Effect of Technology-Enhanced Instruction on Students’ Interest in Mathematics among Upper Basic Students in Benue State

Declining student interest in Mathematics remains a major challenge affecting participation and achievement in STEM-related disciplines. This study examined the effect of Technology-Enhanced Instruction (TEI) on students’ interest in Mathematics among Upper Basic II students in Benue State, Nigeria. The study adopted a quasi-experimental pre-test, post-test non-equivalent control group design. A sample of 160 students was selected using multi-stage sampling techniques. Data were collected using the Interest in Mathematics Inventory (IMI), validated by experts with a Cronbach Alpha reliability coefficient of 0.84. Mean and standard deviation answered the research questions, while Analysis of Covariance (ANCOVA) tested the hypotheses at the 0.05 significance level. Findings revealed that students exposed to TEI demonstrated significantly higher post-test interest scores (M = 74.62, SD = 7.58) than those taught using the conventional method (M = 61.78, SD = 8.21), F(1, 157) = 139.95, p < .05, with a large partial eta squared effect size (ηₚ² = 0.471). The study concluded that Technology-Enhanced Instruction promotes active engagement and significantly enhances students’ interest in Mathematics. It is recommended that school administrators and policy makers integrate digital learning tools, interactive software, and teacher training to sustain student interest in Mathematics education.