IMPACT OF COMPUTER-ASSISTED INSTRUCTION ON THE GENDER AND ACHIEVEMENT OF JUNIOR SECONDARY SCHOOL MATHEMATICS STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF STUDY
Mathematics is the cornerstone of science and technology, and without a solid foundation in school mathematics, no nation can attain any level of scientific or technical growth. Mathematics, according to Abiodun (2005), is the 'GATE' and 'KEY' to the sciences, whereas science is the cornerstone that offers the springboard for the creation of technology. It is a compulsory subject in primary and secondary school, and a credit pass in Mathematics in the senior secondary certificate Examination (SSCE) is a requirement for admission into all science-related courses, including medicine, pharmacy, and engineering, as well as social sciences and art-related courses. Math is especially vital in everyday life since the most successful solutions to everyday basic human issues need the application of mathematics, either directly or indirectly (Adepoju, 2006). For example, the need to calculate the amount of materials needed to construct a storeroom, the amount of fuel that could be used for a journey, the use of operation research in quadratic, linear, and integer programming, and indirectly through the professional activities of Engineers, Lawyers, and Doctors, are all examples of how mathematics is used on a daily basis (Rotimi, 2004). In layman's terms, a computer is an electrical device that can store, organize, and retrieve data, do computations, and operate other equipment. For some years, the problem of parity and difference in the achievement of male and female students in mathematics has been a major subject of research. The computer has been shown to aid in the study of mathematics and other disciplines, as well as to be beneficial in eliminating sex bias in math success (Rubba, 1981). The topic of computer and mathematical success in terms of gender is still gloomy. There is no universally agreed position on whether computer-assisted education has an impact on gender and success (Adufe, 2008). The research looked at the influence of computer-assisted instruction on the mathematics achievement of junior high school pupils. It is established that computers improve male math achievement more than females, or vice versa, taking into account the probability of any other studied consequence
1.2 STATEMENT OF THE PROBLEM
Regardless of the approach utilized, there is a widespread belief that gender-related inequalities in secondary school mathematics achievement occur (Abiodun, 2005). Computer assisted teaching (CAI) is a topic that can make a difference. Computer Assisted instruction (CAI) has the potential to eliminate any gender-related learning deficiencies and promote equity in students' achievement for both male and female students (Ola, 2006). The study's main issue is the veracity or inaccuracy of such statements.
1.3 OBJECTIVES OF THE STUDY
The purpose of this study is to look into the existence of gender differences in secondary school students' mathematics achievement and see if they can be successfully eliminated with the use of computer assisted instruction (CAI) on gender and secondary school students' overall mathematics achievement.
1.4 RESEARCH QUESTIONS
The following scenarios will be used to guide this study work.
i. Are there any significant gender disparities in secondary school pupils' accomplishment of excellence?
ii. Does computer-assisted instruction address the issue of gender disparities among mathematics students?
1.5 SIGNIGFICANCE OF STUDY
The goal of the study was to see if there was a gender gap in secondary school mathematics achievement, regardless of the approach. Gender disparities in mathematics can be eliminated with the use of computer-assisted instruction. It will resuscitate and revive the decreasing trend in mathematics teaching and learning, making the subject more exciting and accessible to both male and female students.
1.6. SCOPE OF THE STUDY
The impact of computer aided instruction (CAI) on gender and mathematics achievement is a major focus of this study. It discusses how computer-assisted training may be utilized to eliminate gender inequalities in mathematics students who are tearing the topic apart.
1.7. LIMITATION OF THE STUDY
The scope of this study is confined to four (4) schools in Chikun Local Government, Kaduna State. The questionnaire was provided to the instructors and a total of 40 students were randomly selected for usage in the schools.
1.8 DEFINITION OF TERMS
Mathematics is the study or application of numbers and shapes to compute, represent, and describe objects.
Computer: A computer is a machine that stores programs and information in an electronic format and may be used for a range of tasks.
Assisted: To lend a hand or make a task or piece of work easier to complete.
Instruction: The teaching of a certain subject.
Gender: refers to whether a person is male or female.
Parity: The state of being equal, particularly in terms of salary, rights, and authority.
Disparity: A difference between two or more things .
Impact: An event's or a situation's impact on someone or something .
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