Effects of Computer-Assisted Instruction and Concept Mapping on the Academic Achievement of Students with Hearing Impairment in Ecology in Ibadan, Oyo State, Nigeria

Abstract

This study investigated the effects of computer-assisted instruction (CAI) and concept mapping (CM) on the academic achievement of students with hearing impairment (SHI) in ecology in Ibadan, Oyo State, Nigeria. Three hypotheses were generated for the study while the pretest-posttest, control group quasi-experimental research design was adopted for the study. The treatment was cross examined with gender and academic self-efficacy among students with hearing impairment for a period of 8 weeks. The Ecology Achievement Test (EBAT, r = 0.67) and the Academic Self-efficacy Questionnaire (ASEQ, I± =.79) was used for data collection. Data generated were analysed with Analysis of Covariance (ANCOVA) at p<0.05. Results revealed a significant main effect of treatment on the achievement of SHI in ecology; no significant interaction effect of gender and academic self-efficacy on the achievement of SHI in ecology and no significant interaction effect of treatment, gender and academic self-efficacy on the academic achievement of SHI in ecology. The study concluds that both CAI and CM have positive effect on the academic achievement of SHI in ecology but CAI has the highest significant effect on the participants. Based on the findings, it is recommended that biology and other science subject should be taught to SHI using self-learning, engaging and technologically appealing computermediated approach such as the CAI.