Effectiveness of computer-based instruction: An analysis by gender

This study was designed to explore the instructional potential of a Computer-Based Instruction (CBI) program in the teaching of probability concepts to form three mathematics curriculum in selected secondary schools in Kenya.  Specifically, the study reported herein sought to determine whether there was a statistically significant difference by gender on students exposed to the computer based instruction in terms of the students’ achievement, their perception of the learning environment, and their attitudes and motivation during the instructional process in the area of probability. This involved comparisons between the male and female students on all the dependent measures namely the Mathematics Achievements Test (MAT), the Students’ Perception Questionnaire (SPQ), the Students’ Attitude Questionnaire (SAQ) and the Students’ Motivation Questionnaire (SMQ). The results infer that the CBI program resulted in significant learning gains, proper perception of the learning environment and lesson elements, better attitudes and motivation towards the topic on probability. This is statistically non significant based on the gender of the subjects.  Moreover, the CBI program alleviated the problem of teaching probability that is considered difficult to teach and learn, and hence provides better opportunities for equal students’ participation and interaction. In this regard, it is concluded that computer based interventions improve teachers skills in teaching and students understanding of concepts that have high cognitive demand irrespective of students gender.  It is thus recommended that the CBI program be integrated in the teacher training curricula and instructional process in the classroom.