The impact of computer-assisted instruction on secondary school students' achievement in geography

This research, carried out in Manicaland Province in Zimbabwe, aimed to investigate the impact of computer-assisted instruction on students’ performance in Geography. The equivalent group research design which included a pre-test post-test control group design was used. Respondents to interviews and pre-test and post-test questionnaires were made up of forty Form 3 students and eight teachers randomly selectedfrom two secondary schools. The data obtained were analysed using t-test, chi-square and SPSS descriptive statistical techniques. The results showed that the computer-assisted instruction (CAI) gave a higher student performance rate in comparison to those who used expository (traditional) instructional strategy (EIS'). There was no significant difference on performance between male and female students exposed to computer-assisted instruction. Recommendations for a follow-up study are made.

A research on how ICT's have impacted positively to the Geography pass rates in rural Zimbabwe schools being the case study.