ABSTRACT
The study examined the effect of Computer Assisted Instruction (CAI) on business education students’ achievement in keyboarding in colleges of education in south -west, Nigeria. To guide this study, five research questions were raised and answered while five hypotheses were tested at 0.05 level of significance.
The study employed quasi-experimental research design. The population of the study was 2,757 business education students in the colleges of education in south west, Nigeria. The sample for the study consisted of fifty one (51) NCE 100 level fulltime business education students of Federal Colleges of Education, Akoka, Lagos State and Federal College of Education, Osiele, Abeokuta, Ogun State. Purposive sampling technique was used for intact class for both experimental and control groups. Keyboarding Achievement Test was used for data collection. The instrument was validated by the researcher’s supervisors and two other experts for both content and face validity respectively. Some items were removed, modified and reworked based on the experts’ suggestions. To determine the reliability of the instrument, Pearson Product Moment Correlation was used and test - re-test reliability coefficient of 0.84 was obtained. Data collection was carried out with the assistance of keyboarding lecturers in these colleges of education and they were guided properly for the exercise. Mean (x) and standard deviation were used to answer the research questions while Independent t-test and ANCOVA were used to test the hypotheses at 0.05 level of significance.
Some of the findings revealed that students taught keyboarding with CAI performed better than those taught with demonstration method of teaching. There was also a significant difference in the pre-test mean scores of student taught in favour of CAI. There was a significant difference in the pre-test and post-test mean scores of students taught with CAI. There was a significant difference in the pre-test and post-test mean scores of students taught with CAI and demonstration method in favour of CAI. There is no significant difference in the pre-test and post-test mean scores of male and female students taught with CAI; there was no significant interaction of teaching method and gender on the academic achievement of students taught keyboarding.
Based on the findings, it was recommended among others that CAI method should be adopted as an instructional method for teaching and learning keyboarding in colleges of education in Nigeria, that teachers and instructors of keyboarding should be trained and re-trained on the effective use of CAI in the teaching and learning of keyboarding and business education students should be motivated to possess needed tools to aid the smooth teaching and learning of modern method of teaching.
