IIARD International Institute of Academic Research and Development

INTERNATIONAL JOURNAL OF COMPUTER SCIENCE AND MATHEMATICAL THEORY (IJCSMT )

E-ISSN 2545-5699
P-ISSN 2695-1924
VOL. 11 NO. 5 2025
DOI: 10.56201/ijcsmt.vol.11.no5.2025.pg10.17

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Effects of Computer-Assisted Instruction on College of Education Students’ Achievement in Mathematics in Sokoto State, Nigeria

Bashiru Aliyu Gada and Mika’ilu Muhammed

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Abstract

This study examined the impact of Computer-Assisted Instruction (CAI) on students' achievement at Colleges of Education in Sokoto State, Nigeria. The research aimed to compare the pre-test and post-test achievement mean scores between the experimental and control groups and assess gender differences within the experimental group. To achieve this, two research questions and hypotheses were formulated to guide the study. A true experimental design was adopted, involving a sample of 64 (44 males, 20 - female) students from two intact classes, with the College of Education selected through a convenience sampling technique. Data was collected using the Mathematics Achievement Test (MAT). The validity of these instruments was confirmed through expert review from specialists in Mathematics Education, Technology Education, and Research, Measurement, and Evaluation. content validity was used for GAT. Reliability was determined Kuder- Richardson formula 29(K-R-20) for MAT of 0.79 were obtained for the achievement. Descriptive statistics, including mean and standard deviation, were used to answer the research questions. Data analysis was carried out using SPSS version 24. The results showed that the pretest mean scores of the experimental group were not statistically different from the pretest mean scores of the control group in the achievement of students in Mathematics. However, the post-test means scores of the experimental group revealed the statistical difference in the achievement of students in Mathematics with that of the control group. The result further revealed that there was no interaction effect of treatment and gender on both of the post-test achievement of mean scores of students in Mathematics. The findings of the study contributed in confirming that learners achieve better when taught Geometry using Computer-assisted Instruction. It was concluded that Computer-Assisted Instruction was an effective teaching approach for e

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