Vol. 2 No. 7; July 2012
Effect of Computer-Assisted Packages on the Performance of Senior Secondary Students in Mathematics in Awka, Anambra State, Nigeria Ada Anyamene, PhD Chinyelu Nwokolo, PhD Department of Guidance and Counselling Nnamdi Azikiwe University Awka, Nigeria. Faith Anyachebelu, PhD Department of Early Childhood and Primary Education Nnamdi Azikiwe University Awka, Nigeria. Victoria C. Anemelu, PhD Department of Mathematics San Bernardino Valley College 701 S Mount Vernon Avenue San Bernardino, CA 92410, USA. Abstract This study investigated the effect of computer-assisted instruction (CAI) package on the performance of Senior Secondary Students in Mathematics (Algebra) in Awka, Anambra State, Nigeria. The study examined the significance of retention achievement scores of students taught using computer-assisted instruction and conventional method. The sample consisted of forty senior secondary school students drawn from two secondary schools. Stratified random sampling was used to select 40 students (20 males and 20 females). Three research questions and three hypotheses were formulated, and tested at 0.05 level significance. The Algebra Achievement Test (AAT) was made of 50 items of multiple-choice objective type, developed and validated for data collection. The Algebra achievement Test (AAT) was administered to students as pre-test and post-test. The results of students were analyzed using t-test statistic to test the hypotheses. The result indicated that students taught using (CAI) package performed significantly better than their counterparts taught using the conventional method of instruction. Students taught using CAI performed better than the control group in retention test. Also there was no significant difference in the post-test performance scores of male and female students taught using CAI of package. Based on the findings it was recommended that Computer-Assistant Program should be encouraged for teaching and learning of mathematics.
Key words: Computer, Assisted Instruction package; Mathematics, Gender; Retention 1. Introduction Mathematics studies in Nigeria have continued to generate a great deal of interest. The fact that the average Nigerian child seems to under-achieve in mathematics is a source of serious concern to educationists, parents and the general public. Mathematics occupies a central place in the Nigerian educational system. The importance of mathematics to nation building has led the Federal Government of Nigeria to make mathematics a core subject to be offered by students at all levels of education in Nigeria (FRN, 2004). Okafor (2002) notes that mathematics is compulsory for entry requirement into university education. One is expected to credit mathematics to qualify an individual to study.
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A close examination of the performance of students in Anambra State in the West African Senior Secondary Certificate Examination (WASSCE) results of four consecutive years revealed that most students would not get admission into university owing to their failure to credit mathematics (WAEC, 2012). Anagolu (2006) observes that students have problems on how to study mathematics. These problems emanate as a result of a lot of problems facing the effective teaching and learning of mathematics at all levels of Nigerian educational institution (Bankolere, 2006). Okafor (2002) and Okeke (2006) identify poor teaching methods as the major factor contributing to the poor performance of students in mathematics. Onyezuligbo (2003) also observes that poor study habit contributes to students poor performance in mathematics. Okoli (1995) notes that the mathematics classroom in Nigeria has been typified by traditional patterns of teaching and learning which have remained unchanged. On this, Karron, and Bryne (2005) note that in Nigeria today, teachers, textbooks, chalkboards...