Effect of mathematica-integrated instruction on mathematics attitude, motivation, and learning experiences among engineering students in TVET institutions in Western Kenya

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

doi:10.51867/ajernet.7.3.88

Authors

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

DOI:

https://doi.org/10.51867/ajernet.7.3.88

Keywords:

Learning Experiences, Kenya, Mathematica Software, Mathematics Attitude, Motivation, TVET

Abstract

This study examined the effect of Mathematica-integrated instruction on students’ mathematics attitude, motivation, and related learning outcomes in TVET institutions. The study employed a Solomon Four-Group quasi-experimental design involving 239 students distributed across two experimental groups and two control groups. Quantitative data were analysed using descriptive statistics, ANOVA, MANOVA, MANCOVA, and hierarchical multiple regression, while qualitative data were analysed thematically.The findings showed that students exposed to Mathematica-integrated instruction reported significantly more positive mathematics attitudes than those receiving Conventional Mathematics Instruction (CMI), with experimental-group means of 67.79 and 67.02, compared with 55.07 and 54.76 for the control groups. Similarly, motivation scores were higher among the Mathematica groups (67.59 and 66.63) than the CMI groups (56.08 and 55.23). The multivariate analysis showed a significant instructional-group effect on the combined attitude and motivation outcomes, Wilks’ Λ = .195, F(6, 468) = 98.520, p < .001, partial η² = .558. Instructional method and gender were also examined as predictors, with the hierarchical regression model explaining 61.3% (R² = .613) of the variance in mathematics achievement; instructional group made the largest contribution, while gender was not a significant predictor. Qualitative findings identified four themes: initial adaptability, dynamic spatial visualization, learner autonomy and self-efficacy, and technical hurdles.The study concludes that Mathematica-integrated instruction can enhance students’ mathematics attitude and motivation and provide a more interactive and learner-centred mathematics learning experience. Its effective implementation, however, requires adequate lecturer preparation, structured instructional support, and reliable technological infrastructure.

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