A Quasi-Experimental Study on Computer-Assisted Instruction and Student Academic Performance in Computer Studies

Abstract

The study investigated the impact of computer-assisted instruction on the academic performance
of secondary school students in Computer Studies in Ekiti State, Nigeria. It utilized a quasiexperimental research design, involving 934 participants selected through a multi-stage sampling
process. To guide the investigation, the study formulated three research questions and tested three
null hypotheses. Data were collected using the "Computer Studies Achievement Test" (CSAT), a
validated assessment tool reviewed by two testing and measurement professionals. Data analysis
involved calculating means to address the research questions, and hypotheses were tested using a
t-test at a significance level of 0.05. Results indicated that students who received computer-assisted
instruction performed better academically compared to those who received traditional lecturebased instruction in Computer Studies. The study recommends that computer studies teachers
should incorporate computer-assisted instruction to enhance student performance. Furthermore,
it suggests that teachers should undergo training and workshops on computer-assisted education
provided by the Ministry of Education to improve instructional delivery and student outcomes in
Computer Studies.