Article Details

This study investigated the effect of Google Classroom on students’ interest and academic achievement in geometry among senior secondary school students in Kuje Area Council, Abuja. A quasi-experimental design with a pre-test and post-test, non-equivalent control group, was adopted. The study was guided by four research questions and four corresponding null hypotheses. The population comprised 2,694 SS2 students, from which a sample of 78 students was selected using purposive sampling from two intact classes. Data were collected using the Geometry Achievement Test (GAT) and Geometry Interest Scale (GIS). The instruments were validated by experts, and reliability indices of 0.81 and 0.79 were obtained using Kuder-Richardson 21 and Cronbach's Alpha, respectively. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at 0.05 level of significance. The findings revealed that using Google Classroom significantly increased students’ interest and achievement in geometry compared to the conventional teaching method. It was recommended that mathematics teachers integrate Google Classroom into instructional practices and that educational stakeholders provide necessary training and technological support.