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THE EFFECT OF COMPUTER ASSISTED INSTRUCTION ON GENDER AND PERFORMANCE OF JUNIOR SECONDARY SCHOOL STUDENTS IN MATHEMATICS

CHAPTER ONE

1.0    INTRODUCTION

Mathematics is the background of science and technology and no Nation can achieve any measure of scientific and technological advancement without proper foundation in school mathematics. According to Abiodun (2005) while science is the bedrock that provides the spring board for the growth of technology, Mathematics is the ‘GATE’ and ‘KEY’ to the sciences. It is core subject that is compulsory at the primary and secondary school level of education and in addition, a credit pass on Mathematics in the senior secondary certificate Examination (SSCE) is a requirement for admission into all science related courses such as medicine, pharmacy, engineering among others even the social sciences and art related coursed.

Mathematics is also important in every life in that most effective solutions of everyday basic human problems involved the use of mathematics either directly or indirectly. For instance the need to calculate the quantity of materials needed to build a store house, quantities of fuel that could be use for a journey, use of operation research in quadratic, linear and integer programming and indirectly through the professional activities in Engineers, Lawyers, Doctors among others, are everyday examples of the use of mathematics.

1.1       BACKGROUND OF THE STUDY

From a layman point of view, Computer is an electronic machine that can store, organize and find information, do calculations and control other machines.

            The issue of parity and disparity in the performance of male and female students in mathematics as formed an important focus of research for some years now.

            Computer as been noted to facilitate the learning of mathematics and other subjects, it is effective in removing sex bias in mathematics achievement. The issued of computer and achievement in mathematics with regards to gender is still bleak. There is no globally accepted stand advanced for the presence of the influence of computer-assisted instruction on gender and achievement. The study focused on the impact which computer assisted instructions could have on the performance of junior secondary school students in mathematics. It is ascertain the fact that computer boost male performance in mathematic better than females or vise-visa, bearing in mind the possibility of any other tested outcome.

1.2              STATEMENT OF THE PROBLEM

There is a wide assumption on the existence of gender related differences in the achievement of secondary school students in mathematics irrespective of the method used. The issue of computer assisted instruction (CAI) can make a difference.

Computer Assisted Instruction (CAI) can be capable of neutralizing any prevalent gender related weaknesses in learning mathematics and promoting equality in the achievement of both male and female students. The truth or falsity of those claims is the major concern of this study.

1.3      PURPOSE OF THE STUDY

The study is designed to investigate into the existence of gender differences in the achievement of secondary school students in mathematics and determine the possibility of it being successfully removed with the use of computer assisted instruction (CAI) on gender and performance of secondary school students generally in mathematics.

1.4     RESEARCH QUESTIONS

In this research work effort will based on the following cases.

i           Does any significance gender differences in achievement of excellence by secondary school students exist ?

ii          Does computer assisted instruction solve the problems of gender differences among the mathematics students ?

1.5.   RESEARCH HYPOTHESIS

i           There is no significance difference in the achievement scores of students taught with the use of chalkboard and those taught with aid of computer.

ii There is no significance gender difference in the achievement students taught with the use of chalkboard and the use of computer assisted instruction package.

1.6.     SIGNIGFICANCE OF STUDY

The study was designed to find out an existing gender difference in the achievement of secondary school students in mathematics irrespective of the method used. Computer Assisted Instruction can be used to remove the existence gender differences in mathematics. It will resuscitate and revive the downward trend in the teaching and learning of mathematics and make the subject an interesting and understandable one to both male and female students.

1.7.    SCOPE OF THE STUDY

This project is deeply concerned with effect of computer assisted instruction (CAI) on gender and performance of students in mathematics. It deal with how computer assisted instruction can be used to remove the existence of gender differences that is tear of the subject among student of mathematics.

1.8.   LIMITATION OF THE STUDY

This research work is limited to four (4) schools in Abeokuta south local government area of Ogun State. A total number of 40 students were randomly sampled for use in the schools used and the questionnaire was distributed to the teachers.

1.9       DEFINITION OF TERMS

Mathematics: is the study or use of number and shapes to calculate, represent or describe things.

Computer: a machine that store programme and information in electronic form can be use for variety of processes.

Assisted: To help something or to make a job or a piece of work easier to do

Instruction: The teaching of a particular subject.

Gender: The fact of being either male or female.     

Parity: The state of being equal especially having equal pay, right or power

Disparity: a difference between two or more things.

Impact: The effect or influence that an event, situation has on someone or something.

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