EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON ACADEMIC ACHIEVEMENT AMONG NCE PHYSICS STUDENTS OF DIFFERENT ABILITIES
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EFFECTS OF
COMPUTER-ASSISTED INSTRUCTION ON ACADEMIC ACHIEVEMENT AMONG NCE PHYSICS
STUDENTS OF DIFFERENT ABILITIES
ABSTRACT
The study
investigated the effect of computer- assisted instruction on academic achievement
of Nigeria Certificate in Education Physics students of different abilities, in
Niger State, Nigeria. Six research questions were raised and six null
hypotheses were formulated to guide the study. The study adopted pretest and
posttest quasi experimental control group design. Two hundred and eleven (211)
NCE II students from the two colleges of education in Niger State were used as
research sample. Purposive sampling techniques was used to choose the two
schools while balloting method was employed to assign the colleges into
experimental and control groups. The researcher developed computer- assisted
instructional package on Mechanics and Properties of Matter which was used as
treatment instrument for experimental group while control group were exposed to
traditional (lecture) teaching method. The instrument for data collection was
Mechanics and Properties of Matter Achievement Test (MPMAT) which was validated
by experts in science education. A 40- items multiple choice objective type
achievement test covering six topics in Mechanics and Properties of Matter was
used to collect data for both pretest and posttest. A reliability coefficient
of 0.78 was obtained using the data collected from pilot test and analyzed
using Pearson‟s Product Moment Correlation Coefficient (r). The data of the
first five hypotheses were analyzed using t- test and the sixth hypothesis was
analyzed using one way Analysis Of Variance (ANOVA) statistics. The findings of
this study revealed that experimental group performed better than the control
group, no statistically significant difference in the performances of both male
and female students taught using CAI which implies that it is gender friendly
and there is no significant difference in the academic achievement among low,
medium and high abilities taught using CAI. It was recommended among others,
that Physics Lecturers should use computer software in teaching physics in
order to enhance student‟s achievement in physics and Physics Lecturers should
acquire computer literacy, so that he/she can develop any computer assisted
instruction package
1.1
Introduction
The world is
becoming more sophisticated technologically. The industrial age gave way to
information age, an info-tech era which is as vital as the water we drink
because this has brought positive changes to the society, business, education
and other facets of human life. In fact, the educational sector is not exempted
from the benefit of participation in an information-rich computerized society.
To keep to date with the emerging technological changes at the national,
regional and global environments, our present educational system is
continuously upgrading its resources through the modernization of the various
elements of the system. Modernization can be pursed through the introduction of
modern instructional aides and materials such as multimedia gadgets like
computers, CD-ROM, TV, internet among others (Caday, 2004). Linn (2003) stated
that information and communication technology had had a convoluted but
ultimately advantageous impact on science teaching.
Computers
offer exciting approaches to teaching that were not even dreamt of two decades
ago, but the extent to which the educational potential of computer technology
will be realized remains to be seen (Amara, 2006). Computer technology has
caught the attention of many researchers and educators and computer-based
instructional applications are considered effective alternative to traditional
teaching method (Yushau, 2006). Research findings explicitly reported that
science education and computer technology had created a meaningful partnership
over the century (Flick & Bell, 2000). Thomas (2001) argued that very
little was known about the use of computer in science classrooms and its
effects on students‟ learning.
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