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Lecturers' Perceived Effectiveness of Computer-Assisted Instruction
System in Teaching General Studies Courses in Public Tertiary
Institutions in Anambra State
1
Nwankwo, Madeleine Chinyere PhD;
2
Umeadi Frank Somtoo
1
Department of Science Education, Nnamdi Azikiwe University, Awka.
2
Department of Computer Science Education, Federal College of education (Tech), Umunze
DOI:
https://doi.org/10.51583/IJLTEMAS.2026.150300021
Received: 11 March 2026; Accepted: 16 March 2026; Published: 02 April 2026
ABSTRACT
This study investigated the effectiveness of Computer-Assisted Instructional Strategies (CAIS) in teaching
General Studies (GS) courses in public tertiary institutions in Anambra State, Nigeria. Specifically, it examined
lecturers’ perceptions of CAIS in fostering students’ critical thinking, self-confidence, technical proficiency, and
learning outcomes, while also exploring challenges and institutional support structures. A mixed-method design
was adopted, combining quantitative and qualitative approaches. The quantitative strand employed survey
questionnaires administered to male and female GS lecturers, with hypotheses tested using the t-test at 0.05
significance level. The qualitative strand involved semi-structured interviews with lecturers across universities,
polytechnics, and colleges of education, thematically analysed to capture experiences and perceptions. Findings
revealed that lecturers generally perceived CAIS as effective in enhancing students’ critical thinking, confidence,
and digital competence, with mean ratings above the 2.50 benchmark. T-test results showed no significant gender
differences in perceptions, suggesting shared experiences across male and female lecturers. Qualitative insights
highlighted CAIS as valuable in managing large GS classes, fostering debate and analytical reasoning, and
promoting self-confidence, especially through interactive tools, online forums, and multimedia. However,
persistent challenges—including epileptic electricity, poor internet connectivity, inadequate ICT facilities, and
limited institutional support—significantly constrained CAIS adoption. Lecturers maintained generally positive
attitudes toward CAIS but emphasized the need for sustained training, infrastructural development, and
supportive policies. The study concludes that CAIS holds strong potential for transforming GS instruction in
Nigeria, but institutional investment, equity of access, and capacity-building remain critical for maximising its
impact.
Keywords: Computer-Assisted Instruction System (CAIS); Multimedia; Computer Technology; Computer
Studies; Communication and Networking.
INTRODUCTION
The integration of technology into education has driven a crucial shift from traditional, teacher-centered
instruction to dynamic, digital learning environments. In Nigeria, modern educational demands have begun to
exceed the capabilities of conventional teaching alone, necessitating a reassessment of instructional practices to
address a swiftly changing academic landscape (Oluwatosin & Bolanle, 2024). This need is particularly evident
in foundational, interdisciplinary courses like the General Studies (G.S.) program. The G.S. curriculum is
designed to cultivate well-rounded, adaptable graduates by expanding their intellectual horizons and fostering
critical thinking, civic duty, and cultural awareness (National Open University of Nigeria, 2024; Ogbu, 2023).
Despite its foundational importance, the execution of G.S. courses in Anambra State faces profound challenges.
Institutions grapple with overwhelming student populations, high failure rates, and the continued reliance on
antiquated teaching methodologies (Anike, 2024; Oguejiofor & Obidile, 2023). Conventional instructional
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methods struggle to engage the diverse academic backgrounds and learning styles present in these exceptionally
large classes (Wallis, 2023). Consequently, there is a pressing need for educators to transition from being sole
knowledge transmitters to collaborative facilitators, a shift that requires the adoption of modern pedagogical
approaches (Eslit, 2023).
To address these educational gaps, the Computer-Assisted Instruction System (CAIS) has emerged as a
promising solution. CAIS utilizes interactive, multimedia-rich digital platforms to deliver educational content,
facilitating both individualized and collaborative learning experiences (Adewoye & Olaseni, 2022; Onochie &
Ishiwu, 2022). While CAI possesses strong qualities that can enhance school performance by promoting a
student-centered approach (Rawat & Sood, 2021; Wali & Ahmad, 2021), its practical implementation in Nigerian
public tertiary institutions raises valid concerns. Stakeholders note that the mere presence of technology does
not guarantee its effective utilization or translate to anticipated enhancements in student performance.
