Influence of Computer-Assisted Interactive Instruction on Achievement in English Reading Comprehension among Form Two Secondary School learners in Embakasi Sub-County
DOI:
https://doi.org/10.70619/vol6iss3pp41-51-818Keywords:
Educational Technology, Interactive Learning Tools, Computer-Assisted Learning (CAL), Reading Comprehension AchievementAbstract
The study aimed to explore the effect of interactive learning tools in Computer-Assisted Learning (CAL) on English reading comprehension achievement among learners in Secondary schools in the Embakasi Sub-County, Nairobi, Kenya. The study was based on three main aspects of CAL: educational software applications, interactive multimedia, and virtual learning platforms, to improve learners' engagement and understanding. The study was anchored on Solomon's four-group experimental design and involved 286 Form Two students of four secondary schools. The participants were separated into Experimental Groups (E1 and E2) and Control Groups (C1 and C2). Data collection instruments included pre- and post-test reading comprehension assessments, learner and teacher questionnaires, and interviews with school principals. Statistical analysis using SPSS included descriptive statistics, t-tests, ANOVA, and regression. Findings revealed no significant difference in baseline pre-test scores between E1 and C1 (p > .05), confirming group equivalence. However, post-test results showed that learners in the experimental groups, who were exposed to interactive CAL tools, outperformed those in the control groups. ANOVA results were statistically significant (p = .000), and Post Hoc analysis confirmed that the difference was due to the intervention. Regression analysis further indicated a strong predictive relationship between interactive tools and learner achievement (R² = 0.6402; β = 0.119, p = 0.014). The study concludes that interactive CAL tools enhance reading comprehension by providing dynamic, student-centered learning experiences. It recommends integrating CAL tools into English instruction to support diverse learning needs and improve reading outcomes in secondary schools.
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