Effect of Computer-Assisted Instruction on Motivation in Geometry among NCE II Students in Sokoto State
Abstract
This study examines the effects of Computer-Assisted Instruction (CAI) on motivation in geometry among NCE II Mathematics students in Sokoto State Colleges of Education. The study population is 1,469 students, with a sample of 76 students (52 males and 24 females) from the College of Education, Maru, Zamfara State selected for the pilot study. The sample was divided into two groups: 38 students in the experimental group and 38 in the control group. Systematic random sampling was used to select students, who were then equally divided into the experimental and control groups. Data collection was conducted using the Students’ Geometry Motivation Scale (SGMS), which has a validity and reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions. The results indicated a significant difference between the post-test achievements of students in the control and experimental groups. Additionally, the mean scores based on gender showed a significant difference in favor of female students in the experimental group. The findings suggest that Mathematics teachers may find CAI beneficial for making learning more concrete and improving their students' Mathematics achievement.
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