Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria (Published)
Citation: Ekundayo S. K. (2022) Effects of Computer-Assisted Instruction (CAI) On Students’ Academic Achievement in Chemistry among Boys and Girls in Public Secondary Schools in Ondo State, Nigeria, British Journal of Education, Vol.10, Issue 2, pp. 31-41
Abstract: This study investigated the effects of Computer-Assisted Instruction (CAI) on students’ achievement in Chemistry among boys and girls in public secondary schools in Ondo State. A quasi-experimental design was adopted for the study. The sample for the study consisted of 240 senior secondary school two (SSS II) intact class Chemistry students selected in stages using simple random sampling technique. Three schools were selected from three local government areas from the three senatorial districts in Ondo State. The students in the experimental groups were exposed to CAI while the control group was taught with the conventional teaching method. Chemistry Achievement Test (CAT) with a reliability coefficient of 0.81 was used to collect relevant data for the study. The experimental group was treated using CAI package while the control group was treated using the conventional classroom teaching. Analysis of Co-variance (ANCOVA) and t-test were used to test the research hypotheses at 0.05 level of significance. The result from the study showed that there was no significant difference between the achievement of male and female students in both the experimental and the control groups respectively. The results showed that when exposed to CAI, female students performed better than their counterparts. Based on the findings of the study, it could be concluded that the use of CAI has not shown any better effectiveness in the achievement of students. However, the method is a modern day of imparting knowledge. In another dimension, when both males and females are taught with the use of CAI, the method appeared to favour females than males. This suggests that the method us gender-biased. Based on the findings of the research, it is recommended that the potential of computer-assisted instruction should be utilised to enhance better achievement of the students in Chemistry, most especially among females while the male students also be encouraged to key into the use of the method for the flexibility of teaching and learning.
Keywords: Chemistry, Computer Assisted Instruction (CAI), Gender, Students
Effect of Computer Assisted Instruction (CAI) On Senior High School Students’ Achievement at Pie Chart and Histogram in Core Mathematics (Published)
The study was designed to see the effect of CAI as a strategy on the academic achievement of senior high school (SHS) students in the subject area of mathematics. The sampled classes were assigned to two groups on the basis of their achievement scores in the pre-test. Two different treatments were applied during the study. The experimental group received instruction via CAI with the researcher as a facilitator while the control group was taught by the researcher using the conventional approach. Both groups took an achievement test just after the treatment was over to determine the treatment effect. Analysis of data revealed that both the CAI and the traditional approach have led to increase in students’ performance in the teaching and learning of Pie Chart and Histogram in Core Mathematics but the CAI approach has led to much gain in terms of students’ achievement than the traditional approach in the teaching and learning of Pie Chart and Histogram in Core Mathematics. It was concluded that the CAI was equally effective for the students in the experimental group because it helped students to develop Mathematical concepts adequately with limited teacher guidance
Keywords: Computer Assisted Instruction (CAI), Experimental Group, Traditional Method., control group