Article Details

This study examined the interaction effect of gender on students' interest and achievement in geometry taught via Zoom and Google Classroom within Abuja Municipal Area Council (AMAC), Nigeria. Using a quasi-experimental design, the research addressed two core research questions and associated null hypotheses. The population consisted of all SS2 students in AMAC for the 2023/2024 academic session, with a randomly selected sample of 172 students. Data collection involved the Geometry Interest Scale (GIS) and Geometry Achievement Test (GAT) with a reliability index of 0.80. Descriptive statistics, mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the hypotheses at a 0.05 significance level. Findings revealed that students taught using Zoom and Google Classroom showed significantly greater interest than those taught by conventional methods, though no notable interaction effect between gender and instructional method on achievement was found. Gender differences were significant in interest but not in achievement outcomes. The study recommends integrating Zoom and Google Classroom into curricula to enhance student engagement and professional training programs for teachers on technology integration into education. Adopting a blended teaching approach is also advised to further foster student interest and achievement in geometry.