EFFECT OF COMPUTER ASSISTED INSTRUCTIONAL PACKAGE ON THE PERFORMANCE OF STUDENTS IN MATHEMATICS IN ILORIN METROPOLIS

European Scientific Journal September 2014 edition vol.10 EFFECT OF COMPUTER ASSISTED INSTRUCTIONAL PACKAGE ON THE PERFORMANCE OF STUDENTS IN MATHEMATICS IN ILORIN METROPOLIS Michael Ayodele Fakomogbon 0 0 Department of Educational Technology,University of Ilorin , Ilorin, Nigeria Omiola, Matthew Adetayo , PhD Department of Training Technology, Agricultural and Rural Management Training Institute , Ilorin, Nigeria Awoyemi , Samson Oyebode Department of Training Technology, Agricultural and Rural Management Training Institute , Ilorin, Nigeria Mohammed , Ridwan Enuwa Department of Science Education,University of Ilorin , Ilorin , Nigeria The purpose of this study was to determine the effect of computer assisted instructional package on the performance of students in Mathematics in Ilorin metropolis. The pretest, posttest control group design was used for the study. Eighty (80) students were randomly selected (40 males and 40 females) from two secondary schools that took part in the study. The students were randomly assigned to the experimental and control groups respectively. The subjects in the experimental group were taught using computer assisted instructional package (CAI) on quadratic equation while the control group were taught using conventional method. The treatment for the study was the CAI package used and the main instrument used was Computer Assisted Mathematics Achievement Test (CAMAT). Both the instrument and the treatment were subjected to content and face validation. A 25-item Computer Assisted Mathematics Achievement test was administered to the students as pretest and posttest. Two hypotheses were postulated and tested at 0.05 level of significance. From the analysis, the following findings were reached. (1) There was a significant difference between the achievement scores of students taught mathematics with CAI package and those taught using conventional method (t = 15.74, df = 39, p 0.05) (2) There was no significant difference between the mean achievement scores of male and female students taught Mathematics with CAI package (t = 0.31, df - = 19, P 0.05). Based on these findings, it is recommended that Mathematics teachers should be encouraged to use CAI package for teaching related concepts in Mathematics. Introduction The feasible application of micro computer in the Nigerian classroom for teaching and learning is gradually gaining recognition as a result of great importance and educational appropriateness it offers. In the developing countries according to Award (1988), computers are becoming increasingly popular, especially as these form integral part of everyday activities that generated kind information and facilitated its fast delivery. Computer can be used to assist instruction, manage instruction and aid design. However, when computer is used to assist instruction, it is referred to as Computer Assisted Instruction.Computer Assisted Instruction according to Abimbola, (1988), is the term used to describe the use of computers to provide instruction directlyto students in order to simulate teaching and learning situation. It is an instructional programme presented by means of a computer or computer system (Ekiregwo, 2001). In another development, Moore (1994) referred to CAI as an educational material for instruction and remediation presented on a computer. CAI according to Fakomoghon (2002) isa set of materials put on audio disk that can be displayed on the computer screen whenever there is need for students to use them. The following are the benefits of CAI according to Ekiregwo (2001): 1. Automated abilities to give instructions and all for response, feedback mechanism, evaluation and assessment facilities. That is, all coded or programmed are presented in an existing and captivating interphase that is simply beauty to behold; 2. It makes learning exciting, interesting and challenging; 3. It enables the teachers to know the academic strength and deficit of learners; 4. It makes learning flexible for student so that it is possible to work at the individual owns speed; and 5. With CAI, students can work anywhere there is computer with or without internet connection. Sanni and Osungbemiro (2003) assertthat what makes CAI most interesting is the degree of information between the users and the machine as facilitated by colourful and attractive machine interphase. Also with CAI, students can be brought in to a computerized environment. To use any CAI in learning, students must first obtain a general knowledge of how to work on hardware and software. Students need to learn to navigate the mouse by practicing or playing games on the computer to develop skill with the peripheral devices. To create active learning using CAI, students must understand the material and see how the concepts fit together, combine and the information in their own minds, apply the information is a useful way, receive feedback and act on the feedback. Lowe (2001) finds that students in High School biology who have interactive video-disc/computer lessons indicate an overall level satisfaction with the strategy. As stressed further, video disc instruction gives more efficient use of instructional time than the conventional mode. Ciwar (2005) explains that the use of computer in teaching decreases situation where students could be embarrassed in class for not knowing answer to question being asked by the teacher. Wilson (1988) asserts that using computer technology in science and Mathematics derives its capacity to present educationally powerful, dynamic, visual images as different representations of a complex idea may exist. Cohen (1994), finds that computer simulated experiences are found effective as hands-on-laboratory work. In addition, it was revealed from the literature that, Teachers who use CAI often implement it as an additional instruction and regular reading programme, meaning that children using CAI are receiving additional instruction and practice in reading. Also, it was reported that CAI programmes designed using research-based teaching strategies were found to be highly effective and that students taught through CAI as supplementary strategy performs significantly better them the other students (http://tinyuri. Com). Added to that, Ford, Mazzone and Taylor (2005) were of the view that students exposed to computer Assisted instruction in the learning of Musculos skeletal special Test Perform better then students exposed to traditional mode of instruction of the same task. Other Similar studies that gave credence to the importance of CAI are Jamaison, Suppes and Butler (1970), Bialozed, Fine, McLaughlin (1991), Caryl and Noonan (2000), Soe, Koki, and Chang (2000), Busturk (2005), Maitoned, Dupaul and Jitendra (2005) and Liao (2007). Mathematics is the study of quantity, structure, space and change. It is also the science of patterns and relationships. As a theoretical discipline, mathematics explores the relationships among abstractions without (...truncated)