Computer-Aided Instruction (CAI) on Students' Achievement in Basic Science

Gaga Thomas Ali; Madumere Smart Onyemaechi

doi:10.59890/ijasse.v3i4.127

Authors

Gaga Thomas Ali Department of Computer Science, Bingham University, Karu
Madumere Smart Onyemaechi Computer and Robotics Education Department, Alvan Ikoku Federal College of Education, Owerri

DOI:

https://doi.org/10.59890/ijasse.v3i4.127

Keywords:

Computer-Aided Instruction (CAI), Students’ Achievement, Basic Science

Abstract

The purpose of the study was to find out how computer-aided instruction (CAI) affected the fundamental scientific proficiency of students in Idete North Local Government Area, Imo State, Nigeria. 15,055 people participated in the survey, including instructors and pupils from 33 junior secondary schools in Imo State's Ideate North Local Government Area. Eighty students from two junior secondary schools in the Local Government Area made up the study's sample, which used a questionnaire-experimental approach. A computer-assisted instructional package was created, approved, and given to a few basic science students. Four research questions guided the study were tested at a 0.05 level of significance. Four research questions guided the study, and four hypotheses were tested at the 0.05 level of significance. The t-test statistical method was used to test the hypothesis at a 0.05 level of significance, and the Arithmetic mean was used to answer the research questions. The findings revealed that the experimental group performed better than the control group. There were limitations, study implications, recommendations, and successes. The performance of the male and female basic science students exposed to CAI did not differ significantly, unless they were selected for additional research. It was recommended that the federal and state governments offer the required multimedia facilities for instruction based on the findings. designed to help teachers become computer literate in classrooms.

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