Effectiveness of Computer-Assisted Instruction (CAI) on students’ Learning Outcomes in Computer Studies

Abstract

A quasi-experimental design was employed, involving 200 students randomly selected from both urban and rural schools. Data were collected using structured questionnaires and a standardized Computer Studies Achievement Test (CSAT). Findings revealed a statistically significant improvement in the performance of students exposed to CAI, irrespective of school location. The results underscore the potential of ICT-driven instruction in enhancing learning outcomes in secondary education, particularly in resource-constrained environments. A quasi-experimental design was employed, involving 200 students randomly selected from both urban and rural schools. Data were collected using structured questionnaires and a standardized Computer Studies Achievement Test (CSAT). Findings revealed a statistically significant improvement in the performance of students exposed to CAI, irrespective of school location. The chi-square test shows a significant relationship (p-value = 0.001) between the availability of Information and Communication Technology tools and students' academic performance.  The study recommends broader integration of CAI tools in curriculum delivery and teacher training programs to foster digital competence and pedagogical innovation in Nigerian schools.