Improving Learning Opportunities for Nigerian Low Achievers in Physics through Computer Supported Team Assisted Individualization.

Abstract

This study examined the computer-supported Team Assisted Individualization (TAI) cooperative learning as an instructional strategy for teaching physics on its effects on students’ achievement, gender and achievement levels. Five hypotheses were stated and tested at 0.05 level of significance. The design of the study was a 2x2x3 factorial, pre-test, post-test control group design. Purposive sampling technique was used to select two senior secondary schools in Minna metropolis, Niger State, Nigeria. Seventy nine participants from two intact classes from selected schools were assigned into experimental (TAI) and control (ICI) groups. Computer-Assisted Learning Package (CALP) and Physics Achievement Test (PAT), were used as treatment instrument and test instrument respectively. Analysis of Covariance and Scheffe’ post-hoc test were used for data analysis. Findings indicated that there was no significant difference in the academic performance of the groups. In addition, students’ gender had no influence on their performance; however, TAI favour low achievers than high achievers in academic performance. Based on the findings, it was recommended among others that teachers should use TAI strategy to encourage low achievers to participate in the classroom activities.