EFFECT OF COMPUTER ASSISTED INSTRUCTIONAL STRATEGY ON STUDENTS’ ACHIEVEMENT AND RETENTION IN ORAL ENGLISH IN GBOKO L.G.A, BENUE STATE, NIGERIA
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Abstract
This study investigated the effect of computer assisted instructional strategy on students’ achievement and retention in Oral English in Gboko L.G.A, Benue State-Nigeria. The study adopted quasi-experimental, pre-test, post-test post post-test non-equivalent, non-randomised research design. The population of the study consisted of 3,360 SS2 students. Stratified random sampling was used to select the sample of 108 students drawn from 2 intact classes. Students’ Achievement Test of Speech Sound (SATOSS) was used to collect data. The instrument was validated by three experts and was trial-tested using test-retest method. The reliability of SATOSS items was determined using Kuder-Richardson (KR-20) formula and the reliability coefficient of 0.89 was obtained. Mean and standard deviation were used to answer the three research questions while the three hypotheses were tested using ANCOVA at 0.05 level of significance. Findings of the study revealed that there was significant difference between the mean achievement scores of students taught Oral English using CAIS and Conventional Method in fovour of those exposed to CAIS. Findings of the study also revealed that there was no significant effect between teaching strategies and gender on students’achievement. Findings of the study further revealed that there was no significant interaction effect of learning strategies and gender on students’retention. Based on the findings, it was recommended that teachers of English Language should develop and adopt computer assisted instructional strategy in teaching and learning of English language to improve students’achievement in the subject, also they should not be gender bias during instruction when using both strategies and workshops/seminars should be organized regularly by professional bodies in education on the use of ICT for classroom instruction.
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