Effect of Computer-Assisted Instruction on Pupils’ Performance in Quantitative and Verbal Reasoning

Effect of Computer-Assisted Instruction on Pupils’ Performance in Quantitative and Verbal Reasoning

Odetunde, Oluwatoroti Adurabunmi¹, Onibaniyi, Bamidele Mathew².
^1,2,Department of Social Sciences Education, University of Ilorin, Nigeria

DOI: https://doi.org/10.47772/IJRISS.2023.70517

Received: 22 April 2023; Accepted: 03 May 2023; Published: 29 May 2023

ABSTRACT

There seem to be a low attention towards the use of computer as a medium of instruction to optimize education especially in primary schools. This paper, through a quasi-experiment examined the effects of Computer-Assisted Instruction (CAI) on pupils’ performance in Quantitative and Verbal Reasoning. The population for the study comprised all the public primary school pupils in Lagos State. The target population consists of all the primary five pupils in Lagos State public primary schools. The study purposively sampled 2 Government owned schools based on the availability of computer facility in them and randomly sampled 154 primary school pupils. The research instrument that was used for the study was a researcher-made model. The data generated were analyzed using percentages while the hypotheses formulated in this study were tested using Analysis of Covariance (ANCOVA) at 0.05 alpha level of significance. The findings show that CAI has a significant positive effect on pupils’ performance in Quantitative and Verbal Reasoning. Based on the tested hypotheses, it is hereby recommended that government should provide CAI devices to all public primary schools in Lagos State and proffer the means of using the CAI devices (electricity).

Keywords: computer-assisted instruction, Pupils’ Performance, Quantitative Reasoning, Verbal  Reasoning

INTRODUCTION

Education is globally recognized as an integral social service that impacts skills and competence that are pertinent to human development. Education is seen as an instrument par excellence to enhance the quality of life that brings wide-ranging benefits to individuals and societies (NPE, 2003).

Considering the objectives of primary education in Nigeria, the unprecedented interaction between primary school pupils and technological devices cannot be far-fetched. Several advances in the field of science and technology and other relevant fields have opened up a plethora of technological devices and products. In recent times, Computer-Assisted Instruction (CAI) has become one of the most integral parts of education in the contemporary world. The use of CAI in teaching has become a functional way of providing education to learners (Gambari et al., 2013).

Computer-Assisted Instruction in the field of education has replaced the chalkboard, textbooks, radio/television, rote learning, and teacher-centeredness in teaching (Laleye, 2019); to a higher interactive potential for pupils to develop their individual, intellectual, reasoning skills and creative ability (Kosoko-Oyedeko & Tella, 2010). According to Alade (2011), when appropriate content matches appropriate strategies, students and teachers will benefit immensely. CAI as a means of instruction in education provides an interesting environment for learning and promotes creativity in learners. Okebukola (2013) postulated that CAI can be applied to all ages and forms of education, from pre-school to professional school and even in many employment areas. It can also be used in a wide range of fields including all the main disciplines in elementary and secondary school.

The effect of CAI on the verbal and quantitative reasoning of primary school pupils is paramount. It is worthy to note that quantitative and verbal reasoning goes beyond school subjects. Quantitative and verbal reasoning provide valuable information about cognitive abilities that are important to academic success. The National Council of Teachers of Mathematics (NCTM, 2000) explained that quantitative reasoning is broader in scope than can be captured in an assessment setting. Quantitative reasoning is synonymous with numerical reasoning, numeracy, or quantitative literacy. Quantitative reasoning encompasses mathematical concepts but it is not mathematics. According to Steen (2004), Quantitative reasoning only utilizes basic mathematics skills to carry out complex reasoning and decision-making process. Ko and Knuth (2013) established some reasoning skills needed for quantitative reasoning. These include; informal deductive reasoning, example-based reasoning, and further education in mathematics. The Association of America Colleges and Universities (2007) proposed that quantitative reasoning requires rigorous and creative thinking, and the application of basic mathematical skills to interpret data, draw conclusions, and solve problems within a disciplinary or interdisciplinary context.

Furthermore, Quantitative reasoning deals with cognitive skills which are necessary for mathematical success, such as working memory, inhibitory control, and shifting skills. Of recent, quantitative reasoning skills have been suggested as an important aspect of good mathematical reasoning abilities (Cragg& Gilmore 2014). Attridge & Inglis (2013) noted that individuals with strong quantitative reasoning skills possessed the ability to reason and solve quantitative problems from a wide array of authentic contexts and everyday life situations; such individuals understand and create sophisticated arguments supported by quantitative evidence and they can clearly communicate those arguments in a variety of formats using appropriate words, tables, graphs, mathematical equations.

