International Journal of Curriculum and Instruction Vol. 1(1), pp. 53 - 62, April 2011 Available online at http://www.muk.ac.

ke/ijci/ ISSN 2077-4982 2011 Department of Curriculum, Instruction and Educational Media, Moi University

The Effect of Computer-Assisted Instruction on Students Attitudes and Achievement in Matrices and Transformations in Secondary Schools in Uasin Gishu District, Kenya
Mwei K. Philip, Too K. Jackson (PhD), Wando Dave (P.hD) Moi University, Kenya Abstract: Performance in Mathematics in secondary school Education in Kenya remains poor. Consequently the Kenya secondary school examination (KCSE) Mathematics results continue to cause concern to all the stakeholders in the education sector. Therefore, there is serious and urgent need for intervention. Although research has indicated that computer-assisted instruction (CAI) enhances student achievement, promotes positive attitudes towards Mathematics and instruction, and improves interpersonal relations, few studies have focused on CAI in Kenyan secondary schools Mathematics teaching/learning. The purpose of this study was to investigate the effects of CAI on students attitude and achievement in matrices and transformations between form four students who received instruction using CAI module or conventional instruction methods. The pretest posttest control group experimental research design was used. Six classes selected at random with 205 students participated in the study. Results of this study indicated higher achievement and positive attitudes with CAI treatment groups. Making connections between the goals of Mathematics education and CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics. Key Words: Computer-Assisted, Module, Achievement, Attitude, Pre-test, Post-test Background
The teaching of mathematical concepts and skills the students encounter in school shapes their understanding, their ability to solve problems and their confidence in, and disposition toward Mathematics (Too, 2007). Mathematics the world over plays a pivotal role in student lives, it is a bridge to science, technology and other subjects offered in any formal educational system.

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However, challenges abound on the teaching and learning of Mathematics. These arise as a result of the increased enrolment and the large classes that imply wide range in ability and preference between students. There is also the challenge on the need to create enjoyable classroom mathematical activities, and the current emphasis that puts the teacher as a manager of the learning environment and facilitator rather than a disseminator of knowledge and mathematical meaning.

Several studies and reports have established the causes of the appalling state of Mathematics (KNEC, 2006; OConnor, Kanja & Baba, 2000; SMASSE, 1998; Too, 1996).These causes were identified as (a) Negative attitude of students towards Mathematics, (b) lack of appropriate teaching methodology (c) inadequate assignments to students and (d) inadequate coverage of syllabus. In response SMASSE project opted to organise National and District In service Education and Training (INSETS) for teachers that emphasised on the teaching approach. KNEC (2006) Report made recommendations to teachers to give plenty of exercises, guide learners into the insight of the concepts taught and to cover the whole syllabus within the allocated time. However, the status quo of poor performance is being perpetuated as attested to by the KCSE results (see Table 1).

Table 1: KCSE Mathematics Mean Scores 2002 2007 Year Mean 2002 39.39 2003 38.62 2004 37.20 2005 31.91 2006 29.25 2007 30.39

Source: KNEC (2007) Report, (2007 results from SMASSE Cycle 1 2008 workshop).

It was against this backdrop that the present study chose to explore the use of computer (CAI) in the delivery of Mathematics. The main concern was to explore approaches that would ultimately improve the sorry state of Mathematics performance at KCSE level. The topic of matrices and transformations was identified as one of the problematic and poorly done, in the year 2006 KCSE Mathematics Papers 1 and 2(KNEC,2007).

More often than not, researches have indicated that students learning with CAI in cooperative groups perform better than individually or those in control groups (Chen, 1999; Mevarech, 1993; Wanjala, 2005; Xin, 1996).However, it has also been reported by other studies that CAI is at least as effective as non computer based instruction or even had negative impact particularly on teaching basic skills(Ed Tech Support Center; Ward, 2002). 54

Purpose of the study The purpose of this study was to design and develop a Computer assisted instructional module and to investigate its effects on students attitudes and achievement in matrices and transformations.

