Effect of Computer Based Instruction on the Academic Performance of Students Among Universities Mathematics Education Students, Kogi State

Musa Rofiat Adejumoke, Ogwuche Owoicho, Inabo Negedu, Adeeko Adesegun Peters

Abstract


This study investigated the effect of Computer-Based Instruction (CBI) on the academic performance of university Mathematics Education students in Kogi State. Grounded in constructivist, cognitive, and social learning theories, the research adopted a quasi-experimental, pre-test post-test control group design involving 92 students purposively sampled from two universities. The experimental group (50 students) received instruction using CBI techniques, including interactive simulations and adaptive modules, while the control group (42 students) was taught using the conventional lecture method. Two research questions and two hypotheses guided the study. The research instrument, an Algebra Performance Test (APT), was validated by experts and demonstrated a reliability coefficient of KR-20 = 0.86. The research questions were answered using mean and standard deviation while the null hypotheses were analyzed using ANCOVA. Findings revealed a statistically significant improvement in the academic performance of students taught using CBI, with the experimental group achieving a mean score of 18.21 compared to 13.93 in the control group. Gender analysis further indicated that both male and female students in the CBI group outperformed their counterparts in the control group, with males scoring slightly higher. ANCOVA results confirmed significant effects of both teaching method and gender (p < 0.05). The study concluded that CBI enhances students’ performance and conceptual understanding in mathematics irrespective of gender. It recommends integrating CBI into mathematics education curricula, providing adequate technological resources, and training educators in digital pedagogies to foster equitable and effective mathematics learning outcomes. 


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References


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