Effects of Computer assisted instruction on achievement in achievement in mathematics among junior secondary School Students in FCT Abuja

Abstract

The study investigated the effects of computer assisted instruction on achievement in mathematics among junior secondary school students in FCT Abuja. Two objectives with corresponding research questions and hypotheses formulated to guide the study. Quasi- experimental v/as used as research design. Two co- educational schools wore selected and designated as Experimental with 18 males and 18 females and Control groups with 17 males and 18 females. Reliability coefficient of 0.98 was obtained for Teachers Made Algebra Achievement Test (TMAAT). Computer Assisted Instruction was developed, validated and used to teach the experimental group and thereafter Teachers Made Algebra Achievement Test (TMAAT) was administered to the students. Statistical Package for Social Sciences (SPSS) Version 20 was used to analysis using t-test. The study revealed that there was significant difference between the mean achievement scores of students taught Algebra using Computer Assisted Instruction and those taught using lecture methods but there was no significant difference in achievement with regard to gender. Based on the findings, it was recommended that Computer Assisted Instruction should be used in junior secondary schools in Mathematics to enhance teaching and learning processes of both male and female students.