Exploring the Effects of Technology Integration on Student Engagement and Academic Performance in Mathematics in Southwest Nigeria’s Colleges of Education

The integration of technology into mathematics instruction has gained increasing attention due to its potential to enhance student engagement and academic performance. This study examined the effects of technology integration on student engagement and academic performance in mathematics in Colleges of Education in South-West Nigeria. A descriptive survey research design was adopted for the study. The population comprised mathematics lecturers and students in Colleges of Education across Ogun, Oyo, Osun, Ondo, and Ekiti States. A sample of 500 respondents was selected using a multi-stage sampling technique. Data were collected using a structured questionnaire titled Technology Integration, Student Engagement and Academic Performance in Mathematics Questionnaire (TISEAPMQ), with a reliability coefficient of 0.82 determined through the Cronbach Alpha method. Data were analysed using inferential statistical tools, including chi-square test, one-sample t-test, Pearson correlation, and multiple regression analysis. The findings revealed a significant variety in the types of technology used in teaching mathematics, indicating diverse instructional practices among educators. Results further showed that students have a significantly positive perception of technology-enhanced mathematics learning, suggesting that technology use improves engagement and learning experiences. However, the study also found that educators face significant challenges in integrating technology into mathematics instruction, and these challenges negatively affect the level of technology integration. Overall, the study concludes that while technology integration enhances student engagement and learning in mathematics, addressing educators’ challenges is crucial for achieving effective and sustainable integration. The study recommends improved infrastructural support, continuous professional development for educators, and institutional policies that promote effective technology use in mathematics instruction.