Research Questions
The study addressed the following questions: 1. What are the effects of the CAI module on students achievement in matrices and transformations? 2. Is there any significant difference in the achievement on matrices and transformations between subjects exposed to CAI module and those not? 3. What are the effects of the CAI module on students attitudes towards Mathematics course? 4. Is there any significant difference in attitudes towards lessons on matrices and transformations between subjects exposed to CAI module and those not?

Theoretical framework
The interactions in the learning environment require high level information processing. These interactions are also central to the success of computer assisted instruction as it relates to learners cognitive understanding. Cognitive information processing (CIP) theories first proposed by Atkison and Shriffin (1968) emphasis that learners are active and they are continuously involved in the cognition about self and the environment. CIP theories explains the component process by which knowledge is coded, stored, retrieved, and integrated with the previous information (Saavedra, 1999). CIP psychologists emphasise the principle of a two-way flow of information gathered through the senses (bottom-up process) and the information stored in memory (top-down process) in a dynamic process as meaning about the environment and relations are being constructed. Comprehension is aided as learners become actively involved in the learning process through group interactions. CAI affords both visual and textual information to the learners.

Research Design
This study was an experimental research. The design for the study was the Pretest Posttest Control groups illustrated in figure 1.

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Fig 1: Pretest Posttest Control group design Experimental group (E) Control group(C) R R O1 O3 X X O2 O4

Note: R = random assignment of treatment units Os = Pretests and Posttests. X = Treatment

CAI Mathematics Module

To answer the questions posed by this study, a CAI tutorial module on Mathematics about the topic matrices and transformations was developed. The contents were based on the approved Kenya Institute of Education (KIE) syllabus and relevant textbooks. The CAI module gave students the choice of following examples and attempting inbuilt exercises. The student(s) were to input

information e.g. transformations matrix, matrix elements, co-ordinates of a point and angle of rotation of an object. The computer would test the answers supplied by the student , if the answer is right, the computer responded correct, if wrong , it responded either by saying try again or please try again. The module also carried HINT button which guided the student on the solution to the relevant question in an exercise. The HINT had a predetermined condition that was only activated after the student has attempted, otherwise it remained inactive. This prevented direct access to HINTS before an attempt or trial.

Sampling Procedure
The target population of this three week research study was Form four students from schools offering computer studies. The rationale for this criterion was to have students who are homogeneous in their knowledge and operation of the computer. The assumption was that prior computer use was necessary to enhance student learning with the CAI module. The students were drawn from Uasin Gishu district. Six classes from six schools were selected through cluster random sampling. In situations where there was more than one stream in the school, one stream was selected at random. Seventeen schools that met the criterion were categorised into Boys, Girls and mixed. For each category of school type, two schools were randomly selected. Eventually, the two treatments (CAI and Conventional instruction) were assigned at random to each of the two schools in each category. As a result, 205 students, 105 in Experimental groups and 100 in Control groups participated in the study.117 students were male and 88 were female. The Mathematics teacher in each of these classes was assigned to teach their class. Three teachers were trained on how to implement the CAI module.

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Instruments
The Mathematics achievement test (MAT) and the students Questionnaire (SQ) (adopted after Kiboss, 1997) were the main instruments. The MAT instrument assessed the Students achievement on the concepts of matrices and transformations while SQ assessed their attitudes. Piloting of MAT and SQ gave Cronbach coefficient of 0.72 and 0.8 respectively. The other was the students interview guide.

Treatment procedures
Prior to the beginning of each of the two treatments in all the six treatment units (classes), the MAT and SQ pretest were administered. A posttest of the MAT and SQ was administered after the three week treatment period. During this period, both Experimental and control groups studied the same content material on matrices and transformations through CAI and conventional instruction methods. In the Experimental groups, teachers were advised to provide assistance to students on request. Also in the experimental groups, students took turns in operating the computer, and each used their exercise books to solve problems in the exercises individually and / or through discussions.

