EFFECTIVENESS OF COMPUTER-AIDED INSTRUCTION IN TEACHING DIFFERENTIAL EQUATIONS IN UMAR SULEIMAN COLLEGE OF EDUCATION, GASHUA YOBE STATE, NIGERIA
DOI:
https://doi.org/10.68653/szb43c88Keywords:
Computer-Aided Instruction, Differential Equations, Mathematics Education Achievement and Student Engagement.Abstract
This study investigated the effectiveness of Computer-Aided Instruction (CAI) in teaching differential equations among NCE III (Year Three) mathematics education students at Umar Suleiman College of Education, Gashua, Yobe State, Nigeria. Using a quasi-experimental design, two groups were compared—one taught with CAI and the other through conventional lecture methods. A purposive sample of 19 NCE III Year Three students participated, with data collected through validated instruments including the Differential Equations Achievement Test, Student Engagement and Motivation Scale, and a Perception Questionnaire for both students and lecturers. Data were analyzed using mean, standard deviation, and t-tests. The findings showed that students taught using CAI achieved significantly higher scores (mean gain = 11.4) than those taught traditionally (mean gain = 4.1). CAI also enhanced students’ engagement and motivation, with an average gain of 11.3 and low variability (SD = 0.48). Both lecturers and students expressed positive perceptions toward CAI, with lecturers showing slightly higher enthusiasm for its integration. The study concludes that CAI is a more effective and engaging approach to teaching differential equations, as it promotes better academic achievement, motivation, and participation, and recommends integrating CAI into the mathematics curriculum, providing training for lecturers on CAI tools, and improving ICT facilities to support technology-driven instruction in colleges of education.
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