The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instructions of Senior Secondary School Students in Nigeria

Omoniyi Tayo and Gbenga Gisanrin
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Omoniyi Tayo: Science and Technology Education Department Faculty of Education, Olabisi Onabanjo University P.M.B. 2002, Ago-Iwoye, Ogun State, Nigeria
Gbenga Gisanrin: Babcock University High School, Ilishan, Ogun State, Nigeria

Academic Journal of Interdisciplinary Studies, 2017, vol. 6, issue 2, 9-15

Abstract: This study investigated the effect of three instructional elements on achievement in computer-based mathematics instructions. The subjects were senior secondary school students who used four versions of computer-based instructions developed on compact disc to learn about volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objective (3) a version without practice (4) a version without examples. Results indicated that the full package, which included objective, practice and examples, had significant effect on students′ achievement in the computer-based mathematics instructions. Furthermore, of the three elements, practice, had the most effect on the learners′ achievement. Implications of the findings on development of computer-based instructions are also discussed.

Keywords: Computer-based Instruction; Mathematics education; Instructional elements; Students′ achievement (search for similar items in EconPapers)
Date: 2017
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Persistent link: https://EconPapers.repec.org/RePEc:vrs:ajinst:v:6:y:2017:i:2:p:9-15:n:1

DOI: 10.1515/ajis-2017-0001

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