MODERATING EFFECTS OF GENDER AND MATHEMATICAL ABILITY ON COMPUTER ASSISTED INSTRUCTIONAL STRATEGY AND STUDENTS' ACHIEVEMENT IN MATHEMATICS

Abstract

The study determined the moderating effects of gender and mathematical ability on computer assisted instructional strategy (drill-and-practice and tutorial) and students' achievement in quadratic equation. The pretest-posttest control group quasi-experimental design was used. The study was conducted in Senior Secondary Schools in Ibadan North Local Government Area, Oya State, Nigeria. Two hundred and sixty Senior Secondary School two students participated in the study. They were randomly assigned to groups. Treatment lasted four weeks. Instruments used were Quadratic Equation Achievement Test (r=0.87) and Mathematical Ability Test (r=0. 73) and teachers' instructional guide. Data were analysed using Analysis of covariance and Bonferroni post-hoc test at p< 0.05. Mathematical ability has significant effect on students' achievement in quadratic equation, but gender did not. Also, there were significant main effects of mathematical ability (Fr2•241;=7.967;
partial r/=0.062) and gender (Fr1.241;=28.063; partial 1]2 =0.104), respectively on students' achievement in quadratic equation. Other interaction effects (treatment and gender, mathematical ability and gender, treatment, mathematical ability and gender) were not significant. Drill-and-practice and tutorial Strategies enhanced student achievement in quadratic equation.