In this paper students from three second cycle schools in the Bolgatanga Municipality were randomly assigned to treatment(n=40) and control(n=36) groups with the objective to compare two lesson delivery modes (Progressive Mathematics Initiative (PMI) and traditional teacher-centred teaching) on the effect on achievements in Mathematics with the use of SMART technology to design and delivery instructions for senior high schools and make a convincing case for the training of teachers in the PMI and its adoption in the SHS system in Ghana. The study relied on student’s examination score from first term as baseline data with the experimental data to compare the two teaching methods. The Student t statistic and Cohen d were used to compare means and measure treatment effect size respectively. The PMI approach shows remarkable improvement in students’ achievement in the subject and can be described as promising since the one week of the experiment was quite short and will require considerable length of time to reach a definitive conclusion from its findings. Students and teachers alike were enthusiastic about the engaging and interactive nature in which lessons are created and delivered with the SMART technology and its assessment facilities. Science teachers as well as other subject area teachers can benefit from the planning and delivery of lessons from the use of the SMART technology.

Keywords : Progressive Mathematics Initiative (PMI), Planning, Assessment, SMARTBOARD Technology, Achievement, Response Device, Clicker, Control Group (CG), Intervention Group (IG).