Using computer assisted instruction to improve students’ academic performance in integrated science in Juaboso Senior High School

Abstract

This study sought to improve Students‟ Academic Performance in Integrated Science Using Computer Assisted Instruction in Juaboso Senior High School. The main objectives were to: Examine the effect of Computer Assited Instruction (CAI) on students‟ academic performance, explore the effect of CAI on students‟ academic performance in different levels of cognitive domain and investigate the impact of CAI on students‟ retention ability. Three research questions were answered and three null hypotheses were stated and tested at p≤0.05 levels of significant. Action research design was used for the study. In the selection of the subjects, convenience sampling was used. Thirty-seven (37) students were used for the study. Integrated Science Performance Test (ISPET) made up of 30 multiple choice questions was used to measure the academic performance of the students before and after treatment. ISPET was validated by professional Integrated Science teachers and the supervisor with respect to content, construct and criterion validity. ISPET was pilot tested in Boinzan SHS. Reliability of ISPET was calculated using the Kuder-Richardson formula 21 (K-R21) and found to be 0.78. The data collected from the performance test were analysed using descriptive statistics (mean, standard deviation) and Inferential statistics (dependent sample t-test through SPSS). The results indicated that students‟ academic performance improved after the treatment and that, CAI really helped the students to improve their knowledge in the various cognitive domains. Findings also revealed that CAI had a positive effect on students‟ retention ability in Integrated Science. Based on these findings, it was recommended that Integrated Science teachers in the school should use CAI in teaching and learning of Integrated Science to enhance students‟ academic performance and retention ability.