Effect of Computer Assisted Instruction (CAI) On Senior High School Students’ Achievement at Pie Chart and Histogram in Core Mathematics (Published)
The study was designed to see the effect of CAI as a strategy on the academic achievement of senior high school (SHS) students in the subject area of mathematics. The sampled classes were assigned to two groups on the basis of their achievement scores in the pre-test. Two different treatments were applied during the study. The experimental group received instruction via CAI with the researcher as a facilitator while the control group was taught by the researcher using the conventional approach. Both groups took an achievement test just after the treatment was over to determine the treatment effect. Analysis of data revealed that both the CAI and the traditional approach have led to increase in students’ performance in the teaching and learning of Pie Chart and Histogram in Core Mathematics but the CAI approach has led to much gain in terms of students’ achievement than the traditional approach in the teaching and learning of Pie Chart and Histogram in Core Mathematics. It was concluded that the CAI was equally effective for the students in the experimental group because it helped students to develop Mathematical concepts adequately with limited teacher guidance
Effect of Visual 3D Animation in Education (Published)
The primary purpose of this study is to explore the effectiveness of animations and graphics with text on students’ learning. This paper demonstrates the strategy of how visual representations in the form of 3D graphics provide help in the field of education for the students of class 1 to class 7. It describes all the facts which help in strengthening the statement that graphical aids i.e. animation adds a lot in the field of education and how it positively affects the lives of students. It also states how 3D animation provides opportunities to the students to show their creativity and adapt creativity in quite an easy manner. Multimedia products in different combinations of text, still images, animation, video and sound, are available. Few research studies identify the principles by which we can combine these media effectively within instructional materials to their full potential for learning. Students might get bored of regular lectures but if we provide them something easy and understandable it will add much more to their memory. Graphically animated content have the finest and positive impact on student’s life as it helps them understanding the concepts more easily and memorable. The paper is all about how things are getting improved with the use of animation in the field of education.
Keywords: Computer Assisted Instruction (CAI)
Effect of Gender on Primary Five (5) Pupil’s Achievement In Basic Science Using Computer-Assisted Instruction in Ibadan Oyo State, Nigeria (Published)
The use of instructional materials may not be limited to a particular field of study. Effective teaching and learning of basic science at primary school level may depend to a large extent on adequate use of instructional materials. This is because children at this age level tend to learn better when taught with real objects that they can see and touch. However, available evidence indicates that, despite previous efforts and methods used in teaching, performance in basic science is still very low Hence; this study investigated the effect of computer assisted instruction (CAI) and gender as they predict primary five (5) pupil’s achievement in basic science. Pretest-posttest, control group quasi-experimental design study involving a 2 x 2 factorial matrix was adopted. Purposive sampling technique was use to select 40 primary five (5) pupils’ in two private schools in Ibadan north LGA, of Oyo state. Valid and reliable instrument of twenty-five 25 items on basic science test (p= 0.83) were used for data collection. Data were analyzed using Analysis for Covariance (ANCOVA) at 0.05 level of significance. While Sidak post hoc test was used to explain the direction of significance between the groups. There is a significant difference in the performance of experimental and control group after treatment on primary school pupil’s achievement in Basic science (F(1,39) =11.015 ; p< 0.5), there is no significant main effect of gender on basic science of participants ((F (1, 39) = .462; p< 0.5). Findings revealed that majority of boys achieve more in basic science when they use computers than the girls in school.