AKE, Vera Chimaobim (PhD) & Anne Chidinma WILLIAMS (PhD)
Influence of Tablet-Assisted Instruction on Learning Engagement and Numeracy Achievement of Preschool Pupils in Rivers State East Senatorial District
Abstract
This study investigated the influence of tablet-assisted instruction on learning engagement and numeracy achievement of
preschool pupils in Rivers State, East Senatorial District. A quasi-experimental research design was employed, involving 220
preschool pupils drawn from intact classes in selected public preschools. The experimental group received tablet-assisted
instruction, while the control group continued with conventional teacher-centered methods. Data were collected using a
Learning Engagement Observation Checklist and a Numeracy Achievement Test, both validated for reliability. The experimental
group participated of tablet-based instruction using educational applications and guided exercises aligned with the preschool
numeracy curriculum. Pretests and posttests were administered to measure engagement and numeracy outcomes, and data were
analyzed using descriptive and inferential techniques. Findings revealed that pupils exposed to tablet-assisted instruction
demonstrated substantially higher gains in both learning engagement and numeracy achievement compared with those taught
using teacher-centered methods. The results indicate that tablet-assisted instruction effectively promotes active participation,
attention, and mastery of foundational numeracy concepts among preschool pupils. The study concludes that integrating tablet
assisted instructional strategies can significantly enhance early childhood learning outcomes. It recommends that teachers
incorporate tablet-based activities into daily lessons, receive training on educational technology, and that schools ensure access
to digital resources to optimize preschool education.
