School Location Versus Academic Achievement in Physics: Does Computer-Assisted Instruction (CAI) Has Any Effect?

Abstract

This research investigated the effects of Computer-Assisted Instruction (CAI), a learner-centered and activity-based method of teaching/learning, on the achievement in Physics of Nigerian rural and urban secondary school students. Gender issue was also examined. The research design used was the experimental design. Forty (40) SSS Ill students in Pankshin Local Government Area of Plateau State, Nigeria were tested on the concepts of space, time and motion using a developed 25-item Physics Achievement Test (PAT) whose reliability was 0.72. The formulated hypotheses were tested using the pooled variance formula of the student t-test statistics. The analyses revealed that there was no significant difference in the mean Physics achievement scores between urban and rural students taught Physics with CAI (69.00 for male and 67.50 for female). Furthermore, there was no significant difference in the mean Physics achievement scores of male (68.90) and female (67.60) students treated with CAI.