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

<doi>10.24250/jpe/2/2025/AKB/SAO/</doi>

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 pretestposttest
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.