Effects of Computer Assisted Instruction (CAI) on Students’ Achievement in Social Studies in Osun State, Nigeria

Abstract

The study investigated the effect of Computer Assisted Instruction (CAI) on Junior Secondary School Students’
achievement in Social Studies. The study equally examined the interaction effects of treatment of academic ability on students’
achievement in Social Studies. Simple random sampling was employed in selecting 160 students from four co-educational
public secondary schools in Osogbo and Ife Central Local Government Areas of Osun State, Nigeria. The study used a 2 x 2
factorial analysis of ANOVA and three null hypotheses were tested. Four instruments were used namely: “Social Studies
Achievement Test” (SSAT) “Computer Assisted Instruction Guide for Social Studies” (AIGSS), “Teacher Operational Guide for
Social Studies Instruction” (TOGSSI) and “Students’ Academic Ability Test” (SAAT) with reliability coefficients of 0.87, 0.79, 0.71
and 0.78 respectively. Data Analysis was done by using Analysis of Covariance Procedure. The results indicated that there is
no significant main effect of treatment (Computer Assisted Instruction and Conventional Methods) on student achievement in
Social Studies (F(1,153) = 0.415, P > 0.05). The result also revealed that there is significant main effect of academic ability on
students’ achievement in Social Studies (F(1,153) = 7.852, P < 0.05). The high academic ability students were significantly better
than the low ability students in their achievement in Social Studies. The findings further revealed that there is no significant
interaction effect of treatment and students’ academic ability in their achievement in Social Studies (F(1,153) = 0.687, P > 0.05).
Based on the findings of the study, recommendations were made among others, that conducive environment should be provided
with adequate facilities for Computer Assisted Instruction (CAI) as a mode of instruction to be effectively utilized in schools.