Effect of Computer-Assisted Packages on the Performance of Senior Secondary Students in Mathematics in Awka, Anambra State, Nigeria
Ada Anyamene, Chinyelu Nwokolo, Faith Anyachebelu, Victoria C. Anemelu

Abstract
This study investigated the effect of computer-assisted instruction (CAI) package on the performance of Senior Secondary Students in Mathematics (Algebra) in Awka, Anambra State, Nigeria. The study examined the significance of retention achievement scores of students taught using computer-assisted instruction and conventional method. The sample consisted of forty senior secondary school students drawn from two secondary schools. Stratified random sampling was used to select 40 students (20 males and 20 females). Three research questions and three hypotheses were formulated, and tested at 0.05 level significance. The Algebra Achievement Test (AAT) was made of 50 items of multiple-choice objective type, developed and validated for data collection. The Algebra achievement Test (AAT) was administered to students as pre-test and post-test. The results of students were analyzed using t-test statistic to test the hypotheses. The result indicated that students taught using (CAI) package performed significantly better than their counterparts taught using the conventional method of instruction. Students taught using CAI performed better than the control group in retention test. Also there was no significant difference in the post-test performance scores of male and female students taught using CAI of package. Based on the findings it was recommended that Computer-Assistant Program should be encouraged for teaching and learning of mathematics.

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