Impact of Computer-Assisted Instruction on Mathematics Performance of Junior Secondary School Students in Kogi State, North Central Nigeria

This study evaluates the impact of computer-assisted instruction on the mathematics performance of junior secondary school students in Kogi State, North Central Nigeria. Mathematics achievement at the junior secondary level has remained persistently low across many Nigerian states, and educational technology advocates have proposed computer-assisted approaches as a viable intervention. This study adopts a quasi-experimental design, involving a pre-test and post-test comparison between an experimental group exposed to computer-assisted instruction and a control group taught using conventional methods. A sample of 120 JSS Two students drawn from four public secondary schools in Lokoja metropolis participated in the study. The Mathematics Performance Test, validated by two secondary school mathematics educators, served as the data collection instrument. Independent samples t-tests were used to analyse group differences. Results indicate a statistically significant improvement in post-test scores among students in the experimental group relative to the control group. Students with prior exposure to computing devices recorded greater gains. The study recommends systematic integration of computer-assisted tools in mathematics teaching at the junior secondary level and advocates for provision of computer laboratories in public schools in Kogi State. Keywords: computer-assisted instruction, mathematics performance, junior secondary school, Kogi State, quasi-experiment