Published Article

ABSTRACT

This paper sought to investigate the efficacy of computer-assisted instruction in enhancing students’ performance in mathematics. Computer Assisted Instructions (CAI) have become one of the most acceptable means of learning mathematics in recent times. It was observed in the study that information communication technology is a term used to refer to the use of computers and other related devices to organize, store, retrieve, and transmit information either within or outside an organization. It was also observed that ICT provides a rich global resource and a collaborative environment for the dissemination of knowledge and information. The study concluded that the various factors that hinder teacher training institutions in Nigeria from providing quality ICT knowledge and skills include lack of technically experienced lecturers, limited ICT facilities and infrastructure, inadequate course content for ICT training, lack of clear direction in the Nigerian National Policy for Information Technology (NNPIT) on teacher education, lack of leadership by professional organisations, and the problem of electricity. It was also observed that the application of information and communication technologies in Nigerian public secondary schools is poor but better in private schools, even though the Nigerian Federal Government has commissioned a mobile Internet unit (MIU) operated by the Nigerian National Information Technology Development Agency (NITDA). The result also proved that there is a true and undisputable picture of the significance of computer-assisted instruction in prevalent good performance of students in mathematics in our schools today. It was recommended in the paper that the government should provide the necessary infrastructure and training for the integration of ICTs in the secondary school system.

KEYWORDS:        Mathematics, Computer assisted instruction, & Students performance