Conversely, Verbal reasoning deals with the ability to understand interpret, and logically reason using concepts framed in words. Verbal reasoning involves using information given to make meaning and applying the information to new learning (Burton & Ramist, 2001). James and David (2011) asserted that verbal reasoning is a major facet of general cognitive ability. The Cambridge shire community services ascertain that verbal reasoning skill develops between the ages of four and six years. At this stage, children begin to ask questions, make predictions, and classify things. The Institute for the Promotion of Teaching Science and Technology (2011) in their view suggested that teachers should teach students to solve problems by setting up the problem for them depending on their ability; easy problems for students who have low problem-solving skills and increase the difficulty level for students who have the higher ability. This would bring about the evolution of students’ intelligence and abilities into sensible actions (Ben-Chaim et al. 2000).Also, Angelo (1995)asserted that verbal reasoning does not develop as a result of maturation; but involves skills that are notoriously difficult to teach and learn. Barak, Ben-Chaim, & Zoller (2007) recommended that teaching should include not only the creation of students’ knowledge capabilities but also the abilities to think, make decisions, and problems solving.

The main thrust of the paper, therefore, is to assess the effect of CAI on pupils’ performance in quantitative and verbal reasoning.

Research Questions

1. What is the effect of CAI on pupils’ performance in quantitative reasoning?
2. What is the effect of CAI on pupils’ performance in verbal reasoning?

Research Hypotheses

The following hypotheses are generated to be tested in the study:

H₀₁: CAI usage has no significant effect on pupils’ performance in quantitative reasoning

H₀₂: CAI usage has no significant effect on pupil’s performance in verbal reasoning

The research design used for this study was a Quasi-experimental design. A quasi-experimental design was used to measure pupils’ performance in quantitative and verbal reasoning respondents.

In the study, the two intact groups were classified into the experimental group and the control group. Both groups were exposed to a pre-test on quantitative and verbal reasoning after which the experimental group alone received CAI Performance-based learning treatment. Afterward, a post-test was administered to both groups. The data obtained from the pre-test and post-test of both groups were analyzed by comparing their mean scores in order to determine the effect of the experimental treatment.

The population for the study comprised all the public primary school pupils in Lagos State. The target population was all the primary five pupils in Lagos State public primary schools.

A simple random sampling technique was used to select two schools from the public primary schools in Lagos State. Two schools are considered to be selected because the study is a quasi-experimental research type; choosing many schools may be too cumbersome for the study. The research instrument that was used for this study was a researcher-made test and a Dialogue level form of CAI application.

The instruments were subjected to face and content validity to establish the validity. The reliability of the instruments was ensured by using the test re-test method. The data collected was analyzed using Pearson Product Moment Correlation of Co-efficient to ascertain its reliability index. The reliability index of the test on quantitative reasoning was 0.75, while the reliability index of the verbal reasoning test was found at 0.78.Analysis of Covariance (ANCOVA) was used to test the hypotheses using Statistical Package for Social Sciences (SPSS 21.0) window version at 0.05 level of significance.

Frequency count and percentage were used to describe the personal characteristics of respondents.

Table 1: Frequency Distribution of the Respondents based on Group

Table 1 shows that a total of 154 respondents participated in the research. 57.1% of the respondents were in the experimental group and 42.9% were in the control group. By implication there were more respondents in experimental group than the control group; this is because the number of respondents in the experimental and control classes varied.

Hypotheses were formulated in this study and tested at 0.05level of significance. Analysis of Covariance (ANCOVA) was used to test each of the hypotheses                                        

H_0i:   CAI usage has no significant effect on pupils’ performance in quantitative reasoning

In order to test this hypothesis, the scores from the groups (control and experimental) on quantitative reasoning tests were collated and analysed using Analysis of Covariance (ANCOVA).

The result is presented in table 2.

Table 2: Effects of ICT on students’ Quantitative Reasoning

R Squared = .46 (Adjusted R Squared = .44)

  Results: p(Group)=0.01,α=0.05

Table 2 shows the F-ratio of Group (Control and experimental) of 55.29 at (1, 77) degree of freedom with p-value of 0.01 at 0.05 level of significance. Since the p-value 0.01 was less than the level of significance of 0.05 (0.01<0.05). Hence, the null hypothesis was rejected. This means ICT have significant effect on pupils’ performance in Quantitative reasoning. This was further tested using the post-test mean scores of the two groups on Quantitative Reasoning as shown in Table 3.

Table 3: Post-test Mean score of the groups on Quantitative Reasoning

As shown in Table 3 students exposed to CAI Performance-based learning had the higher mean score of 70.5, while students that were not exposed to CAI Performance- based learning had a mean score of 46.5 which indicate the significant difference in the performance of the groups.

