Date of Conferral







John Harrison


Students in Nigeria are not finishing school with the math skills needed for gainful employment and economic self-reliance, possibly due to a lack of technology use in math classes. Specifically, the influence of technology use in math classrooms on students' motivation, attitude, and math achievement in Nigeria was not well understood. Guided by the technological, pedagogical, and content knowledge (TPACK) theoretical framework, the purpose of this ex post facto, causal-comparative study was to compare the differences in student motivation, attitude, and achievement scores between students in math classrooms with low technology use and students in classrooms with high technology use in 3 private secondary schools in Nigeria. All secondary level math students (N = 398) completed the Motivational Strategies for Learning Questionnaire and Attitude Towards Mathematics Inventory. Of those, the 72 graduating students who completed the West African Secondary School Certificate of Examination served as the sample for math achievement. Mann-Whitney U tests showed motivation, attitude, and math achievement scores were all significantly higher (p = .00) for students taught in high technology use classrooms than in low technology use classrooms, indicating technology integration had a positive influence. Findings suggest that with heightened technology integration in math classes, positive social change can occur as students may be more likely to gain the math skills necessary for enhancing their future employment opportunities and economic self-reliance. With these superior outcomes, positive economic growth and development in Nigeria may be enhanced over time.