Enhancing Physics Students’ Retention and Attitude Using Computer-Supported Team Assisted Individualization Strategy.

Abstract

This study examined how computer-supported Team Assisted Individualization (TAI) cooperative learning as an instructional strategy for teaching physics would influence students’ achievement, retention and attitude towards the subject. 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. 97students from two intact classes from selected schools participated in the study. The students assigned to TAI and ICI groups. Computer-Assisted Learning Package (CALP) on physics, Physics Achievement Test (PAT), and Physics Attitude Scale (PAS) were used as treatment instrument, test instrument and Attitude scale respectively. Analysis of Covariance and Scheffe test were used for data analysis. Findings indicated that there was no significant difference in the academic performance of the groups. In addition, students’ had positive attitude and better retention than their counterparts in individualized computer instruction. Based on the findings, it was recommended among others that teachers should use TAI strategy to arouse students’ interest and promote their retentive memory.