Effectiveness of computer assisted instructions on secretarial studies student’s performance on linear equations in Southern District Brigades in Botswana
Kereeditse, Amantle Mico
PublisherUniversity of Botswana, www.ub.bw
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The use of technology in the pedagogical process is advancing at a phenomenal rate due to the vast availability of educational software and gadgets. The purpose of this study was to investigate the comparative effects of Computer Assisted Instruction (CAI) and Convectional Teaching Instruction (CTI) on the performance and motivation of secretarial studies learners in the topic of linear equations. The study followed a quasi-experimental design with a non-equivalent group approach consisting of pre-and post-test measures. The population of the study consisted of secretarial studies mathematics learners from 14 Brigades in the southern region of Botswana. Using convenience sampling technique two Brigades with n=41 secretarial studies learners and two teachers participated in the study. One Brigade formed the experimental group (n=21) and the other formed the control group (n=20). The study lacked random selection of participants because the control group and the experimental group were made up of intact classes that already existed in Brigades that participated in the study. Both groups wrote a standardized pre-test to ascertain their performance status at the beginning of the study. CAI was implemented in the experimental group while CTI was implemented in the control group. A similar post-test was administered on both groups to measure the comparative effects of each teaching method on the performance of learners. A constructivist theory framed the study. A t-test with was used to analyze data with α = 0.05 and findings showed a significant difference in the mean scores between the control group and the experimental group (t = 2.188, p = 0.008 < α) in the post-test. These results indicated that students in the experimental group outperformed those in the control group. In addition, a questionnaire was also administered to both groups to measure the level of motivation of learners. Analysis of the questionnaire responses indicated a significant difference in the mean scores between the control group and the experimental group (t = 7.238, p = 0.000 < α). These results indicated that students in the experimental group were more motivated to learn linear equations than those in the control group. On the overall, results of this study showed that CAI enhanced student performance in linear equations and triggered more motivation towards learning as compared to CTI.