EFFECTS OF COMPUTER INSTRUCTIONS ON ATTITUDE, AND ACADEMIC PERFORMANCE IN TRIGONOMETRY AMONG SENIOR SECONDARY SCHOOL STUDENTS IN OKENE

Abstract

This study investigated the effect of computer instructions on the attitude, and academic performance of students in trigonometry among senior secondary schools in Okene. The study was guided by two research questions and null hypotheses at 0.05 level of significance. The population of this study comprised 563 male students and 399 female students with a total of 962 Senior Secondary School II students of both mixed and single-sex from government-owned schools in Okene of which 67 subjects were sampled for this study with the use of deliberate effort as supported by central limit theory. The researcher employed a pretest and posttest quasi-experimental design. In this study, two instruments were used, Trigonometry Performance Test and the Trigonometry Attitude Questionnaire. The reliability coefficients of the instruments were 0.74 and 0.86 for performance and attitude respectively. Mean and standard deviation were used to answer the responses to the research questions, and the Mann-Whitney U test, and t-test were used to test the null hypotheses at a 0.05 level of significance. The results showed a significant difference exists between the attitudes of students taught trigonometry using computer instruction and those taught using the conventional method in favour of the former students. It is recommended by the researcher based on the findings that the government should provide all the necessary facilities needed for the implementation of computer instruction in the educational system