Published Article

ABSTRACT

This study investigated the efficacy of two modes of Computer Assisted Instruction (CAL) on students’ academic achievement and retention in basic science in Aguata education zone of Anambra State. To achieve the purpose of the study, four research questions were posed and four hypotheses were formulated. The study adopted quasi experimental design, specifically, static-group pre-test post-test design. The population for the study comprised 1124 SS2 basic science student in Aguata education zone of Abanbra State purposive sampling technique was used to sample 352 SS 2 basic science used for the study. The sample was obtained using purposive sampling technique. Basic Science Achievement Test (BAST) was used to collect data for the study. The instrument was validated by three experts in Department of Science Education. Content validity of BAST was determined using a well-constructed table of specification. The instrument was trial tested on a sample of 20 basic science students in Nsukka education zone of Enugu State and reliability coefficient of 0.91 was obtained using Kuder-Richardson 20 (KR-20) formula. The data obtained for the study were analyzed using mean and standard deviation to answer the research questions and analysis of covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The findings revealed that computer assisted instruction with animation method was more effective in enhancing students’ academic achievement and retention in basic science than computer assisted instruction without animation. There was no significant difference in the mean achievement and retention scores of male and female students in basic science. Thus, it was recommended that basic science teachers should adopt the use of CAL with animation method in their lessons in order to enhance the students’ academic achievement and retention in the subject.