EFFECTS OF COMPUTER ASSISTED INSTRUCTION ON INTEGRATED SCIENCE STUDENTS’ INTEREST AND ACHIEVEMENT IN UYO, AKWA IBOM STATE.

Abstract

This study investigated the effect of computer-assisted instruction on students’ interest and 
achievement in integrated science. Quasi-experimental design, specifically, the pre-test, post-test 
non-randomized control group type was adopted for the study. A sample of two hundred junior 
secondary school two students, purposively sampled from two (2) schools, participated in the 
study. Integrated Science Achievement Test (ISAT) with a reliability coefficient of 0.82 and 
Integrated Science Interest Scale (ISIS) with a reliability coefficient of 0.76 were used for data 
collection. Mean and standard deviation were used for answering the research questions while 
the hypotheses were tested at the 0.05 alpha level using ANCOVA. Findings indicated a 
significant difference in the mean achievement score and interest rating of students in 
experimental group unlike their counterparts in the control group and it also shows that that 
there is no significant difference in the mean achievement scores of male and female students 
taught Integrated Science using Computer Assisted Instruction method. It was recommended 
among others that computer assisted instruction be adopted in schools to facilitate students’ 
achievement and interest.