Consequently, this study investigates the actual perceived effectiveness of CAIS among lecturers teaching G.S.
courses in public tertiary institutions across Anambra State. By capturing the direct experiences and perceptions
of the educators who implement these systems, the research aims to uncover any discrepancies between the
theoretical advantages of CAIS and its practical reality. Ultimately, this will yield evidence-based insights to
guide future policy recommendations, optimize resource distribution, and improve teacher training.
Propose of the Study: The purpose of this study was to determine lecturers' perceived effectiveness of using
the Computer-Assisted Instruction System (CAIS) in teaching General Studies (GS) courses in public tertiary
institutions in Anambra State, Nigeria. Specifically, the study measured the perceived degree to which CAIS
achieves its intended objectives by:
1. Investigating lecturers’ perceived effectiveness of the computer-Assisted Instruction System (CAIS) in
fostering students' critical thinking in General Studies courses;
2. Assessing lecturers’ perceived effectiveness of CAIS in influencing students’ self-confidence in General
Studies courses;
3. Examining lecturers’ perceived effectiveness of CAIS in developing students’ technical proficiency with
CAIS tools for General Studies courses;
4. Determining lecturers’ perceived effectiveness of CAIS in achieving student learning outcomes in
General Studies courses;
5. Exploring perceived strategies that can enhance the effectiveness of CAIS in teaching General Studies
courses in public tertiary institutions in Anambra State, Nigeria.
Research Questions:
The study sought to answer the following research questions:
1. To what extent do lecturers perceive the Computer-Assisted Instruction System (CAIS) as effective in
fostering students' critical thinking in General Studies courses?
2. To what extent do lecturers perceive CAIS as effective in influencing students’ self-confidence in General
Studies courses?
3. To what extent do lecturers perceive CAIS as effective in developing students’ technical proficiency with
CAIS tools for General Studies courses?
4. To what extent do lecturers perceive CAIS as effective in achieving student learning outcomes in General
Studies courses?
5. What are the perceived strategies that can enhance the effectiveness of CAIS in teaching General Studies
courses in public tertiary institutions in Anambra State, Nigeria?
Hypotheses: The stated null hypotheses below were tested at 0.05 level of significance;
1. There is no significant difference between the mean rating of male and female GS lecturers' perceived
effectiveness of CAIS in fostering students' critical thinking based on their attitude towards CAI.
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2. There is no significant difference between the mean rating of male and female GS lecturers' perceived
effectiveness of CAIS in influencing students' self-confidence based on their attitude towards CAI.
3. There is no significant difference between the mean rating of male and female GS lecturers' perceived
effectiveness of CAIS in developing students' technical proficiency with CAIS tools based on their
attitude towards CAI.
4. There is no significant difference between the mean rating of male and female GS lecturers' perceived
effectiveness of CAIS in achieving student learning outcomes based on their attitude towards CAI.
Method: The qualitative data from the interviews was analysed using thematic analysis. This process involved
transcribing the interviews, systematically coding the data, and identifying recurring themes and patterns. The
themes from this qualitative analysis were used to provide context and depth to the quantitative findings,
explaining the underlying reasons for the lecturers' perceptions and experiences with CAIS. The study was
conducted in Anambra State. A population of Ninety-Eight (98) respondents. It consists of all the academic staff
of the public tertiary institutions in Anambra state who have utilized CAIS to teach general studies courses in
the public universities, polytechnics, and colleges of education in Anambra state. The sample for the study is
Fifty (50) respondents, which included all GS academic staff who have used CAIS to teach GS courses and in
the public universities, polytechnics, and colleges of education in Anambra state. Despite the population being
manageable, the census approach was inapplicable since not all GS lecturers have used the CAIS in teaching GS
courses. The sampling technique used a proportional distribution method to choose respondents from the
academic institutions.
