EFFECT OF COMPUTER ASSISTED INSTRUCTION AND DIRECT METHOD ON JUNIOR SECONDARY STUDENTS’ INTEREST AND ACHIEVEMENT IN FRENCH GRAMMAR IN NASARAWA STATE

Abstract

The study investigated “the effects of Computer Assisted Instruction (CAI) and Direct Method on Junior Secondary School Students' Achievement in French Grammar in Nasarawa State”. Two research questions were raised and two corresponding hypotheses were formulated to guide the study adopted a quasi-experimental design, involving the pretest posttest non-equivalent control group design.  The study was carried out using a total of one hundred (100) J.S.S. II students in Nasarawa State. The instrument of the study was the French Grammar Achievement Test (FGAT). Data were analysed using mean and standard deviation to answer the research questions, while ANCOVA and t-test were used to test the hypotheses at a 0.05 level of significance. Test reliability was computed using K-R 20 correlation. The result of the rated scale was collected. It was found that CAI yielded a higher mean score than the direct method.  The study also revealed that no significant difference in the mean achievement of male and female students taught using Computer Assisted instruction. Recommendations include that French teachers should use computer assisted instruction to teach French language concept to enhance achievement of students.