Al-Hikmah University Journal

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 of 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 the English Achievement Test (ENGACT) which is made up of 20 multiple-choice test items. The instrument was validated by experts. Data collected were analyzed using Analysis of Covariance (ANCOVA) to test the hypotheses. Hypothesis one states that there is a significant difference in the effects of Computer Assisted Instruction (CAI) on students’ academic achievement in the 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 states that there is a significant difference in the pre-test and post-test mean achievement scores of Senior Secondary school 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.