EFFECTIVENESS OF ICT INTEGRATED PEDAGOGY FOR MATHEMATICS IN TERMS OF ACHIEVEMENT IN MATHEMATICS CLASS IX STUDENTS OF MADHYA PRADESH

Abstract

The status and future of any country largely depends on its education policy. The education policy lays special emphasis on the development of the creative and skill potential of each individual in India. To build a developed India, on the ground, continuous efforts are on to bring education to the highest level of quality in the global scenario. For quality education, the New Education Policy 2020 talks about integrating ICT into teaching, learning and assessment in school education. ICT can be integrated with different subjects or with teaching methods. This paper is based on an experimental survey and study focused on ICT integrated pedagogy for mathematics of class IX in Madhya Pradesh. Study was conducted at Govt. High School, Nayakheda, Datia, Madhya Pradesh. Total 90 students of class IX of this school were involved as sample. Purposive sampling method was used for the select of school and simple random sampling method was used for select the treatment group for the experiment. A true experimental pre-test post-test control group design was employed for the study. Study findings revealed specific features of a quality education scenario that matters for ICT integrated pedagogy for mathematics teaching in Madhya Pradesh.