Article Details

This study examined the effects of Zoom and Google Classroom on students' interest and achievement in geometry within the Abuja Municipal Area Council (AMAC), Nigeria. The research addressed two main questions and their corresponding null hypotheses. A quasi-experimental design was utilized, focusing on all SS 2 students during the 2023/2024 academic session. A random sample of 172 students was selected, and data were gathered using the Geometry Interest Scale (GIS) and Geometry Achievement Test (GAT), with the GIS exhibiting a reliability index of 0.80. Mean and standard deviation were employed to address the research questions, while the null hypotheses were tested using Analysis of Covariance (ANCOVA) at a significance level of α = 0.05. The findings indicated no significant difference in the mean interest ratings and achievement scores between students taught geometry via Zoom and Google Classroom. However, a significant difference was observed between these groups and students taught using conventional methods. The study recommends the integration of digital platforms such as Zoom and Google Classroom into school curricula to enhance student engagement and interest in subjects like geometry. Additionally, professional development programs should be provided to equip teachers with the necessary skills to effectively utilize digital teaching tools, maximizing the potential of platforms like Zoom and Google Classroom.