Effect of computer-based instruction on performance in numeracy of field-dependent and field-independent primary school pupils in Ile-Ife, Osun state, Nigeria

Abstract

The study examined the effect of computer-based instruction (CBI) on field-dependent and field-independent primary school pupils’ knowledge of Arithmetic concepts.It also assessed the effect of Computer-based Numeracy instruction on their retention of learned Arithmetic concepts and investigated the moderating effects of sex on knowledge and retention of learned Arithmetic concepts by the two categories of learners. The study adopted the one-group pre-test post-test research design.  The sample comprised 95 pupils of primary three in their contact classes in four primary schools purposively selected in Ile-Ife,Nigeria. The selection was based on availability of computer systems. The Group Embedded Figure Test (GEFT) was used to divide the pupils into group of field-dependent and field-independent after which 5the Computer Software Numeracy Instructional Package for Children (CSNIPC) was used to teach Arithmetic concepts. Achievement Test on Numeracy (ATN) was used for pre-test, post-test and retention test. The data collected were analyzed using Analysis of Covariance (ANCOVA) and 2-way repeated measure (ANOVA) respectively. Significant difference was found between pupils’ mean score in Arithmetic concepts based on their cognitive styles of learning (F₁,₉₂ = 0.02, p<0.05). Also Computer-based Numeracy Instruction (CBNI) has no significant effect on the retention of learned Arithmetic concepts of field-dependent and field-independent pupils (F_(2,92) = 0.370, p >0.05). In addition, sex has no significant effect on the knowledge of learned Arithmetic concepts  (F _{(1, 90)} = 2.865; p>0.05) and retention (F _{(2, 90)} = 0.292, p>0.05) of field dependent and field independent pupils.