Data Analysis and Results

Data were analysed using the analysis of variance (ANOVA). All statistical significance were tested at alpha = 0.05 level. Analyses of the pretest achievement and attitude scores were conducted to establish the homogeneity of subject groups. Result of a 2(treatment) by 2 (Gender) by 3(school type) Factorial ANOVA of achievement revealed not statistically significant difference for the main and interaction effects [treatment (F (1,197) = 0.03, p=. 857), gender (F (1,197) = 0.001, p=.

975) and school type (F (2,197) = 0.02, p=. 982)]. Also a 2 x 2 x 3 factorial ANOVA of attitude revealed not statistically significant difference for both main and interaction effects [treatment (F (1,197) = 0.03, p=. 875), Gender (F (1,197) = 0.001, p=. 975) and School Type (F (2,197) =

0.183, p=. 833)]. These analyses indicated that the subjects were homogeneous in Mathematics achievement and attitude on pretest scores.

Mean scores and standard deviations for the Mathematics achievement pretest and posttest are shown in table 2. Pretest means are similar while posttest means are statistically different between treatment groups. The standard deviations of the pretests are also similar, while the standard deviations for the posttest are lower for experimental groups than control groups. These show that the posttest Mathematics achievement scores were more consistent in experimental groups than control groups.

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To answer the first question: What are the effects of the CAI module on students achievement in matrices and transformations? mixed design ANOVA of Mathematics achievement was calculated. The main effect (within- subjects) for Mathematics achievement (the hypothesis that pretest and posttest scores are equal), was statistically significant (F (1,197) = 1651.31, p= .000). This

hypothesis is rejected. That is the Mathematics achievement pretest and posttest scores are not equal.

Table 2:

Observed Means and Standard Deviations for Mathematics Achievement by Treatment, Type of school and Gender Experimental n M SD Pretest n Control M SD

Boys Girls Mixed

Male Female Male Female Total

38 30 24 13 37 62 43 105

11.08 11.03 11.17 11.31 11.22 11.11 11.12 11.11

6.74 5.56 6.98 6.85 6.84 6.78 5.89 6.40 Posttest

39 39 16 6 22 55 45 100

11.26 11.00 10.69 10.67 10.68 11.09 10.96 10.03

6.54 6.21 7.11 6.19 6.72 6.65 6.14 6.39

Total

Male Female Total

Boys Girls Mixed

Male Female Male Female Total

38 30 24 13 37 62 43 105

52.82 53.03 50.63 58.54 53.41 51.97 54.70 53.09

10.59 10.14 9.15 9.52 9.92 10.04 10.17 10.13

39 39 16 6 22 55 45 100

32.28 32.62 34.31 30.33 33.23 32.87 32.31 32.62

12.76 13.03 11.76 17.15 13.12 12.40 13.44 12.82

Total

Male Female Total

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The interaction effects for whether the increase in Mathematics achievement scores from pretest to posttest vary by treatment, gender or school type was statistically significant for treatment (F (1,197)= 178.43, p=. 000) and not statistically significant for gender and school type. The between-subjects factors (treatment, gender and school type), are comparisons between students pretest and posttest Mathematics achievement. There was statistically significant difference by treatment (F (1,197) =77.07, p=. 000) and not statistically significant difference by gender and school type. The null hypothesis was not accepted, thus there is a significant effect of CAI module on students achievement in matrices and transformations.

For the second question: Is there any significant difference in the achievement on matrices and transformations between subjects exposed to CAI module and those not. A 2(treatment) x 2(gender) x 3(school type) factorial ANOVA of Mathematics achievement posttest was calculated to find any differences in achievement among students in different treatment groups, gender and school type. There was a statistically significant difference for the treatment effects (F (1,197) = 140.63, p=. 000). Gender, school type and the interaction effects were not statistically significant. Consequently the null hypothesis was not accepted, indeed there is a significant difference in the achievement of subjects exposed to CAI and those not.

