Assessing the Role of Computer-Assisted Instruction and Mastery Learning Strategies in Shaping the Academic Achievement of Senior Secondary School Students in Computer Studies

Abstract

This study assesses the role of computer-assisted instruction and mastery learning strategies in shaping the academic achievement of senior secondary school students in computer studies, in Ogun State. Pre-test and post-test non randomized quasi-experimental design were employed in the present study. Six schools were purposefully selected, with one intact class of students in each school, resulting in a total sample size of 393 students of both male and female. Data collection involved the use of a Computer Studies Performance Test (CSPT), which consisted of a standardized and validated test by the West Africa Examination Council (WAEC). The study utilized statistical means, frequency counts, and percentages to answer the research questions. In validating the research hypotheses, the study implemented an analysis of covariance (ANCOVA) test, keeping the significance level at 0.05 alpha. A significant positive effect of CAI and MLS on students' academic performance in computer studies was discovered. Moreover, no significant gender-based differences were observed in the treatment interaction on performance of students in Computer studies. The implications of these findings suggest that integrating CAI and MLS can enhance students' proficiency in computer studies. Therefore, it is recommended that these methodologies be introduced into secondary school curriculums.