Teaching And Learning Of Mathematics Using Computer Assisted Instruction (CAI) In Staff Demonstration

Mathematics Education Project Material

Teaching And Learning Of Mathematics Using Computer Assisted Instruction (CAI) In Staff Demonstration


Abstract


Many methods and tactics have been deployed in the teaching and learning of mathematics yet only very few students put their interest in the subject. The research is aimed at using the computer assisted instruction (CAI) method to arouse the interest of the students in learning the subject of mathematics. The researcher takes on a research study on The Need for Computer Aided Instruction (CAI) for the Teaching and Learning of Mathematics in Staff Demonstration School, FCE, Kano. Chapter One introduces the research topic. Chapter Two takes on the literature review of the research topic. In Chapter Three, the researcher writes on the methodology of research adopted. Chapter Four of the research study focuses on the research data proper. Lastly, Chapter Five deals with the summary, conclusion, recommendation, Appendices, and Bibliography.


Operational Definition of Terms


Computer Assisted Instruction:

Is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place.

Lecture Method:

Is a traditional method of talk and chalk method of teaching in which the teacher does most of the talk, while students listen and write note.

Academic Achievement:

Something has been accomplished by superior ability; special effort; Great courage; or a great or heroic deed; it is the art of achieving; attainment or accomplishment.

Low Ability Students:

They are the group of students who performed poorly in tests, examinations and are easily distracted and less able to set about tasks in an organized manner, less able to control their own basic impulses and their destines.

Medium Ability Students:

These are group of students who can only record an average achievement, not because they are not capable of doing better, but partly because they cannot put in extra effort to attain better achievement.

High Ability Students:

These are students who did not ascribe their fate to luck or tovagaries of chance but rather to their own personal decisions and efforts.


Chapter Five


Summary, Conclusion and Recommendations

5.1 Introduction

The study was an investigation into the use of computer-assisted instruction on academic achievement of different ability levels of Nigeria Certificate in Education Mathematics students in Kano State. The data collected were analysed using mean and t-test statistical tools. This chapter is presented under the following sub-headings:

  • Summary of the Study
  • Summary of Major Findings
  • Contribution of the Study to Knowledge.
  • Conclusion
  • Recommendations
  • Limitations
  • Suggestions for Further Study

5.2 Summary of the Study

This study is an investigation into the use of computer-assisted instruction on academic achievement of different ability levels of Nigeria Certificate in Education Mathematics students in Kano State. Computer-Assisted Instruction (CAI) was used to enhance the students‟ academic achievement in Mechanics and Properties of Matter. Two hundred and eleven (211) students were used for the study. The study involved teaching using computer-assisted instruction as the treatment in an attempt to compare the academic achievement in Mechanics and Properties of Matter and Lecture Method was used as control. The concepts selected for the study were Inertia of rigid body, Gravitation, Surface Tension, Fluid Motion and Harmonic Motion. Six null hypotheses were stated and tested at p 0.05 levels of significant. Mechanics and Properties of Matter Achievement Test (MPMAT) made up of 40 multiple choice questions was used to measure academic achievement of the students after treatment.

The data collected from the achievement test were analysed using t-test and one way ANOVA statistics to test the stated hypotheses. The results and discussion are reported in Chapter Four.

The findings revealed the following:

  1. There is a significant difference in the academic achievement of students who were exposed to Computer-Assisted Instruction (CAI) and those who were not exposed to Computer-Assisted Instruction (CAI). Students who were exposed have higher achievement.
  2. There is a significant difference in the mean academic achievement score of low ability level students taught using Computer-Assisted Instruction compared to those taught using Lecture Method of instruction in Mechanics and Properties of Matter in favour of the experimental group (i.e. Computer-Assisted Instruction).
  3. There is a significant difference in the mean academic achievement score of medium ability level students taught using Computer-Assisted Instruction compared to those taught using Lecture Method of instruction in Mechanics and Properties of Matter in favour of the experimental group.
  4. There is a significant difference in the mean academic achievement score of high ability level students taught using Computer-Assisted Instruction compared to those taught using Lecture Method of instruction in Mechanics and Properties of Matter in favour of the experimental group.
  5. There is no significant difference in the mean academic achievement scores of male and female students taught using Computer-Assisted Instruction in Mechanics and Properties of Matter in the experimental group as instruction is gender friendly.
  6. There is significant difference in the academic achievement among low ability, medium ability and high ability level students taught with CAI, in favour of low ability level students.

