This study investigated the comparative effectiveness of computer-assisted instruction (CAI) and traditional teaching methods in secondary mathematics education in District Kohat. A quasi-experimental design was employed, involving 120 Grade IX students selected through stratified random sampling. Two groups were formed: an experimental group taught using CAI and a control group taught through traditional lecture methods. Data were collected using a mathematics achievement test, a retention test, and an attitude scale, all validated by subject experts and tested for reliability. Descriptive statistics, independent-samples t-tests, ANCOVA, and chi-square tests were applied using SPSS (Version 26). Findings revealed that although the unadjusted posttest difference between groups was not statistically significant (p = .071), ANCOVA results controlling for pretest scores showed a significant advantage for CAI (F(1,116) = 37.08, p < .001, partial η² = .24). Retention scores were also significantly higher in the CAI group (p = .013, d = 0.46). Moreover, students exposed to CAI demonstrated more positive attitudes toward mathematics compared to their peers taught traditionally (p < .001, d = 1.06). No significant association was found between prior achievement level and group assignment (p = .916), confirming the robustness of the findings. It was concluded that CAI enhances achievement, retention, and motivation in mathematics learning more effectively than traditional instruction. The study recommends integrating CAI into the secondary mathematics curriculum, providing ICT infrastructure, and training teachers in blended learning approaches to maximize student learning outcomes.
Haq et al. (Mon,) studied this question.