EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC ACHIEVEMENT IN COMPUTER STUDIES IN SECONDARY SCHOOLS IN ASABA EDUCATION ZONE

Abstract

This study investigated the effect of Computer-Assisted Instruction on students’ academic achievement in computer studies in secondary schools in Asaba education zone. Two research questions guided the study and three hypotheses were tested at .05 alpha level of significance. The design of the study was quasi-experimental design. The pretest posttest non- randomized control group design was used. The total sample size of the study was 93 students offering computer studies using multistage sampling procedure. The instrument used for data collection is Computer Studies Achievement Test (CSAT). The reliability of the instrument was established using Kuder-Richardson Formula 20 (KR-20) and found to be 0.76. Data was collected through direct delivery approach and the mean achievement scores were used to answer research questions. In order to establish if the treatment group differ significantly in their mean achievement scores, hypotheses were tested using Two-way Analysis of Covariance at 0.05 alpha levels. The findings of this study revealed that CAI is a good strategy that leads to high achievement in computer studies. CAI was more effective because students were more actively involved during instructional process. The result of the study portrayed that there was significant difference in the mean achievement scores of male and female students taught computer studies using CAI. It was recommended that in-service training, workshops, seminars and symposia should be organized by Ministry of Education, Professional associations like Science Teachers Association of Nigeria (STAN), Curriculum Organization of Nigeria (CON) for practicing teachers so that they can understand and practice the use of various types of Computer-Assisted Instruction in computer studies classroom.