Digital literacy awareness to enhance the learning of mathematics

Authors

  • Samuel O. Essang Department of Mathematics and Computer Science, Arthur Jarvis University, Akpabuyo, Nigeria
  • Jackson E. Ante Department of Mathematics, Topfaith University, Mkpatak, Nigeria
  • Runyi E. Francis Department of Statistics, Federal Polytechnic, Ugep, Nigeria
  • Augustine O. Otobi Department of Computer Science, University of Calabar, Calabar, Nigeria
  • Benedict I. Ita Theoretical Chemistry Unit, Chemistry Department, University of Calabar, Calabar, Nigeria
  • Olamide M. Kolawole Department of Mathematics and Computer Science, Arthur Jarvis University, Akpabuyo, Nigeria
  • Ede M. Aigberemhon Department of Electrical Engineering, Cross River University of Science and Technology, Calabar, Nigeria
  • Jacob T. Oluwagbemi Department of Business Administration and Entrepreneurship, Arthur Jarvis University, Akpabuyo, Nigeria
  • Emmanuel S. Fadugba Department of Mathematics, Ekiti State University, Ado Ekiti, Nigeria
  • Daniel E. Essien Department of Computer Science, Dalhousie University, Halifax, Canada
  • Michael O. Ogar-Abang Department of Physics, Arthur Jarvis University, Akpabuyo, Nigeria
  • Jonathan T. Auta Department of Mathematics, African University of Science and Technology, Abuja, Nigeria
  • Edet E. Asanga Department of Biochemistry, Arthur Jarvis University, Akpabuyo, Nigeria

Keywords:

African mathematical literacy, technological advancement, digital tools integration, educational technology, digital awareness

Abstract

This study seeks to investigate the correlation between digital literacy and the frequency of usage of mathematics across diverse demographics, with the focus on 181 people within the age range of 18- 50 years. Utilizing a multi-method approach, including correlation analysis, regression modeling, and Analysis of Variance (ANOVA), we analyzed survey data to quantify the relationship between familiarity with terminologies such as machine learning, artificial intelligence (AI), data science and usage of basic mathematical principles to solve real-life problems. Results demonstrate a significant positive correlation between digital awareness and enhanced mathematical literacy, with notable variations observed across age groups, educational backgrounds, and professional domains. These findings underscore the critical role of technology in fostering mathematical proficiency and the need for pedagogical approaches that integrate digital tools and real-world applications.

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Published

2025-05-07

How to Cite

[1]
S. O. Essang, “Digital literacy awareness to enhance the learning of mathematics”, Comp Appl Sci Impact, vol. 2, no. 2, pp. 7–15, May 2025.

Issue

Vol. 2 No. 2 (2025): Computing and Applied Sciences Impact (June 2025)

Section

Articles

License

Copyright (c) 2025 Samuel O. Essang, Jackson E. Ante , Runyi E. Francis , Augustine O. Otobi , Benedict I. Ita , Olamide M. Kolawole , Ede M. Aigberemhon , Jacob T. Oluwagbemi , Emmanuel S. Fadugba , Daniel E. Essien , Michael O. Ogar-Abang, Jonathan T. Auta , Edet E. Asanga

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The Author(s). This work is licensed under the Creative Commons Attribution-Non Commercial 4.0 International License (CC BY 4.0). https://creativecommons.org/licenses/by/4.0