Effects of computer-self interactive package (csip) on students’ performance, achievement level and attitude toward mathematics at secondary school level in Nigeria.

Abstract

Students’ performance in Mathematics in secondary school Education in Nigeria remains poor. Consequently, the West Africa Senior Secondary School Certificate Examination (WASSSCE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances students’ achievement, promotes positive attitudes towards Mathematics instruction, and improves interpersonal relations. The purpose of this study was to investigate the effects of CSIP on students’ performance, achievement level and attitude towards mathematics among second year students (SSII) who received instruction using CSIP. The quasi-experimental design involving pretest – posttest experimental control group was adopted. Two SSII intact classes were selected at random and 92 students participated in the study. A validated Algebra Achievement Test (AAT) with 0.72 reliability coefiicient was used for collecting data. Results indicated higher achievement and positive attitudes for students in CSIP treatment groups. Higher achievers in CSIP group performed better than medium and low achievers respectively. Also, the CSIP was found to be gender (male and female students performed better). Based on the findings, CSIP should use for teaching algebra to improve students’ performance and reinforce positive attitudes towards mathematics.