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It also investigated how gender influenced performance for students exposed to CAI(AT) and CAI(AN) packages. A pretest-posttest experimental design with a 3x2 factorial layout and 120 SSII students (60 male, 60 female) was used.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/comparative-effects-of-two-modes-of-computer-assisted-instructional-package-on-solid-geometry-achievement/599755/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/comparative-effects-of-two-modes-of-computer-assisted-instructional-package-on-solid-geometry-achievement/599755.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What instructional package modes were compared in the study?","Question",{"text":112,"@type":113},"The study compared two CAI package modes: Animation with Text (AT) and Animation with Narration (AN).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and what was the sample size?",{"text":117,"@type":113},"A pretest-posttest experimental design with a 3x2 factorial structure was used, involving 120 SSII students (60 male and 60 female).",{"name":119,"@type":110,"acceptedAnswer":120},"What method(s) were used to analyze the data?",{"text":121,"@type":113},"Analysis of Variance (ANOVA) and t-test were used to analyze the collected data.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599755,1792231705,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Comparative Effects of Two Modes of Computer-Assisted Instructional Package on Solid Geometry Achievement  \nIsiaka Amosa Gambari, Victoria Ifeoma Ezenwa, & Romanus Chogozie Anyanwu Federal University of Technology, Nigeria  \nAbstract  \nThe study examined the effects of two modes of computer-assisted instructional package on solid geometry achievement amongst senior secondary school students in Minna, Niger State, Nigeria. Also, the influence of gender on the performance of students exposed to CAI(AT) and CAI(AN) packages were examined. This study adopted a pretest-posttest experimental design with 3 x 2 factorial design and a sample of 120 Senior Secondary class Two (SSII) students (60 male and 60 female) . Computer-Assisted Instructional package of two modes; Animation with Text (AT), and Animation with Narration (AN) were employed as treatment instruments and a Solid Geometry Achievement Test (SGAT) was used as test instrument. A trial test was carried out and a reliability coefficient of 0.78 was obtained using the KR-21 . Analysis of Variance (ANOVA) and t-test was used in analysing data collected. The study revealed that, there were significant differences in the post-test mean scores of CAI(AT), CAI(AN) and the control group (F = 11.468, df = 119, p\u003C0 .05) and the Scheffe’s post-hoc test revealed a significant difference between CAI(AN) and the lecture method groups, favoring CAI(AN), there was no statistically significant difference in the post-test mean scores of male and female students taught using CAI(AT) (t=0,660,df=38, p>0 .05) and CAI(AN) (t=1 .455, df = 38, p>0 .05) . Based on these findings, it was therefore recommended that mathematics teachers should be encouraged to use CAI(AN) for meaningful and effective teaching and learning of mathematics.  \nKeywords: Computer-assisted instruction; Multimedia-based learning; Animation+Narration;  \nAnimation+On-screen text; Solid geometry; Secondary students  \nIntroduction  \nMathematics as a subject can be seen in all facets of life and in day-to-day occupations such as internet technology, banking, construction, medicine, scientific discoveries and even in our planning of daily activities and many others. Mathematics remains a core subject in both the primary and secondary schools (FRN, 2008) . Without a credit pass in mathematics at the senior secondary school level, no student can access the tertiary education in Nigeria. One of the reasons for the review of the National Policy on Education 1998 was to expand the National Mathematical Centre (NMC) whose role is to enhance mathematics teaching and learning through research (FRN, 2008) . The Joint Admission and Matriculation Board (JAMB) brochure 2010 indicated that 80% of universities in Nigeria had a Mathematics department in the form of pure mathematics, industrial mathematics, mathematics/computer science, mathematics/statistics or mathematics/physics. A  \nsurvey report also shows that all 100level students in every university that offer science, engineering and technology courses, take mathematics as a general course.  \nAll these measures point to the importance of mathematics in the development of the nation. In spite of the importance attached to mathematics as a core subject in Nigerian schools today and its application in everyday life, there has been consistent poor performance at all levels starting from the primary school level (Agwagah, l997; Gambari & Adeghenro, 2008; Iji & Harbor-Peters, 2005; WAEC & NECO May/June & Nov/Dec., 2007-2011) .  \nThe West African Examinations Council (WAEC, 2007, 2008, 2009, 2010 & 2011) Chief Examiners reports highlighted areas of students’ weaknesses to include (i) inability to carry out simplifications of surds and indices,(ii) applications of laws of logarithm,(iii) inability in choosing appropriate scales in plotting graphs(iv) poor knowledge on the rubrics of construction, and (v) confusion on plane and solid shapes.  \nThe problem and difficulties experienced by secondary ","cbCaipSSwhhtOzfL","https://ap.wps.com/l/cbCaipSSwhhtOzfL","pdf",513858,11,"English","# Introduction\n## Background of mathematics achievement challenges\n## Role of technology and multimedia in mathematics learning\n## Computer-assisted instruction (CAI) and related concepts\n## Study design and treatment modes","[{\"question\":\"What instructional package modes were compared in the study?\",\"answer\":\"The study compared two CAI package modes: Animation with Text (AT) and Animation with Narration (AN).\"},{\"question\":\"How was the study designed and what was the sample size?\",\"answer\":\"A pretest-posttest experimental design with a 3x2 factorial structure was used, involving 120 SSII students (60 male and 60 female).\"},{\"question\":\"What method(s) were used to analyze the data?\",\"answer\":\"Analysis of Variance (ANOVA) and t-test were used to analyze the collected data.\"}]","Comparative Effects of Two Modes of Computer-Assisted Instructional Package on Solid Geometry Achievement | PDF",1792089377,28]