Instrument: 40 structured standardized questions CAIS was selected. The instrument used was divided into two
sections, A and B. Section A was designed to obtain demographic information about the respondents, while
section B contained 40 items aligned with the specific purposes of the study. The content of Section B was
divided into five clusters to measure the perceived effectiveness of CAIS:
Cluster B1: This cluster contains 8 items that measured the extent to which lecturers perceive CAIS as effective
in fostering students' critical thinking in General Studies courses.
Cluster BII: This cluster contains 8 items and was used to assess the extent to which lecturers perceive CAIS
as effective in influencing students’ self-confidence in General Studies courses.
Cluster BIII: This cluster contains 8 items and was designed to gauge the extent to which lecturers perceive
CAIS as effective in developing students’ technical proficiency with CAIS tools for General Studies courses.
Cluster BIV: This cluster contains 8 items and provided information on the extent to which lecturers perceive
CAIS as effective in achieving student learning outcomes in General Studies courses.
Cluster BV: This cluster contains 8 items aimed at identifying the perceived strategies that can enhance the
effectiveness of CAIS in teaching General Studies courses in public tertiary institutions in Anambra State,
Nigeria.
Table 1: Questionnaire Distribution and Return Rate Based on Institution
Name of Institution
Number of
Copies
Administered
Number of
Copies
Returned
Response Rate (%)
Nnamdi Azikiwe University Awka
12
10
83.3
Federal Polytechnic Oko
10
8
80
Federal College of Education (Technical)
Umunze
10
8
80
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National Open University of Nigeria, Anambra
State
10
8
80
Nwafor Orizu College of Education Nsugbe
8
6
75
Anambra State Polytechnic Mgbakwu
Nil
Nil
Nil
TOTAL
50
40
80
Table 1 illustrates the distribution and return rates of questionnaires across various institutions. A total of 50
questionnaires were administered, with 40 successfully returned, yielding an overall response rate of 80%.
Notably, the Federal College of Education (Technical) Umunze and Federal Polytechnic Oko, and the National
Open University of Nigeria, Anambra State recorded identical return rates of 80%, with 10 questionnaires
distributed in each institution and 8 returned. Nnamdi Azikiwe University Awka had a response rate of 83.3%,
with 12 questionnaires administered and 10 returned. In contrast, Nwafor Orizu College of Education Nsugbe
had a lower return rate of 75%, with 8 out of 10 questionnaires returned. It is important to note that there were
no questionnaires distributed at Anambra State Polytechnic Mgbakwu, resulting in a return rate of nil for that
institution. In total, across all institutions, 40 questionnaires were returned out of the 50 distributed. This data
will provide a solid foundation for the subsequent analysis of lecturers' perceptions regarding the effectiveness
of the Computer-Assisted Instruction System (CAIS) in teaching General Studies courses.
Table 2: Distribution of Respondents by Gender
Gender
Number of Copies
Distributed
Response Rate
(%)
Males
27
81
Females
23
78
TOTAL
50
80
Table 2 presents the gender distribution of the study sample. Out of 50 questionnaires distributed, 27 were
administered to males and 23 to females. Of these, 22 male respondents returned their questionnaires,
representing a response rate of 81 percent, while 18 females returned theirs, giving a slightly lower response rate
of 78 percent. In total, 40 questionnaires were successfully retrieved, resulting in an overall response rate of 80
percent. The data indicates that male respondents were slightly more represented in the study than females,
though the difference was minimal. This balance suggests that the perspectives of both genders were fairly
captured in the research, thereby strengthening the representativeness of the findings.
Table 3 Cluster BI: The extent to which lecturers perceive CAIS as effective in fostering students' critical
thinking in General Studies courses
S/N
ITEM
Male GS Lecturers
Female GS Lecturers
x
SD
Remarks
x
SD
Remarks
1
CAIS effectively promotes students'
ability to analyze complex
information presented in General
Studies courses.
3.14
2.73
VHE
2.89
2.62
HE
2
The use of CAIS encourages
students to evaluate and synthesize
different sources of information.
