Effect of Computer-Assisted Instructional Package on the Performance of Junior Secondary Students in Geometry in Minna, Niger State

Abstract

This study investigated the effect of computer assisted instruction package on the performance of Junior Secondary Students in Geometry (mathematics) at junior secondary school in Minna, Niger State, Nigeria. It examined the significant of the post-test achievement scores of students taught using: computer and the normal classroom instruction. The sample consisted of forty senior secondary school students drawn from two equivalent secondary schools within Minna metropolis. Stratified random sampling was used to select 40 students (20 males and 20 females). The Mathematics Achievement Test (MAT) was administered to students as pre-test and post-test. The results of students were analyzed using t-test statistics. The results indicated that the students taught using computer performed significantly better than their counterparts taught using the normal classroom instruction. However, there was no significant difference reported in the post-test performance scores of male and female students taught using computer and those taught with normal instruction. These findings indicated that geometry concept in mathematics could be taught and learnt better through the resourceful integration of computer assisted instruction.