Effect Of Computer Assisted Strategy On Students Attitude Retention And Achievement In Biology

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
5.1 Introduction
This chapter summarizes the findings on the effect of computer assisted strategy on students attitude retention and achievement in biology. The chapter consists of summary of the study, conclusions, and recommendations.

5.2 Summary of the Study
In this study, our focus was on the effect of computer assisted strategy on students attitude retention and achievement in biology. The study is was specifically focused on examining the students’ perception towards the use of Computer-Assisted Instruction in learning base on school type and examining the difference between male and female students’ perception towards the use of Computer-Assisted Instruction in teaching and learning .
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff and students of selected secondary schools in Abuja.

5.3 Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
In this study, it was discovered that students irrespective of school type have positive perception towards the use of CAI and enjoy using it for learning . Gender had a significant influence on the perception of students towards CAI, and similarly no significant difference was established between male and female student in their interest towards CAI. It was discovered that lack of infrastructural facilities, difficulties in infusing Internet use into the curriculum and also lack of appropriate teacher development are some of the factors impeding the use of CAI in Nigerian schools.

5.4 Recommendation
1. The following recommendations were made based on the findings:
2. (i) Provisions should be made for teachers to be able to integrate ICT-based methodology into their teaching, and also, all classrooms should be equipped with necessary infrastructure and, lastly, all students should be provided with access to media laboratories whenever they want to.
3. (ii) Since mathematics is one of the subjects perceived as being difficult, the use of using CAI for teaching and learning mathematics in senior secondary schools should be encouraged.
4. (iii) Seminars, workshops and conferences on the use of CAI and ICT in general should be organized by government and education stakeholders to train teachers in the use of ICT for teaching their various courses.