2.91
2.54
HE
2.67
2.33
HE
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3
CAIS tools help students to identify
logical fallacies and biases in course
materials.
2.32
2.04
LE
2.33
2.05
LE
4
CAIS is effective in developing
students' problem-solving skills in
GS topics.
2.55
2.34
HE
2.61
2.33
HE
5
Students who use CAIS are more
likely to generate innovative
solutions to course-related problems.
2.82
2.47
HE
2.78
2.45
HE
6
The interactive nature of CAIS
fosters students' ability to make
informed judgments.
3.14
2.70
VHE
2.94
2.70
HE
7
CAIS provides opportunities for
students to critically reflect on their
learning process.
3.09
2.71
VHE
2.89
2.71
HE
8
The use of CAIS helps students to
construct well-reasoned arguments
in GS courses.
3.14
2.73
VHE
3.00
2.65
VHE
CLUSTER MEAN & SDEV.
2.89
2.533
HE
2.764
2.481
HE
Key: 3.0 to 4.0 corresponds to VHE; 2.5 to 2.99 corresponds to HE; 1.5 to 2.49 corresponds to LE; and Below
1.5 corresponds to VLE.
Table 3 presents lecturers’ perceptions of the extent to which the Computer-Assisted Instruction System (CAIS)
fosters critical thinking in General Studies (GS) courses. The results show that male lecturers rated items 1, 6, 7,
and 8 very highly (means ranging from 3.09–3.14), indicating strong agreement that CAIS promotes analysis of
complex information, reflective practice, informed judgment, and construction of well-reasoned arguments.
Female lecturers also rated these items positively, though slightly lower, with item 8 reaching “Very High
Extent.” Both male and female lecturers rated item 3 (“CAIS helps students identify logical fallacies and biases”)
low (means of 2.32 and 2.33), suggesting a limitation of CAIS in this area. Other items—such as CAIS’s role in
fostering evaluation, synthesis, problem-solving, and innovation—were rated within the “High Extent” range by
both groups. The cluster means (male: 2.89; female: 2.76) confirm that lecturers generally perceive CAIS as
effective to a high extent, with only minor gender differences. Overall, the findings suggest CAIS is valued for
promoting critical thinking in GS courses, though it may require complementary instructional strategies to
address skills like identifying biases and fallacies.
Table 4: Cluster BII: The extent to which lecturers perceive CAIS as effective in influencing students’ self-
confidence in General Studies courses
S/N
ITEM
Male GS Lecturers
Female GS Lecturers
x
SD
Remarks
x
SD
Remarks
9
Using CAIS in class increases
students' self-assurance in
discussing General Studies
topics.
2.95
2.58
HE
2.72
2.40
HE
10
CAIS tools contribute to
students' belief in their ability
2.95
2.59
HE
2.72
2.43
HE
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to successfully complete GS
course assignments.
11
Students are more confident in
their academic abilities after
interacting with CAIS.
2.82
2.45
HE
2.67
2.33
HE
12
CAIS effectively reduces
students' anxiety about
learning complex GS
concepts.
2.32
2.09
LE
2.33
2.05
LE
13
The immediate feedback from
CAIS helps to build students'
confidence.
3.14
2.73
VHE
2.83
2.49
HE
14
Students are more willing to
participate in classroom
activities when CAIS is used.
2.82
2.49
HE
2.61
2.33
HE
15
CAIS-based learning
increases students' overall
motivation and confidence in
GS courses.
2.82
2.49
HE
2.78
2.43
HE
16
The perceived effectiveness of
CAIS contributes positively to
students’ belief in their
learning success.
2.77
2.43
HE
2.56
2.26
VHE
CLUSTER MEAN & SDEV.
2.82
2.48
HE
2.653
2.342
HE
Key: 3.0 to 4.0 corresponds to VHE; 2.5 to 2.99 corresponds to HE; 1.5 to 2.49 corresponds to LE; and Below
1.5 corresponds to VLE
The analysis of Table 4 reveals that lecturers perceive CAIS as effective in influencing students' self-confidence
in General Studies courses. Both male and female lecturers rated most items with mean scores above 2.50,
indicating a high extent (HE) of agreement.