Table3 shows pretest and posttest mean scores and standard deviations for the attitude towards Mathematics course. Pretest means are statistically similar while posttest means are statistically different between experimental and control groups. The standard deviations for both the pretest and posttest attitude scores are comparably similar.

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Table 3:

Observed Means and Standard Deviations for Attitude by Treatment, Type of school and Gender Experimental n M SD Pretest n Control M SD

Boys Girls Mixed

Male Female Male Female Total

38 30 24 13 37 62 43 105

46.68 47.53 47.71 47.54 47.65 47.08 47.53 47.27

7.04 6.52 7.06 7.03 6.95 7.01 6.59 6.81 Posttest

39 39 16 6 22 55 45 100

47.10 48.51 46.13 46.17 46.14 46.82 48.20 47.44

7.01 7.40 7.09 6.97 6.89 6.98 7.31 7.13

Total

Male Female Total

Boys Girls Mixed

Male Female Male Female Total

38 30 24 13 37 62 43 105

58.50 56.97 56.88 56.62 56.78 57.87 56.86 57.46

4.96 4.66 6.85 5.38 6.30 5.77 4.83 5.40

39 39 16 6 22 55 45 100

47.23 47.54 49.50 40.83 47.14 47.89 46.64 47.33

7.13 5.79 7.34 3.76 7.86 7.31 5.99 6.75

Total

Male Female Total

To answer the third question: What are the effects of the CAI module on students attitude towards Mathematics course? a mixed-design ANOVA of attitude was calculated. The main effects of the within-subjects factor for attitude was statistically significant (F (1,197) =50.55, p=. 000), thus pretest and posttest attitudes are not equal. The interaction effects for whether the increase in attitude scores from pretest to posttest vary by treatment, gender and school type was statistically significant for treatment (F (1,197) = 65.43, p =. 000) and was not statistically significant for gender and school type. The between-subjects factors (treatment, gender and school Type) are comparisons between students pretest and posttest attitudes. There was statistically significant difference by treatment (F (1,197) =51.41, p=. 000) and not statistically significant difference by gender and school Type. The

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null hypothesis was not accepted, thus there is a significant effect of CAI module on students attitude towards Mathematics course.

To answer the fourth question: Is there any significant difference in attitudes lessons on matrices and transformations between subjects exposed to CAI module and those not? a 2 x 2 x 3 factorial ANOVA of attitude was calculated. There was a statistically significant main effects for treatment (F (1,197) = 135.60, p = .000) and gender (F (1,197) = 6.32, p =. 013) and not statistically significant main effects for school type. Both the interaction effects for treatment by gender (F (1,197) =5.60, p=. 019) and treatment by school type (F (2,197) = 3.18, p = .044) were statistically significant. The males were more positive in attitude towards Mathematics course than females in both the treatment groups but the subjects in CAI groups showed higher attitude scores than those in conventional groups. The null hypothesis was not accepted, indeed there is a significant difference in the attitudes towards Mathematics course between subjects exposed to CAI and those not albeit differences in gender within treatment groups.

Conclusion and Recommendations The results of this study indicated that there was a significant difference in the Mathematics achievement and attitude of Form Four students according to the treatments. These indicate the need for educators to provide opportunities for all students to engage in CAI groups in Mathematics. It is not suggested here that all Mathematics content be studied using CAI mode, however, Mathematics educators are encouraged to recognize the effectiveness and benefits of this alternative approach and to structure more CAI lessons in their classrooms. A possible explanation for the effectiveness of CAI learning in this study involves students active involvement in the learning process through frequent and student-machine interaction. However, differences were found according to gender within treatment groups. As a result, there is need for further research to ascertain whether the differences are coincidental or genuine.

With little research having been conducted in Kenya in Mathematics on CAI, a major contribution of this study is that the CAI approach is more effective than conventional approach for producing achievement and attitude gains in such a population. In an effort to meet the needs of increasingly diverse students, CAI provides Mathematics educators with an effective instructional approach for enhancing the success of our youth in the evolving ICT society.

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References
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