GREEN EDUCATION: CAN TASK-BASED LEARNING STRATEGY MAKE SUSTAINABLE COMPUTING MATHEMATICS STICK?
GREEN EDUCATION: CAN TASK-BASED LEARNING STRATEGY MAKE SUSTAINABLE COMPUTING MATHEMATICS STICK?

Summary/Abstract: The global push for a healthier environment emphasizes the importance of sustainable computing in achieving the Sustainable Development Goals. However, the Chief Examiners of major examination bodies described students’ achievement in senior secondary school mathematics topics related to sustainable computing as weak. This study investigated the effect of a task-based learning (TBL) strategy on students’ learning of these topics, with gender as a moderating variable. A pretest-posttest control group quasi-experimental design with a 2 × 2 factorial was employed. The sample comprised 114 senior secondary school students from two purposively selected public schools in the Ijebu-Education Bloc of Ogun State, Nigeria. The data collection instruments were the Task-Based Learning Strategy Instructional Guide (TBLSIG) and Sustainable Computing Mathematics Achievement Test (SCMAT), with a reliability coefficient of 0.71. The finding revealed that students exposed to the TBL strategy significantly outperformed those taught using conventional methods (F(1,109) = 77.968, p < 0.05). Gender was not found to significantly affect students’ sustainable computing mathematics learning (F(1,109) = 0.408, p > 0.05), as the TBL strategy was gender-neutral. The interaction effect of strategy and gender on learning achievement was not significant (F(1,109) = 0.784, p > 0.05). Based on these findings, it is recommended that teachers adopt the TBL strategy for teaching sustainable computing mathematics and consider its application in other subject areas. The Computer Studies curriculum should also include sustainable computing mathematics to prepare students for sustainable development.

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