EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ PERFORMANCE IN LONGITUDE AND LATITUDE AMONG SECONDARY SCHOOLS IN KATSINA STATE
Keywords:
Computer-Assisted Instruction, Mathematics Performance, longitude and latitude, Secondary School Students and GenderAbstract
This study investigated the effect of Computer-Assisted Instruction (CAI) on students’ academic performance in longitude and latitude among senior secondary school students in Mani Zonal Education Quality Assurance, Katsina State, Nigeria. The study adopted a quasi-experimental design involving pre-test, post-test, using a non-equivalent control group. A sample of 117 SSII students was purposively selected from a population of 6,910 students using intact classes. The instrument used for data collection was the Longitude and Latitude Performance Test (LLPT), which was validated by experts and yielded a reliability coefficient of 0.746 using Pearson Product Moment Correlation (PPMC). Data were analyzed using mean and standard deviation to answer research questions, while independent samples t-test was used to test hypotheses at 0.05 level of significance. The findings revealed that students taught using CAI performed significantly better than those taught using the lecture method. Furthermore, no significant difference was found between the performance of male and female students exposed to CAI. The study concluded that CAI is an effective and gender-friendly instructional strategy for improving students’ understanding of longitude and latitude.
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