Male lecturers rated item 13 ("The immediate feedback from CAIS helps to build students' confidence") with a
mean score of 3.14, categorized as "Very High Extent." Female lecturers also rated this item positively, with a
mean score of 2.83, indicating a high extent (HE) of agreement. However, both male and female lecturers
expressed concerns about CAIS's effectiveness in reducing students' anxiety about learning complex GS
concepts, with mean scores of 2.32 and 2.33, respectively, categorized as "Low Extent."
The cluster means for male and female lecturers are 2.82 and 2.653, respectively, exceeding the acceptable
benchmark of 2.50. This indicates that both male and female lecturers generally perceive CAIS as effective in
influencing students' self-confidence.
The findings suggest that CAIS is perceived as an effective tool for promoting students' self-confidence,
particularly in areas such as increasing self-assurance, contributing to students' belief in their ability to complete
assignments, and building confidence through immediate feedback. However, there may be areas for
improvement, such as reducing students' anxiety about learning complex concepts.
Overall, the results indicate that CAIS is valued for its ability to promote students' self-confidence, but may
require complementary instructional strategies to address specific areas of concern.
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Table 5: Cluster BIII: The extent to which lecturers perceive CAIS as effective in developing students’
technical proficiency with CAIS tools for General Studies courses
S/N
ITEM
Male GS Lecturers
Female GS Lecturers
x
SD
Remarks
x
SD
Remarks
17
CAIS enhances students’ skills in
navigating different software and
digital platforms.
2.82
2.45
HE
2.61
2.29
HE
18
Students' ability to use various CAIS
tools for research and learning
improves significantly.
2.86
2.52
HE
2.67
2.36
HE
19
The use of CAIS helps students to
effectively manage digital files and
course materials.
2.36
2.13
LE
2.39
2.13
LE
20
Students develop technical
troubleshooting skills when problems
arise with CAIS tools.
2.32
2.04
LE
2.39
2.13
LE
21
CAIS is effective in preparing students
for a technologically driven academic
and professional world.
2.64
2.34
HE
2.67
2.31
HE
22
The use of CAIS improves students'
technical literacy beyond the scope of
General Studies courses.
2.55
2.24
HE
2.67
2.31
HE
23
Students are proficient in using the core
functionalities of the CAIS platforms
for their studies.
2.64
2.34
HE
2.56
2.24
HE
24
CAIS helps students in understanding
and applying new technological tools
and applications.
2.32
2.09
LE
2.28
2.03
LE
CLUSTER MEAN & SDEV.
2.56
2.268
HE
2.528
2.224
HE
Key: 3.0 to 4.0 corresponds to VHE; 2.5 to 2.99 corresponds to HE; 1.5 to 2.49 corresponds to LE; and Below
1.5 corresponds to VLE
Table 5 presents lecturers’ perceptions of the extent to which the Computer-Assisted Instruction System (CAIS)
develops students’ technical proficiency with CAIS tools in General Studies (GS) courses. The results indicate
a generally positive perception, with both male and female lecturers rating the majority of items within the “High
Extent” (HE) category. Male lecturers rated items 17 and 18 highly (means = 2.82 and 2.86), emphasizing CAIS’s
contribution to students’ skills in navigating software platforms and conducting digital research. Female lecturers
also echoed these perceptions with slightly lower but comparable means (2.61 and 2.67, respectively). Similarly,
both groups acknowledged CAIS’s role in preparing students for a technologically driven world (male mean =
2.64; female mean = 2.67) and in broadening their technical literacy beyond GS courses.
