Lawal Ibrahim


This study investigated the effect of Computer-Aided Instruction (CAI) on the performance of Senior Secondary School Students in Geometry in Katsina, Katsina State, Nigeria. The study examined the significance of retention achievement scores of students taught using computer-aided instruction and those taught using the traditional method. The sample consisted of twenty senior secondary school students drawn from two secondary schools in Katsina. Stratified random sampling was used to select the 20 students (10 males and 10 females). Three research questions and three hypotheses were formulated, and tested at 0.05 level significance. Geometry Achievement Test (GAT) made up of 40 items of multiple-choice objective type, developed and validated by the researcher was used as an instrument for data collection. The Geometry Achievement Test (GAT) 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 results indicated that students taught using (CAI) performed significantly better than their counterparts taught using the traditional method of instruction. Similarly students taught using CAI performed better than the control group in retention test. It was also found that there was no significant difference in the post-test performance scores of male and female students taught using CAI package. Based on the findings it was recommended that Computer-Aided Instructions be encouraged for teaching and learning of Geometry and mathematics in our schools.


Computer Literacy, Secondary Education, Mathematics, Performance, Traditional Method of Teaching.

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