Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement

Isiaka Amosa Gambari; Victoria Ifeoma Ezenwa; Romanus Chogozie Anyanwu

doi:10.30935/cedtech/6119

Isiaka Amosa Gambari ¹ ^*, Victoria Ifeoma Ezenwa ¹, Romanus Chogozie Anyanwu ¹

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CONT ED TECHNOLOGY, Volume 5, Issue 2, pp. 110-120

https://doi.org/10.30935/cedtech/6119

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Abstract

The study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female). Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability co-efficient of 0.78 was obtained using the KR-21. Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p0.05) and CAI(AN) (t=1.455, df = 38, p>0.05). Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.

Keywords: Computer-assisted instruction, Multimedia-based learning, Animation+Narration, Animation+On-screen text, Solid geometry, Secondary students

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Citation

Gambari, I. A., Ezenwa, V. I., & Anyanwu, R. C. (2014). Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. Contemporary Educational Technology, 5(2), 110-120. https://doi.org/10.30935/cedtech/6119

Gambari, I. A., Ezenwa, V. I., and Anyanwu, R. C. (2014). Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. Contemporary Educational Technology, 5(2), pp. 110-120. https://doi.org/10.30935/cedtech/6119

Gambari IA, Ezenwa VI, Anyanwu RC. Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. CONT ED TECHNOLOGY. 2014;5(2), 110-120. https://doi.org/10.30935/cedtech/6119

Gambari, Isiaka Amosa, Victoria Ifeoma Ezenwa, and Romanus Chogozie Anyanwu. "Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement". Contemporary Educational Technology 2014 5 no. 2 (2014): 110-120. https://doi.org/10.30935/cedtech/6119

Gambari, Isiaka Amosa et al. "Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement". Contemporary Educational Technology, vol. 5, no. 2, 2014, pp. 110-120. https://doi.org/10.30935/cedtech/6119

Gambari IA, Ezenwa VI, Anyanwu RC. Comparative Effects of Two Modes of Computer-Assisted Instructional Packages on Solid Geometry Achievement. CONT ED TECHNOLOGY. 2014;5(2):110-20. https://doi.org/10.30935/cedtech/6119