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However, notable limitations emerged. Both male and female lecturers rated items 19, 20, and 24 below the 2.50
benchmark, indicating that CAIS is less effective in helping students manage digital files, troubleshoot technical
issues, and adopt new technological applications. This suggests a gap between acquiring basic functional skills
and mastering advanced or independent technical competencies. The cluster means of 2.56 (males) and 2.53
(females) both exceed the 2.50 benchmark, confirming overall agreement that CAIS fosters technical proficiency
to a high extent. Nonetheless, the findings highlight the need for complementary institutional support, such as
structured digital literacy programs, to strengthen students’ ability to troubleshoot and apply emerging tools
effectively.
Table 6: Cluster BIV: the extent to which lecturers perceive CAIS as effective in achieving student learning
outcomes in General Studies courses
S/N
ITEM
Male GS Lecturers
Female GS Lecturers
x
SD
Remarks
x
SD
Remarks
25
CAIS is highly effective in helping
students achieve the stated learning
objectives of GS courses.
2.77
2.45
HE
2.56
2.29
HE
26
The use of CAIS leads to improved
academic performance and higher
grades in General Studies.
2.59
2.32
HE
2.61
2.31
HE
27
Students show a deeper understanding
of complex GS concepts after using
CAIS.
2.77
2.45
HE
2.50
2.24
HE
28
CAIS effectively improves students'
retention and recall of course
information.
3.18
2.75
VHE
3.00
2.60
VHE
29
The use of CAIS makes it easier for
students to apply theoretical knowledge
to practical scenarios.
2.68
2.35
HE
2.56
2.24
HE
30
CAIS is effective in promoting
collaborative learning among students.
2.95
2.59
HE
2.61
2.31
HE
31
The instructional design of CAIS leads
to significant improvements in student
learning outcomes.
2.59
2.30
HE
2.56
2.24
HE
32
CAIS facilitates a more personalized
learning experience that results in better
outcomes.
3.05
2.61
VHE
2.83
2.47
HE
CLUSTER MEAN & SDEV.
2.82
2.477
HE
2.653
2.336
HE
Key: 3.0 to 4.0 corresponds to VHE; 2.5 to 2.99 corresponds to HE; 1.5 to 2.49 corresponds to LE; and Below
1.5 corresponds to VLE
Table 6 presents the perceptions of male and female General Studies lecturers regarding the effectiveness of the
Computer-Assisted Instruction System (CAIS) in achieving student learning outcomes. Overall, both male and
female lecturers expressed a positive view of CAIS's impact on student learning. Male lecturers rated item 25,
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which assesses CAIS's effectiveness in helping students achieve stated learning objectives, with a mean score of
2.77, categorized as "High Extent." Female lecturers rated this item slightly lower at 2.56 but still within the
same category. In item 28, which focuses on the improvement of retention and recall of course information, male
lecturers scored it at 3.18 ("Very High Extent"), while female lecturers rated it at 3.00, indicating strong
agreement that CAIS significantly aids memory retention. Furthermore, both groups recognized the potential of
CAIS in promoting collaborative learning (item 30), with male lecturers scoring it at 2.95 and female lecturers
at 2.61, both indicating "High Extent." The cluster means reveal that male lecturers have an average score of
2.82 and female lecturers 2.65, both exceeding the benchmark of 2.50. This suggests a consensus that CAIS is
effective in achieving student learning outcomes. However, areas for improvement remain, particularly in
ensuring CAIS effectively enhances deeper understanding and application of theoretical knowledge, as indicated
by the lower scores for items related to these aspects. Overall, the findings reinforce CAIS's perceived value in
enhancing educational outcomes in General Studies courses.
Table 7: Cluster BV: The perceived strategies that can enhance the effectiveness of CAIS in teaching
General Studies courses in public tertiary institutions in Anambra State, Nigeria
S/N
ITEM
Male GS Lecturers
Female GS Lecturers
x
SD
Remarks
x
SD
Remarks
33
Providing adequate technical support for
lecturers is a key strategy to enhance CAIS
effectiveness.
2.91
2.54
A
2.94
2.47
A
34
Regular professional development and
training sessions for lecturers on new CAIS
tools would be beneficial.
3.14
2.70
SA
3.00
2.60
SA
35
Improving the internet and power
infrastructure in institutions would
significantly enhance CAIS.
