Impact of Computer Based Instruction (CBI) on students’ performance in mathematics: A case study of public basic schools in Kasoa

Abstract

The main purpose of this study was to ascertain the differences existing between the use of Computer Based Instruction (CB1) and the traditional method of teaching mathematics. The study was conducted in two basic schools in Kasoa. The schools were St. Martha’s Basic school and Emmanuel Presby basic school all in Kasoa. The survey was conducted by using questionnaire and achievement test items. Items in the Questionnaire and the text items were of relevance to the purpose of the survey they were administered in two basic schools. The data was collected, organized and analyzed using frequency, percentage and t-test. It came to light that students attitude towards CBI in Ghana was positive. Again, the study revealed that students in the basic schools who were taught with CBI scored higher marks than those who received traditional method of teaching. Also, there was significant difference in the academic achievement of students taught with CBI and those taught with Traditional method. Conclusions drawn from the study were that, since the students had positive attitude towards CBI they are likely to embrace instructions using CBI. Again, if CBI is adopted by all schools it is likely to improve academic performance. Based on the findings it was recommended that Government and the Ghana Education Service should equip the basic schools with enough computers and educational software that can facilitate the use of CBI.