Relative Effectiveness of Computer-Assisted Instructional Strategy on Students’ Learning Outcomes in Mathematics
Keywords:
Computer-assisted, instruction, conventional, teaching, method, achievement, attitude towards mathematicsAbstract
This study investigated the relative effectiveness of computer-assisted instructional strategy on senior secondary school students’ learning outcomes in mathematics. Also, the influence of gender on the performance of students exposed to computer-assisted instructional strategy was examined. The researcher used a quasi-experimental pre-test, post-test, and control group design to carry out the study. The treatments were computer-assisted instruction and conventional teaching methods. Two hundred and forty (240) second-year senior secondary school students (SSSII) from six (6) public secondary schools in Ondo West Local Government Area of Ondo State were randomly assigned to the experimental and the control groups. The students’ pre-and post-test scores were subjected to Analysis of Covariance (ANCOVA) and Chi-Square. The findings of the study showed that the performance of students exposed to computer-assisted instruction(experimental group) was better than their counterparts (control group) exposed to conventional classroom instruction. However, no significant difference existed in the performance of male and female students exposed to computer-assisted instruction. Based on the research findings, recommendations were made on the need to develop relevant computer-assisted instructional packages for teaching mathematics in Nigerian secondary schools.
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