Effect Of Computer Aided Instructions ( CAI ) On Senior Secondary School Students ’ Achievement In Mathematics In Makurdi Metropolis Of Benue State , Nigeria

Content Provider	Semantic Scholar
Copyright Year	2017
Abstract	century. The essence of technical skilled manpower requirement is crucial for the development of our society and hence, the need for education. Mathematics as a subject forms the base for virtually all disciplines and it is a subject made compulsory for all students at the primary and secondary levels. (Ramani & Patadia, 2012). Though a vital subject, mathematics is quite abstract. As a result of the symbols and abstract nature of mathematics, many students find it difficult to understand. Some studies proves that many students avoid the sciences mainly because of Mathematics and hence, the Abstract: This study targeted the effectiveness of Computer Aided Instructions in the teaching of Mathematics at the senior secondary school level with the sole purpose of reducing the failure rate in specific topics proven to be difficult to pass in Mathematics. The topics considered includes; Sequence/Series and Quadratic Equations. The study adopted an experimental method so as to observe the difference between the CAI teaching method and the traditional teaching method. A sample of 50 students from SS2 were selected from two (2) different schools with similar academic standard with a number of 25 stuedents each representing the two methods. An achievement test (SSQAT) with 40 test items was developed covering the two topics with 20 test items for each topic. The groups were administered a pre-test which showed that there was no significant difference between the groups after which they were taught in a span of four weeks and a post-test was administered at the end. Data analysis was done using mean, standard deviation and t-test. Findings of the study pointed out that the use of CAI in teaching the topics Sequence/Series and Quadratic Equations can produce similar results as the traditional method but better than it because the CAI group performed better even though there was no significant difference in the post test between the experimental and the control groups. There was also no significant difference in the achievement scores between the boys and the girls who were taught with CAI. It can be concluded that this study provides some evidence of the usefulness of CAI in the teaching of Mathematics and holds the potentiality of being a productive and effective media of instruction in teaching mathematical concepts.
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Alternate Webpage(s)	http://www.ijiras.com/2017/Vol_4-Issue_8/paper_10.pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article