The Effect of Computer Mediated Instruction (CMI) on the Motivation and Achievement of Science Students in Mainstream Zone Education Prioritaire (ZEP) Schools

This study investigated the effects of computer-mediated instruction in an interactive multimedia learning environment on Standard V pupils from Zone d’Education Prioritaires (ZEP) schools in terms of achievement and motivation. The study measured the effectiveness of Computer Mediated Instruction (CMI) for science students. The theory was to provide a research framework to explain or predict effective learning by pupils using CMI. Two modes of instruction were used, computer-mediated instruction and the traditional book (control group); these modes were designed and developed to serve the purpose of this study. Both the CMI and the traditional book instruction were treated as independent variables, and the dependent variables were the students’ achievement scores and motivation. A random sampling was taken from a total of 65 pupils from the ZEP schools participating in this study. The participants were randomly assigned to one of the modes of instruction. Descriptive and inferential statistics were performed to analyse the collected data. The results revealed that the pupils who used CMI performed significantly better than those who used traditional book instruction in terms of achievement and motivation.