers State. A quasi-experimental research design employing a non-equivalent control group was used for the study. The population consisted of 13,097 Senior Secondary School II (SS II) students, from which a sample of 102 SS II Mathematics students was drawn from three selected schools. Data were collected using Mathematics achievement and retention tests. The results indicated that students exposed to digital flashcard instruction achieved significantly higher academic performance and demonstrated better retention of Mathematical concepts than their counterparts taught using the conventional teaching method. Additionally, the use of digital flashcards enhanced students’ motivation, engagement, and active participation during instructional activities. The study concluded that digital flashcard instruction is an effective strategy for improving students’ performance and retention in Mathematics and therefore recommended its integration with other contemporary instructional approaches to promote effective Mathematics teaching and learning.

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