5.3 Summary of Major Findings

  1. Those students who were exposed to the CAI performed better in their academic achievement than their counterpart who were taught using lecture method, hence the null hypothesis I is rejected.
  2. The low ability level students taught using CAI (experimental group) performed better than their counterparts (control group) taught using lecture method, hence the null hypothesis II is rejected.
  3. There is a significant difference in the posttest mean scores of the experimental group of high ability level.
  4. There is a significant difference in the mean scores of medium ability level in experimental group.
  5. There is no significant difference in the mean scores of males and females as instruction is gender friendly.
  6. There is significant difference in the academic achievement among low ability, medium ability and high ability students taught using CAI.

5.4 Conclusion

The findings of this study have shown that academic achievement on mechanics and properties of matters among Mathematics students of different abilities at NCE level enhanced by usage of Computer-Assisted Instructional package. The used of CAI package does not discriminate between genders in academic achievement thus, CAI is gender friendly at NCE level. It was generally observed that Computer-Assisted Instruction (CAI) has the potential of enhancing NCE students‟ academic achievement in Mechanics and Properties of Matters concepts, and this may be because it is based on both hands-on and minds-on strategies.


5.5 Contribution of the Study to Knowledge.

This study contributed to the knowledge in the following ways:

  1. The other researches on CAI are mainly on secondary schools while this study is on tertiary education, the NCE level.
  2. The study is concerned with all the three abilities level at NCE level which is unique. Therefore, all ability levels can always be helped through CAI
  3. The study is on Mechanics and Properties of Matter II at NCE level in Kano State for the first time.
  4. Nobody is a drop-out with the use of CAI in teaching and learning Mathematics concepts in Mechanics.
  5. It has added to the existing literature in CAI.

5.6 Recommendations

From the findings of this study, the following recommendations are made:

  1. The use of Computer-Assisted Instruction (CAI) should be encouraged by NCE Mathematics teachers in teaching Mechanics and Properties of Matters concepts because it enhance the performances of the students.
  2. Teaching and learning materials such as computers should be provided by government agencies such as State Governments, Federal Ministry of Education, and National Commission for Colleges of Education (NCCE) for effective utilization of Computer-Assisted Instruction (CAI) in teaching/learning Mechanics and Properties of Matters concept at NCE level.
  3. Computer-Assisted Instruction (CAI) enhances visualization and reorganization of science facts in the learners‟ cognitive structure. It should therefore be encouraged for teaching in the science classroom.
  4. Professional associations like Science Teachers Association (STAN), Mathematics Association of Nigeria (MAN) and research centres like Nigerian Educational and Research Development Council (NERDC) should incorporate Computer-Assisted Instruction (CAI) in their science curricula at the junior and senior secondary school levels to encourage the use of the instructional materials among teachers. Workshops may be needed for this by STAN.
  5. Science teachers should be trained in computer programming to help them in designing software packages for various courses at NCE level.
  6. Individual Mathematics lecturers should be computer literate so that they can develop appropriate computer-assisted instruction software.
  7. The Computer-Assisted Instruction (CAI) should be incorporated into teacher education curriculum and be taught as other teaching methods since it is a relatively new technique with many stages for its successful implementation.

5.7 Limitations of the Study

The following limitations influence the findings of this study:

  1. Unstable electricity supply during the research experiment which made the researcher to have a stand-by generator may have had effect on the result of the study.
  2. Limited time and fund available to carry out this study. Small sample of only two colleges.
  3. Making one College experimental and the other control.

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