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ABSTRACT
The study examined the Impact of Computer Assisted Instruction on Students Attitude, Academic Performance and Retention in Genetics Concept among Secondary Schools in Katsina State Nigeria. Six research objectives, six research questions, and six research hypotheses were raised. Quasi-experimental research design was used; Population of 16,377 students, Purposive and Simple Random Sampling technique were used. 135 students were used as a sample. Two validated instruments namely (GPT), and (GAQ) with reliability coefficient of 0.88 and 0.82 were used to collect data. Research questions were answered using mean and standard deviation, while null hypotheses were tested at p<0.05 level of significance using independent sample t-test. Findings revealed that significant difference exists in the attitude, academic performance and retention of students taught genetic concept using computer assisted instruction. Students in the experimental groups developed and obtained a significantly high positive attitude, performance and retention than students in the control groups. It was concluded that computer Assisted Instruction enhance students’ attitude, academic performance, and retention in genetics if use in a right way. It was recommended that teachers are encouraged to teach using Computer Assisted Instruction among secondary schools so as to enhance students’ attitude towards genetics and improve in performance and retention.
Keywords: Computer Assisted Instruction, Academic Performance, Attitude, Retention and Genetics
