Effects of Computer Assisted Instruction on the Learning of Introductory Technology at Junior Secondary Schools in Minna Metropolis of Niger State

Abstract

This paper looks at effects of computer-assisted instruction (CAI) on the learning of introductory technology at Junior Secondary School in Minna, Niger State. The sample for the study consists of two hundred and twenty (220) JSSIII students randomly selected from four secondary schools in Minna metropolis. A 50 item multiple choice Introductory. Technology Achievement Test (ITAT) was administered as pretest and posttest. Three hypotheses were formulated in null form and tested at 0.05 level of significance. Reliability coefficient of 0.85 was obtained using Kuder-Richardson (KR-21) formula. The experimental group performed significantly better than the control (t = 20.6 df = 109, P< 0.05). There was no significant difference in performance of boys and girls taught introductory technology using CAI (t = 1.62, df = 54, P>0.5) Based on these findings it could be deduced that the use of CAI package can serve as a viable alternative to conventional lecture method of teaching. The implications of these results are discussed.