EFFECTS OF COMPUTER-ASSISTED-INSTRUCTION ON THE ACADEMIC ACHIEVEMENT OF ENGLISH LANGUAGE STUDENTS IN LAGOS STATE SENIOR SECONDARY SCHOOL

Abstract

Using the quasi-experimental design involving the pre-test and post-test. The population of the

study comprised of all English Language Senior Secondary School Student of Education District

V in Lagos State, Nigeria. The sample of the study consisted 100 students. Three research

questions guided the study and three null hypotheses were tested at 0.05 level significance. The

instrument for data collection was English Achievement Test (ENGACT) which is made up of 20

multiple choice test items with. The instrument was validated by experts. Data collected were

analyzed using Analysis of Covariance (ANCOVA) to test the hypotheses. Hypothesis one state

that there is a significant difference in the effects of Computer Assisted Instruction (CAI) on

student’ academic achievement in English Language as compared to the traditional method of

instruction in Senior Secondary Schools in Lagos State with the result [F1, 97) =6.380; p <.05].

Hypothesis two states that there is no significant difference in the mean achievement score of

male and female English Language Students when exposed to Computer Assisted Instruction in

Senior Secondary Schools in Lagos State with result [F (1,97) =.243; p>.05].. Hypothesis three

state that there is a significant difference in the pre-test and post-test mean achievement scores

of Senior Secondary Schools Students in Lagos State exposed to Computer Assisted Instruction

(CAI) with result 05 [F25,45)19.415; p <.05]. Based on the findings it was recommended that

Computer Assisted Instruction should be encouraged in the teaching and learning of Use of

English.