Impacts of Computer Assisted Instruction on Junior Secondary School Students Achievement in Statistics in Mokwa Local Government Area of Niger State

Abstract

This study investigated the impacts of computer assisted instruction (CAI) package on junior secondary school students’ achievement in mathematics (Statistics) in Mokwa Local Government Area of Niger State. The design used for the study is quasi-experimental design. Four schools were purposively selected and four intact classes were randomly selected using simple random sampling technique. Two schools and two intact classes each were randomly assigned to experimental and control groups using simple random sampling technique. The sample consists of 137 students (81 males and 56 females) drawn from four purposively selected junior secondary schools in Mokwa Local Government Area of Niger State. Two research questions and two hypotheses were formulated for the study. The instrument used for data collection was Statistics Achievement Test (SAT) comprised of 30 multiple choice objective items developed by the researcher and validation by experts was used for data collection. The reliability coefficient of 0.82 was determined on the instrument using test retest method. The SAT was administered to students as pre-test and post-test. The data collected were analyzed using mean, standard deviation and t-test statistics to test the hypotheses formulated at 0.05 levels of significance. The result indicated that the students taught using CAI package performed significantly better than their counterparts taught using the conventional method of instruction. Also there was a significant difference in the post-test achievement scores of male and female students taught using CAI package in favor of the female students. Based on the finding it was recommended that Computer Assisted Packages should be encouraged for teaching and learning of mathematics especially statistics at all levels.