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Sample the effects of computer assisted instruction on automobile technology students' academic performance and attitude in tertiary institutions of Nigeria

机译：样本计算机辅助指导对尼日利亚三级机关的汽车科技学业与态度的影响

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This This paper aimed to determine the effect of Computer Assisted Instruction (CAI) on automobile technology education students' academic performance and attitude in tertiary institutions of Nigeria. The design of this study was nonequivalent group, pre-test/post-test quasiexperimental design. The geographical area of the study was north-eastern region of Nigeria. The sample for the study comprised of 32 students offering automobile technology from the two intuitions involved in the study. The instruments used for data collection include Automobile Technology Pre & Post-test Achievement Test and Automobile Technology Attitude Questionnaire. Delivering the instruction with the aid of CAI package, effect size differences revealed that students' academic performance and attitude improved positively in favour of the experimental group. But, as indicted by t-test value the differences between the two groups were not significant in the academic performance and attitude of the automobile technology students in the tertiary institutions of Nigeria. Knowing whether the statistical test was significant is not the most important, but quantifying the strength of the difference between variables and determining to see whether the difference is meaningful in a practical sense matters. Therefore, this implied that using CAI will help in improving quality of education in tertiary institutions of Nigeria.
机译：本文旨在确定计算机辅助教学（CAI）对汽车技术教育学生在尼日利亚三等机构学术绩效和态度的影响。本研究的设计不等价组，预测试/后测试Quasiexperation设计。该研究的地理区域是尼日利亚东北地区。该研究的样本由32名学生组成，该学生提供了从研究中涉及的两种直觉的汽车技术。用于数据收集的仪器包括汽车技术前后测试成就测试和汽车技术态度问卷。借助CAI封装提供指示，效果大小差异显示，学生的学生表现和态度积极地改善了实验组。但是，如T-Test Virts所阐述，两组之间的差异在尼日利亚三级机构的汽车技术学生的学术绩效和态度方面并不显着。了解统计测试是否显着不是最重要的，而是量化变量之间的差异的强度，并确定差异在实际意义上是否有意义。因此，这意味着，使用CAI将有助于提高尼日利亚大专院校教育质量。

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