Studies attribute poor performance in mathematics in public primary schools to teacher centred teaching methods. However, few researchers have tried out interventions based on computer interactive multiple mice technique that has demonstrated financial, interactive and collaborative learning benefits for enabling learners in resource-constrained schools to share one computer each with their own mouse. This paper investigated if there is difference in achievement between learners’ taught using computer interactive multiple mice technique and those taught using conventional methods. The study adopted quasi experimental pre-test, post-test, non equivalent groups design. A sample of 518 lear
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