Design and Development of Computer-Aided Learning Software for Individualized Instruction of Physics in Some Selected Secondary Schools in Niger State

Abstract

In this, paper, the effect of a researcher-designed Computer-Aided Learning software on students’ physics achievement in senior secondary school in Niger State, Nigeria was investigated. The pre-test-post-test experimental-control group research design was employed. Stratified random sampling was used to select 80 students (40 males and 40 female) for each of the experimental and control groups. A 50-item achievement test, the Physics Achievement Test (PAT), was administered to the students as pre-test and pos-ttest. Two hypotheses were postulated and tested at 0.05 level of significance. From the analysis the following findings were reached: (i) There was a significant difference between the achievement scores of physics students taught with the Computer-Aided Learning (CAL) software and those taught without the CAL software on the post-test (t = 15.74, df = 39, p £ 0.05). This shows that CAL is a better approach to embark upon by physics teachers for meaningful learning than traditional lecture method. (ii) There was no significant difference between the mean achievement scores of male and female physics students taught with the Computer-Aided Learning software (t = 0.31, df = 19, p ³ 0.05). This shows that the CAL software stimulated males and females alike. The implications of the findings for the use of CAL software were discussed. Recommendations for the improvement of physics education in Niger State and suggestions for further studies were made