3.00
2.63
SA
2.89
2.49
A
36
Developing course-specific CAIS content that
is highly relevant to the Nigerian context is
essential.
3.00
2.59
SA
2.83
2.49
A
37
Integrating CAIS use as a formal requirement
in all GS course curricula would be an
effective strategy.
2.86
2.52
A
2.89
2.40
A
38
The provision of dedicated and well-equipped
computer laboratories for GS students would
improve effectiveness.
2.91
2.58
A
2.94
2.26
A
39
Regular maintenance and updating of CAIS
hardware and software are crucial for its
effectiveness.
3.14
2.73
SA
3.00
2.65
SA
40
There should be a consistent institutional
policy that supports the long-term
implementation of CAIS.
2.91
2.52
A
2.83
2.49
A
CLUSTER MEAN & SDEV.
2.98
2.601
A
2.916
2.484
A
Key: 3.0 to 4.0 corresponds to SA; 2.5 to 2.99 corresponds to Agree; 1.5 to 2.49 corresponds to D; and Below
1.5 corresponds to SD.
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Table 7 details the perceived strategies that lecturers believe can enhance the effectiveness of the Computer-
Assisted Instruction System (CAIS) in teaching General Studies courses in public tertiary institutions in
Anambra State, Nigeria. Overall, both male and female lecturers expressed strong support for various strategies
aimed at improving CAIS. Notably, item 34, which emphasizes the importance of regular professional
development and training for lecturers on new CAIS tools, received the highest ratings, with male lecturers
scoring it at 3.14 ("Strongly Agree") and female lecturers at 3.00. This reflects a consensus on the necessity of
ongoing training to maximize CAIS effectiveness. Items 33 and 39 also garnered significant support,
highlighting the importance of providing adequate technical support and ensuring regular maintenance and
updates of CAIS hardware and software. Both male (3.14) and female (3.00) lecturers strongly agreed on the
latter, indicating a shared belief in the foundational role of reliable technical infrastructure.
Other strategies, such as improving internet and power infrastructure (item 35) and developing course-specific
content relevant to the Nigerian context (item 36), received high ratings, with both groups agreeing on their
importance for enhancing CAIS effectiveness. The overall cluster means indicate that male lecturers scored an
average of 2.98 and female lecturers 2.92, both categorized as "Agree." This suggests a broad consensus among
lecturers on the strategies that can strengthen CAIS's role in teaching General Studies. These insights emphasize
the need for institutional commitment to support CAIS through training, infrastructure improvements, and
content development tailored to local contexts.
Tests for Hypotheses
The hypotheses stated were tested using the T-test at a 0.05 level of significance with the aid of computer
application (Excel). The aim was to determine whether there is a significant difference between the mean ratings
of male and female GS lecturers regarding the perceived effectiveness of CAIS in four key areas: fostering
students’ critical thinking, influencing self-confidence, developing technical proficiency, and achieving learning
outcomes.
Table 8: Summary of T-test on the hypothesis that there is no significant difference between the mean
rating of male and female GS lecturers' perceived effectiveness of CAIS in fostering students' critical
thinking based on their attitude towards CAI.
t-test: Two Sample for Means - CLUSTER BI
Male GS Lecturers
Female GS Lecturers
Mean
2.8222222
2.702469136
Known Variance
0.1212213
0.076196845
Observations
8
8
Hypothesized Mean Difference
0
t
0.8085641
P(T<=t) one-tail
0.209383
t Critical one-tail
1.6448536
P(T<=t) two-tail
0.4187659
t Critical two-tail
1.959964
The null hypothesis 1 states there is no significant difference between the mean rating of male and female GS
lecturers' perceived effectiveness of CAIS in fostering students' critical thinking.
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The T-test analysis yielded a calculated t-value of 0.8085641 at the 0.05 level of significance. This calculated t-
value is compared against the t-critical value for a two-tailed test, which is ±1.959964. Since 0.8085641 falls
within the acceptable range (it is greater than −1.959964 and less than +1.959964), the result is non-significant.
