COMPUTER ASSISTED INSTRUCTION AND MASTERY LEARNING STRATEGY AS DETERMINANTS OF SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT IN MATHEMATICS

Abstract

This study investigated Computer Assisted Instruction (CAI) and Mastery Learning Strategy (MLS) as Determinants of Senior Secondary School Students’ Achievement in Mathematics. The study adopted a quasi-experimental research design of pretest posttest non-equivalent control group with a sample size of 350 male and female students. A mathematics achievement test (MAT) with reliability coefficient of (α=0.84) was used to collect data. Three research questions were answered using mean and standard deviation while the three research hypotheses were tested using analysis of covariance (ANCOVA) at 0.05level of significance. The findings were thus: There was a significant main effect of treatment (CAI, MLS, TM) on students’ achievements in mathematics. There was a significant main influence of gender on students’ achievement in mathematics. There was no significant interaction effect of treatment and gender on students’ achievement in mathematics. Based on the result of the study, it was recommended that CAI and MLS should be applied in teaching mathematics in secondary schools to contribute significantly to the achievement of students.