ABSTRACT
This study was carried out to determine the effect of computer aided instruction on secondary schools students‟ academic achievement. The sample of the study consisted of 117 students. The sample consisted of the intact classes, one experimental group with 68 students and the other one as control group had 49 students. A random sampling technique using balloting method was used in selecting the two schools out of the 65 public secondary schools in Lokoja Education Zone. A pre-test-post-test quasi experimental design was used. The instrument used was Mathematics Achievement Test(CAT) and Mathematics Interest Rating Scale(CIRS) which were both validated and with reliability coefficients of 0.75 and 0.78 respectively. The hypotheses stated were tested using t-test statistics at P ≤0.05 level of significance. Major findings of the study revealed that there is significance difference in the academic achievement rating among secondary school students exposed to computer aided instruction .But there is no significance difference in the academic achievement in Mathematics rating scale between male and female students exposed to computer aided instruction. In the light of the findings from this study, the following recommendation was made among others. School authorities and government agency in charge of managing the affairs of secondary schools should make provision of computers and education softwares and train teachers with the current development in the methodology of teaching and learning Mathematics.
CHAPTER ONE INTRODUCTION
1.1 BACKGROUND OF THE STUDY
This is no simple and universal definition of science and technology, but the easiest way to understand these two concepts is while science gives man a conceptual frame work of his physical and social world, technology equips man with the tools, knowledge, skills, techniques and attitudes of mind with which to respond to the challenges to the world. Hensicke (2009), sees technology as the application of knowledge and skills in solving practical problems that is the knowledge and skills applied in using artifact and processes.
Abdullahi (2007), stated that science is and activity culminating into a testable falsable, verifiable body of knowledge through systematic and rational organization of facts about a particular phenomenon of interest. Science is mainly concerned with understanding natural phenomenon and creating conceptual frame works for its explanation. The practical manifestation of science in tools, and know how, which can best be described as technology? Briefly, technology provides man lie support system that maintains him on the planet earth.
Mathematics is a branch of science; its genesis can be traced to certain practices, known as Alchemy, which had been practiced for several decades in various part of the world, particularly in Middle East. (Ancient Mathematics (2009), Mathematics is the scientific study of interaction of chemical substance that are constituted of atoms or sub-atomic particles – protons, electrons, and neutrons, Mathematics Encyclopedia (2010), Iwuagu (2009), defined it as the science concerned with the composition, structure and properties of matter, as well as the changes it undergoes during chemical reaction.
Our world is made up of matter; we study Mathematics to acquire knowledge about matter. We perform experiment and learn to observe record and make intelligent inferences. Studying Mathematics gives us training in scientific methods.
Computer aided instruction plays very crucial role in teaching content effectively. If there are qualified teachers, recommended textbooks, but no adequate computer assisted instruction facilities, this may affect learning and teaching of Mathematics. It is on this note that this study is considered necessary.
1.2 STATEMENT OF THE PROBLEM
Observation over the years is that students‟ achievement in Mathematics at senior secondary school level (SSCE), has not been very encouraging. According to WAEC (2012), candidates that offered Mathematics performed poorly in the areas of understanding of the concepts of equilibrium of reversible reaction, writing of formulae and correct balanced chemical equations as well as explanation of basic chemical principles, concepts and their applications. Many factors can contribute to this unacceptable trend the poor performance of Mathematics students. One of such factors could be lack/inadequate computer aided instruction facilities in our schools.
This study therefore intends to make a trust into the problem and thus pose the following questions:
a) What is the effect of computer aided instruction on students‟ achievement and interest in the study of Mathematics?
b) To what extent does the effect of computer aided instruction affect students‟ achievements and interest in Mathematics?
1.3 PURPOSE OF THE STUDY
The general purpose of the study therefore was to investigate the effect of the computer assisted instruction on students‟ achievement in Mathematics in some L.G.A of Kogi state of Nigeria. Specifically, the study intends to finds out whether:
1) There is significance difference in mean achievement of students taught using computer aided instructions and those taught using conventional teaching method.
2) There is significance difference in mean achievement score between boys and girls taught using computer aided instructions.
3) There is significance difference in mean interest rating score between boys and girls taught using computer aided instructions.
1.4 RESEARCH QUESTIONS
The research is set out to answer the following questions:
(1) What is the mean achievement scores of students taught Mathematics with computer aided instructions and those taught using the conventional teaching method?
(2) Is there any significance difference in the achievement?
(3) To what extent does the interest of rating of boys and girls differ from girls taught Mathematics using computer aided instructions?
1.5 RESEARCH HYPOTHESIS
The following null hypotheses were tested at 0.05 level of significance.
HO1: There is no significant difference between the mean achievement scores of students taught Mathematics with computer aided instructions and those taught using conventional teaching method.
HO2: There is no significant difference between the mean interest rating of students taught Mathematics with computer aided instructions and those taught using conventional teaching method.
H03: There is no significant difference between the mean achievement scores of boys and girls taught Mathematics using computer aided instructions.
HO4: There is no significant difference in the mean interest rating between of boys and girls taught Mathematics using computer aided instructions.
1.6 SIGNIFICANCE OF THE STUDY
This research was under-taken in order to find out if there is an effect of computer aided instruction on secondary school students‟ achievement in Mathematics.
The study is targeted at providing parents, teachers, students and the teachers‟ ways of encouraging a better performance for student in Mathematics.
To the Mathematics Teacher, this study will generally help in guiding and directing the teacher in the preparation of the lesson plan, that will relate to students computer aided instruction in their home to ignite, stimulate sustain and develop student interest in Mathematics in particular and science in general.
To the curriculum planners, the findings of this study will make it necessary now than before to specify appropriate instructional strategies for enhancing students‟ interest and making their subject students-centered. This will in turn help teachers/students develop interest in Mathematics classes.
To the Government and non-Governmental organizations the findings will provide a different point of view if the issue of poor performance of students in Mathematics and sciences in general is to be tackled, holistically it will emphasize the need for organizing policies, seminars, lecturers, workshops, etc. that will be aimed at developing improving students interest in Mathematics for the nation to advance to a higher level in science and technology.
1.7 SCOPE OF THE STUDY
The study is delimited to determining the effect of computer aided instructions on achievements and interest of senior secondary school students in Mathematics in Kogi state as well as the effects on the learning outcomes with regards to gender.
The study was carried out to find the effect of computer assisted instruction among senior secondary school students‟ achievement in Mathematics. The class of interest is senior secondary (SSII) Mathematics students only in two selected secondary schools in Lokoja, Kogi state Nigeria.
This study will be carried out in Lokoja of Kogi State. The class of interest is senior secondary II (SS II), Mathematics classes. The content area to be covered in the study will be delimited to Mathematics senior secondary II scheme of works Week II to week viii topics.
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