Effect of Computer based Instruction on Achievement in Mathematics in Relation to Mathematics Self-Efficacy

Abstract

The present study investigates the effect of computer based instruction on achievement in mathematics in relation to mathematics self-efficacy. The sample of 216 students was drawn from IXth class taken from four different schools of Jalandhar district in Punjab affiliated to Punjab School Education Board, Mohali. Computer based instructional material was prepared and implemented to the experimental group after pre-testing. The gain scores were computed after post-test for all the students. The scale for mathematics self-efficacy was also developed. The data obtained were analyzed statistically with the help of mean, standard deviation and analysis of variance. An analysis of variance (2×2) was used to arrive at the following conclusions: (i) The achievement of group taught through computer based instruction was found significantly higher than that of group taught through traditional method of teaching, (ii) The achievement of high mathematics self-efficacy group was found significantly higher than that of low mathematics self-efficacy group of students in mathematics, (iii) Significant interaction effect was found between instructional strategies and mathematics self-efficacy on achievement in mathematics.