School Location Versus Academic Achievement In Physics: Does Computer-Assisted Instruction (CAI) Has Any Effect?

Abstract

This research investigated the effects of Computer-Assisted Instruction (CAI), a learner-centred and activitybased
method of teaching/learning, on the achievement in Physics of Nigerian rural and urban secondary
school students. Gender issue was also examined. The research design used was the experimental design.
Forty (40) SSS III students in Pankshin Local Government Area of Plateau State, Nigeria were tested on the
concepts of space, time and motion using a developed 25-item Physics Achievement Test (PAT) whose
reliability was 0.72. The formulated hypotheses were tested using the pooled variance formula of the
student t-test statistics. The analyses revealed that there was no significant difference in the mean Physics
achievement scores between urban and rural students taught Physics with CAI (69.00 for male and 67.50
for female). Furthermore, there was no significant difference in the mean Physics achievement scores of
male (68.90) and female (67.60) students treated with CAI.