Published Article

ABSTRACT

This study examined the effect of Computer-Aided Instruction on Retention between Field-Dependent and Field-Independent NCE Physics students in North-West, Nigeria. The study developed two Research Objectives; answered two Research Questions and tested two Null Hypotheses. The research design for this study is Quasi-experimental group design involving pre-test, post-test and post post-test. Two groups of students were used for data collection, the experimental and control group and both were pre-tested before the treatments; post-tested to determine the effect of treatments on retention among the groups. The population of this study covered a total of 500 NCE II Physics students in five Federal Colleges of Education in North-West, Nigeria. The sample of this study covered a total number of 135 students. A validated instrument with reliability coefficient of 0.8 namely Physics Electromagnetism Performance Test (PEPT) was used for data collection. Research questions were answered using mean and standard deviations, while Null Hypotheses were tested using ANCOVA on significant difference in retention of Field-Dependent and Field-Independent at 0.05 level of significance. Findings show that the mean performance scores of Field-Dependent and Field-Independent students taught Electromagnetism concept using Computer-Aided instruction is greater than that of their counterparts taught using lecture method among others. Based on the findings of this study, the researchers recommended that the Federal Government of Nigeria through state ministries of Education should collaborate with professional bodies such as STAN and train teachers through workshops and seminars on using Computer-Aided Instruction in teaching Physics at Colleges of Education.

KEYWORDS: Computer-Aided Instruction, Retention, Field-Dependent, Field-Independent