INTEGRITY JOURNAL OF EDUCATION AND TRAINING
Integrity Research Journals
ISSN: 2636-5995
Model: Open Access/Peer Reviewed
DOI: 10.31248/IJET
Start Year: 2016
Email: ijet@integrityresjournals.org
Utilization and effectiveness of the zoom application in teaching and learning of mathematics in tertiary institutions
https://doi.org/10.31248/IJET2025.227 | Article Number: 30BB37F61 | Vol.9 (2) - June 2025
Received Date: 22 February 2025 | Accepted Date: 21 April 2025 | Published Date: 30 June 2025
Authors: J. I. Opadara* , K. S. Famuagun and B. V. Akinremi
Keywords: gender, Information and Communications Technology, students’ achievement, Zoom application.
The paper studied the extent to which the tertiary institution lecturers make use of the Zoom application and how effective the application is in teaching and learning mathematics with Adeyemi Federal University of Education (AFUED), Ondo as the case study. The study's specific objectives were to examine the extent to which Zoom's application enhances students' engagement and motivation in learning Mathematics and assess the impact of Zoom's application on students' understanding and retention of mathematical concepts. One hundred (100) respondents of AFUED students were used as the sample size, and the researchers' self-developed questionnaire was used as the instrument for data collection. Descriptive statistics (mean) were used to answer the research question, while Pearson's product-moment correlation was used to test the stated hypotheses. It was found among others that many Mathematics Lecturers are not currently utilizing the Zoom application. It was also revealed that there was a correlation between students’ gender and the extent of Zoom application utilization for teaching and learning of Mathematics, while no significant relationship existed between the students’ level and their engagement in the use of the Zoom application for Mathematics learning. It was discovered that Students’ age has no significant relationship with participating in the use of the Zoom application for Mathematics learning. The findings present implications for future research, highlighting the need for enhanced utilization strategies, addressing technical challenges, and promoting inclusive teaching practices. Recommendations also encompass continuous training, evaluation of pedagogical approaches, and collaboration with industry partners to optimize the integration of Zoom and similar platforms in tertiary mathematics education. This research contributes to the ongoing discourse on technology in education, emphasizing the importance of a nuanced approach to online platforms for effective teaching and learning of Mathematics in Tertiary Institutions.
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