Tablets’ impact on North West Technical and Vocational Education and Training Level 3 students’ performance and attitude in geometry

Abstract

This study explored the impact of using tablets on Level 3 TVET students’ performance and attitude in calculating geometrical objects. Focusing on a population of 120 Level 3 mathematics students at a TVET College through a mixed-methods approach, a convenient sample size of 60 students was employed. The Ellis’s ABC model was utilised as a conceptual framework, providing a theoretical basis for understanding the relationship between cognition, emotion, and behaviour, and allowing for effective assessment tools and adaptable insights across contexts. By adopting this model, the researcher systematically explored how beliefs mediate the effects of activating events on emotional and behavioural outcomes, thus enabling both explanatory and intervention-focused studies. The null hypothesis posited no difference in performance and attitude between students using tablet devices versus traditional textbooks, while the directional hypothesis suggested improvements with tablet use. Data were collected using pre-test, post-test, semi-structured interviews, and ATMI, integrating both quantitative and qualitative findings. Data were analysed using regression analysis for quantitative responses and thematic coding for qualitative interviews and ATMI. Regression analysis was used to examine relationships and predictors within the numerical data, providing insight into trends and effect sizes for the quantitative responses. Regression analysis revealed no significant differences, supported by thematic coding that indicated consistent student experiences across groups. Results showed improved performance, attitude, and increased empowerment. The study proposes a model for enhancing mathematics performance in TVET colleges using mobile devices and suggests further research on lecturer engagement.