EFFECT OF COMPUTER AIDED INSTRUCTION ON MIDDLE BASIC EDUCATION PUPILS’ ACHIEVEMENT AND RETENTION IN QUANTITATIVE REASONING IN ENUGU STATE

Abstract

The purpose of this study was to determine the effect of Computer aided instruction on Middle Basic Education Pupils’ achievement and retention in quantitative reasoning. Four research questions and six hypotheses guided the study. Pretest-posttest non randomized control group design was adopted for the study. The study was conducted in all the six education zones in Enugu State, where a sample of 470 middle basic education pupils was drawn from 12 intact classes in 6 basic education schools (one from each of the six education zones in Enugu state). Techniques adopted for sampling was purposive and stratified random sampling. Instrument used for data collection was Quantitative Reasoning Achievement Test (QURAT). The instrument was constructed by the researchers and validated by three research experts. QURAT had 35 multiple choice items each with 4 options. It yielded a stability coefficient of .71 obtained through test –retest approach. QURAT also yielded a reliability coefficient of .68 obtained by Kudar-Richardson 20 formula. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Covariance (ANCOVA). Major findings of the study showed that middle basic education pupil taught quantitative reasoning with computer aided instruction achieved higher and retained more quantitative reasoning than their counterparts taught same topics with expository method. Also, male and female middle basic education pupil did not differ significantly in their achievement and retention in quantitative reasoning when taught with computer aided instruction. It was recommended that computer aided instruction be used in teaching basic education schools quantitative reasoning.