Effects of Computer Assisted Instruction (CAI) On Achievement and Retention of Students with Hearing Impairment in Computer Studies

Abstract

The study investigated the effects of computer-assisted instructional strategy on achievement and retention of students with hearing impairment. Four research questions and six hypotheses guided the study. The quasi-experimental design was used in the study. A sample of 25 SS 2 computer studies students with hearing impairment from Onitsha and Awka Education Zones was used in the study. The instrument for data collection was Computer Studies Achievement Test (CSAT) validated by two lecturers in Science Education Department from Nnamdi Azikiwe University, Awka and one experienced computer studies teacher in the school of students with hearing impairment. The reliability of CSAT was established using Kudder-Richardson formula 20 for CSAT to be 0.84. The data obtained was analyzed using mean, standard deviation and Analysis of Covariance (ANCOVA). The results showed indicated that there is significant difference between the mean achievement and retention scores of students with hearing impairment taught computer studies using computer assisted instructional strategy and those taught with sign language in favour of computer-assisted instructional strategy. There was also significant influence of gender on the achievement and retention scores of students with hearing impairment taught computer studies using computer-assisted instructional strategy and those taught with sign language. The study recommended that seminars and workshop should be organized for computer studies teachers in order to help them become acquainted with the use of computer-assisted instructional strategy and effectively adopt them in the teaching and learning process of students with hearing impairment.