H₀₂: CAI usage has no significant effect on pupils’ performance in verbal reasoning.

In order to test this hypothesis, the scores from the groups (control and experimental) on verbal reasoning tests were collated and analysed using Analysis of Covariance (ANCOVA). The result is presented in table 4.

Table 4:  Effects of ICT on Students’ Verbal Reasoning

R Squared = .57 (Adjusted R Squared = .56)

 Results: p (Group) = 0.01, α = 0.05

Table 4 shows the F-ratio of Group (Control and experimental) of 69.06 at (1, 77) degree of freedom with p-value of 0.01 at 0.05 level of significance. Since the p-value 0.01 is less than the level of significance of 0.05 (0.01<0.05), the null hypothesis was rejected. This means CAI have significant effect on pupils’ performance in verbal reasoning. This was further tested using the post-test mean scores of the two groups on verbal Reasoning shown in Table 5

Table 5: Post-test Mean score of the groups on Verbal Reasoning

As shown in Table 5, students exposed to CAI Performance-based learning had the higher mean score of 70.7 and students that were not exposed to CAI Performance- based learning had the lower mean score of 45.5. This indicated that students exposed to CAI Performance- based learning performed better than those that were not expose to it.

SUMMARY OF THE FINDINGS

Based on the analysed data and the results, the following are the summary of the findings:

1. CAI usage had significant effect on the quantitative reasoning of primary school pupils in Lagos State, Nigeria (p-value 0.01<0.05level of significance)
2. CAI usage had significant effect on the verbal reasoning of primary school pupils in Lagos State, Nigeria (p-value 0.01<0.05level of significance)

DISCUSSION

This study revealed that there was significant effect of ICT on pupils’ performance on both quantitative and verbal reasoning. Invariably, the use of ICT appears to enhance the academic performance of primary school pupils in teaching and learning. This is contrary to the report of the studies of Terry, Lawal et al. (2003); and Brown and Liedholm (2002) whose findings showed that the use of ICT had no effect on pupils’ performance. Similarly, the study by Leuven et al.(2004) on the key role for ICT in higher education showed no importance of the role for ICT in higher education. However, Li, Le Boeuf, Basu and Turner(2003), Fuchs and Woessman (2004),Okwilagwe (2001) all reported positive impact of ICT on students’ achievement. The findings of this study also supported the positive effect of ICT on pupils’ performance. During the research, ICT was used to teach pupils in the experimental group. ICT enhanced all categories of learners’ performance. Pupils who scored below 40% in the pre-tests were able to perform excellently in their post-tests. Also, ICT had a positive effect on pupils’ performance in quantitative and verbal reasoning because ICT performance-based learning made the pupils eager to learn and made learning more interesting to them. Pupils were of the opinion that they learn and understand better when they learn with ICT. Furthermore, according to the pupils, CAI helps them to see what to learn in a simple way with various activities.

CONCLUSIONS

Findings revealed that CAI has a significant effect on pupils’ performance in quantitative and verbal reasoning in Lagos State, Nigeria. In other words, CAI contributed to students’ performance in primary school. There was also an indication that the use of CAI to teach quantitative and verbal made no significant difference in male and female pupils’ performance. In other words, the use of CAI on pupils’ performance in quantitative and verbal has nothing to do with their gender. Since the findings revealed that CAI had a significant effect on pupils’ performance in quantitative and verbal reasoning in Lagos State, Nigeria. It is hereby recommended that government should provide CAI devices to all public primary schools in Lagos State. Also, Government should proffer the means of using the CAI devices (electricity). During the research, it was noticed that not all the schools equipped with CAI devices could use them due to the unavailability of electricity in the schools. Besides, schools that had electrical facilities also had serious challenges with electricity due to the situation in the country. Therefore the government should provide a means of using the device at all times so that pupils can actually learn in a conducive environment. Furthermore, it was found that gender had no significant influence on the performance of students exposed to the use of CAI in teaching quantitative and verbal reasoning, therefore it is very expedient that teachers have basic CAI knowledge to enable them to teach all subjects with the device in order to take appropriate measures in helping pupils. Seminars should also be organized for teachers to enhance their knowledge on the use of CAI to affect teaching and learning processes.

This research was conducted mainly on the effect of the findings of this study and since no research can be exhaustive, the following aspects are identified for further research:

The scope of this study could be expanded to take care of the limited number of schools and students used in this study. This would help to generalize the effect of CAI on pupils’ performance. Further research could be carried out in other subject areas in primary schools since the present study focused only on quantitative and verbal reasoning. This would ascertain the effect of Information Communication Technology on pupils’ performance in other subject areas. Similar research covering both private and public schools could be conducted since the present study covered only public primary schools. This will further enhance the generalizability of the findings.

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