This study investigated the effect of Computer-Aided Instruction (CAI) on students’ attitude and academic performance in Family Health concepts among Upper Basic II students in Sabon Gari Local Government Area, Kaduna State, Nigeria. A quasi-experimental pretest-posttest control group design was employed, involving 102 students from two public secondary schools. Participants were assigned to experimental and control groups. The experimental group was taught using a multimedia-based CAI package, while the control group was taught using the conventional method. Two validated instruments—the Family Health Concept Performance Test (FHCPT) and the Family Health Attitude Questionnaire (FHAQ)were used for data collection. Results indicated a statistically significant improvement in the experimental group's performance (M = 28.37, SD = 1.73) compared to the control group (M = 15.61, SD = 2.41), with a t-calculated value of 31.62 (p < 0.05). Similarly, the attitude scores favored the experimental group, as shown by a significant Mann-Whitney U-test result (U = 75.30, p < 0.05). These findings suggest that CAI enhances students’ understanding and improve more positive attitudes toward Family Health concepts. The study concludes that CAI is an effective instructional strategy for attitude and academic performance of students in basic science. It recommends that policymakers and teachers integrate CAI into classroom instruction, supported by adequate infrastructure and teacher training, to improve teaching of Basic Science in Nigerian schools.
USAINI et al. (Thu,) studied this question.
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