THE EFFECT OF COMPUTER-ASSISTED INSTRUCTION (CAI) ON STUDENTS' ACADEMIC PERFORMANCE IN MATHEMATICS AT TECHNICAL COLLEGES

This study investigated the effect of Computer-Assisted Instruction (CAI) on students’ academic performance in mathematics at technical colleges. The objectives were to examine students’ views on CAI and its relationship with mathematics achievement, determine the effect of CAI on the acquisition of problem-solving skills compared to the traditional lecture method, and assess how students’ access and utilization of CAI influence performance. A quasi-experimental research design was adopted, with 217 students purposively selected from technical colleges. Data were collected using pretests, posttests, and structured questionnaires. Descriptive statistics (mean and standard deviation) and inferential statistics (ANOVA and Tests of Between-Subjects Effects) were used for data analysis. The results showed that students taught with CAI had significantly higher posttest scores (M = 32.19) compared with those taught using the traditional lecture method (M = 11.00). Findings further revealed that students’ views of CAI (F = 64.596, p < 0.05), acquisition of problem-solving skills (F = 1334.389, p < 0.05), and access and utilization of CAI (F = 212.258, p < 0.05) had significant effects on their academic performance, with adjusted R² values ranging from .925 to .949. The study concludes that CAI is more effective than traditional teaching in enhancing students’ engagement, problem-solving skills, and achievement in mathematics. It is recommended that CAI be integrated into the mathematics curriculum of technical colleges, with adequate facilities, teacher training, and policy support to maximize its benefits.