Effects of Computer-Assisted Instruction on College of Education Students’ Motivation in Mathematics in Sokoto State, Nigeria

Source abstract

This study examined the impact of Computer-Assisted Instruction (CAI) on students' motivation at Colleges of Education in Sokoto State, Nigeria. The research aimed to compare the pre-test and post-test motivation and mean scores between the experimental and control groups and assess gender differences within the experimental group. To achieve this, two research questions and hypotheses were formulated to guide the study. A true experimental design was adopted, involving a sample of 64 (44 - males, 20 - female) students from two intact classes, with the College of Education selected through a convenience sampling technique. Data was collected using the Students' Geometry Motivation Scale (SGMS). The validity of these instrument was confirmed through expert review from specialists in Mathematics Education, Technology Education, and Research, Measurement, and Evaluation. Construct validity for the SGMS was established using factor analysis. Reliability was determined using Cronbach’s alpha for SGMS of 0.80 were obtained for the motivation scale. Descriptive statistics, including mean and standard deviation, were used to answer the research questions, while inferential statistics, specifically the t-test at a 0.05 level of significance, were used to test the hypotheses. Data analysis was carried out using SPSS version 24. The findings revealed no significant differences in the pre-test motivation mean scores between the experimental and control groups. However, the post-test results indicated that students in the experimental group demonstrated higher motivation in mathematics compared to those in the control group, where motivation levels remained lower. Additionally, there was no statistically significant difference in post-test mean scores based on gender within the experimental group, suggesting that CAI was equally effective for both male and female students. The study concluded that Computer-Assisted Instruction is an effective teaching approach for enhancing students' motivation in Mathematics. The findings confirm that students exposed to CAI perform better than those taught using the traditional lecture method, reinforcing the need for its integration into mathematics instruction in Colleges of Education.