Effect of Computer Assisted Instruction on Academic Achievement of Senior Secondary School Students in Geometry in Oluyole Local Government Area, Oyo State
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Date
2024-12
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Lead City University, Ibadan
Abstract
Senior Secondary School students in Nigeria often face significant challenges in mastering geometric concepts, resulting in poor academic achievement in Mathematics. This study aimed to determine the effects of Computer-Assisted Instruction (CAI) on students' academic achievement in geometry, as well as the moderating roles of students' motivation and attitudes. Given the importance of both instructional methods and student characteristics in educational outcomes, this research sought to provide insights into how CAI, combined with motivational factors, can enhance learning in geometry. A quasi- experimental research design was employed, involving a total of 150 students who were randomly assigned to CAI and control groups, which used traditional teaching methods. The students' academic achievement in geometry was assessed using the Geometric Achievement Test (GAT) (KR – 20=0.81), while their motivation and attitudes towards learning were measured using self-developed questionnaires. The Student Motivation Questionnaire (SMQ) (Cronbach alpha=0.73) and the Student Attitude Questionnaire (SAQ) (Cronbach alpha=0.76).Data analysis, using ANCOVA, revealed significant differences in academic achievement between the CAI group and the control group (F(1,145)=54.578, p<0.05), indicating that students exposed to CAI performed significantly better than those taught through conventional methods. Furthermore, the results showed that students' motivation (F(1,145)=5.582, p<0.05) and attitudes (F(1,145= 6.216, p<0.05) had a significant positive effect on their academic achievement in geometry. Additionally, motivation and attitudes were found to moderate the effectiveness of CAI in improving students' performance (F(1,134)=6.353, p<0.05).Based on these findings, the study recommends the integration of CAI into the geometry curriculum, along with targeted teacher training programme to maximise the benefits of technology in education. Furthermore, addressing and fostering positive student motivation and attitudes should be prioritised to further enhance the effectiveness of CAI. This research contributes to the growing body of evidence supporting the potential of CAI in improving learning outcomes in geometry and provides a foundation for future educational interventions.
Keywords: Computer-Assisted Instruction, Academic Achievement in Geometry, Students’ Motivation
Word Count: 300
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Keywords
Computer-Assisted Instruction, Academic Achievement in Geometry, Students’ Motivation
Citation
Kate Turabia