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Computer-Assisted Instruction and Students' Mathematics Ability in Selected Secondary Schools in Calabar, Cross River State, Nigeria. By: Etelbert E. Ayang, David O. Edu and Stellamarys E. Okey

ABSTRACT

This paper examine the effects of computer-assisted instruction (CAI) on the academic achievement of  Nigerian  students,  using  Junior  Secondary  School  (JSS)  graders  from  two  secondary  schools  in Calabar Municipality, Cross River State, as study area. Four null hypotheses were formulated based on the major variables of teaching methods, motivation gender and attitude towards the subject; and tested with the dependent, and independent t-test statistics. A pre-test - post-test design was used to compare the experimental and control groups in which 100 respondents were randomly selected from JSS-II from the two sampled schools and subjected to 6-weeks of treatment effects. The result showed that experimental subjects have superior mathematics performance ability than those of the control group. That males and females do not differ significantly in their performance in computer-assisted learning in the experimental group; but boys in the control group differ significantly, with the boys outperforming the girls in the subject. In respect of attitude of students towards the subject, it was found  that  the  experimental  group  does  not  differ  in  their  attitude  towards  mathematics  nor computer  learning  instruction.  It  was  recommended  among  others  that  mathematics  curricula  be redesigned  to  integrate  everyday  household  curriculum  issues  such  as  using  culturally  relevant institutional  materials  aids  as  well  as  use  of  certain  cultural  plays  by  children   such  as  the Chimpanzee's  Puzzle game.

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