Abstract
The study probes into the effect of Computer Assisted Instruction and Cognitive preference style on achievement of secondary school Physics Students in Ogun State of Nigeria. The population of the study comprises the SS II students in Abeokuta Educational Zone. 186 students sample were drawn from the population for the study. Two main valid and reliable instruments were used for data collection: Physics Achievement Test (KR20 = 0.83) and Physics Cognitive Preference Style Inventory (KR20 = 0.86). The result revealed significant main effect of treatment [F (1,186) =28.651, P African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 43-48
Highlights
Background to The StudyThroughout the world science is witnessing a decline as science departments close down (Main, 2005)
In an attempt to solve the problem, science educators noted that the use of lecture method in teaching the subjects makes a wide range of students who have moderate numerical ability and different cognitive preference style to view physics as difficult, unimaginative, hard to understand and requiring much memorization and quantitative ability
The studies recommended a practical approach to the teaching of physics, at the secondary school level
Summary
Background to The StudyThroughout the world science is witnessing a decline as science departments close down (Main, 2005). The study seeks to determine the effect of computer assisted programmed instruction and students’ cognitive preference style on students’ achievement in physics. Hypotheses: Based on the problem, the study tested the following null hypotheses: Ho1: Achievement of students in physics is not significantly affected by the use of computer assisted programmed instruction
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