Effect of Computer-Assisted Instruction on Students’ Achievement in Some Senior Secondary Schools in Ogun State, Nigeria

Abstract

This study examined the effect of Computer-Assisted Instruction (CAI) on students’ achievement in some Senior Secondary schools, in Nigeria. The study adopted a pre-test, post-test, and control group quasi-experimental design. The sample for this study was drawn from the public Senior Secondary Schools II students offering Mathematics in Ogun State, Nigeria. A purposive sampling technique was used to select four public Senior Secondary Schools across Ogun State. Simple random sampling was used to select twenty (20) students from each school. The sample was made up of 36 males and 44 females. The instrument for data collection was the Mathematics Achievement Test (MAT, r=0.82). Two (2) hypotheses were tested. Data were analyzed using an independent t-test at a 0.05 level of significance. The results of the findings revealed that there was a significant difference between the post-test mean achievement scores of students who were taught Mathematics using CAI as a strategy and those taught using the lecture strategy with the students taught with CAI outperformed those taught with the lecture strategy. Moreover, the finding also showed that there was no significant difference in the achievement of males and females when CAI was used as a strategy in teaching and learning Mathematics. Based on the results of the findings, it was recommended among others that, the government should incorporate the CAI strategy into school curricula because of its effectiveness in teaching.