Impact of Digital Device on Students Performance in Calculus Among Students of Mathematics in Prince Abubakar Audu University Anyigba

Abstract

This study investigated the impact of digital devices on students' Performance in calculus among undergraduate Mathematics students at Prince Abubakar Audu University, Anyigba, Kogi State, Nigeria. The study was guided by three specific objectives: to determine the extent of digital device usage, examine its influence on students' understanding of calculus concepts, and identify the challenges associated with digital device utilization in learning calculus. A descriptive survey research design was adopted. The population comprised all undergraduate Mathematics students in the institution, from which a sample of 120 respondents (60.0% male, 40.0% female) was selected using a simple random sampling technique. Data collection was executed using a structured instrument titled “Impact of Digital Devices on Students’ Performance in Calculus Questionnaire (IDDACQ)”, which was designed on a four-point Likert scale. The instrument underwent face and content validation by experts in Mathematics Education, and its reliability was established via the test-retest method, yielding a Pearson Product Moment Correlation Coefficient of 0.78. Collected data were analysed using descriptive statistics, including frequencies, percentages, mean and standard deviation. The findings revealed that Mathematics students extensively utilize digital devices for learning calculus (Grand Mean = 3.09), with smartphones being the most commonly used tool (61.7%) and search engines being highly utilized to find solutions. Furthermore, digital devices were found to significantly and positively influence students' conceptual understanding of calculus (Grand Mean = 3.21), primarily by supporting independent learning and allowing students to learn at their own pace. However, the study also revealed notable challenges, with poor internet access and distractions from social media emerging as major obstacles hindering optimal educational usage. Based on these findings, it was concluded that while digital devices are indispensable tools that significantly enhance mathematical visualization and problem-solving skills, infrastructural and behavioural challenges limit their full pedagogical potential. Consequently, it is recommended that the university management provide reliable campus-wide internet services, lecturers integrate specific graphing software and virtual simulations into calculus instructions, and students practice disciplined device management to minimize non-academic distractions during study hours.