Furthermore, the two-tailed P-value is 0.4187659, which is much greater than the 0.05 significance level.
Consequently, there is insufficient evidence to reject the null hypothesis. The hypothesis of no significant
difference between the mean ratings of male and female lecturers regarding CAIS effectiveness in fostering
critical thinking is accepted.
Table 9: Summary of T-test on the hypothesis that there is no significant difference between the mean
rating of male and female GS lecturers' perceived effectiveness of CAIS in influencing students' self-
confidence based on their attitude towards CAI.
t-test: Two Sample for Means - CLUSTER BII
Male GS Lecturers
Female GS Lecturers
Mean
2.761111111
2.59382716
Known Variance
0.084220615
0.052688615
Observations
8
8
Hypothesized Mean Difference
0
t
1.356310635
P(T<=t) one-tail
0.087500177
t Critical one-tail
1.644853627
P(T<=t) two-tail
0.175000353
t Critical two-tail
1.959963985
The null hypothesis 2 states there is no significant difference between the mean rating of male and female GS
lecturers' perceived effectiveness of CAIS in influencing students' self-confidence.
The analysis produced a calculated t-value of 1.356310635. Testing this in a two-tailed analysis at the 0.05 level,
the calculated t-value is less than the positive t-critical value of 1.959963985 and greater than the negative critical
value. This indicates that the calculated t-value falls within the region of acceptance. Additionally, the two-tailed
P-value is 0.175000353. Since this P-value is greater than the 0.05 significance level, the difference is considered
non-significant. Therefore, the null hypothesis, which states there is no significant difference in the mean ratings
between male and female lecturers regarding CAIS effectiveness in influencing students' self-confidence, is
accepted.
t-test: Two Sample for Means - CLUSTER III
Male GS Lecturers
Female GS Lecturers
Mean
2.505555556
2.471604938
Known Variance
0.06995753
0.049231824
Observations
8
8
Hypothesized Mean Difference
0
t
0.295019143
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P(T<=t) one-tail
0.383989628
t Critical one-tail
1.644853627
P(T<=t) two-tail
0.767979256
t Critical two-tail
1.959963985
Table 10: Summary of T-test on the hypothesis that there is no significant difference between the mean rating
of male and female GS lecturers' perceived effectiveness of CAIS in developing students' technical
proficiency with CAIS tools based on their attitude towards CAI.
The null hypothesis 3 states there is no significant difference between the mean rating of male and female GS
lecturers' perceived effectiveness of CAIS in developing students' technical proficiency with CAIS tools.
The T-test resulted in a calculated t-value of 0.295019143. Comparing this to the two-tailed t-critical values of
±1.959963985, the calculated t-value is well within the acceptable range. The two-tailed P-value is 0.767979256,
which is significantly higher than the 0.05 level of significance. This large P-value confirms that any observed
difference in the mean ratings between male and female lecturers' perceptions of CAIS effectiveness in
developing students' technical proficiency is due to chance. As a result, the null hypothesis of no significant
difference in mean ratings is accepted.
Table 11: Summary of T-test on the hypothesis that there is no significant difference between the mean
rating of male and female GS lecturers' perceived effectiveness of CAIS in achieving student learning
outcomes based on their attitude towards CAI.
t-test: Two Sample for Means - CLUSTER IV
Male GS Lecturers
Female GS Lecturers
Mean
2.761111111
2.59382716
Known Variance
0.076472681
0.057318244
Observations
8
8
Hypothesized Mean Difference
0
t
1.372025562
P(T<=t) one-tail
0.08502774
t Critical one-tail
1.644853627
P(T<=t) two-tail
0.17005548
t Critical two-tail
1.959963985
The null hypothesis 4 states there is no significant difference between the mean rating of male and female GS
lecturers' perceived effectiveness of CAIS in achieving student learning outcomes.
The analysis yielded a calculated T-value of 1.372025562. In the two-tailed analysis at the 0.05 significance
level, this calculated T-value is greater than −1.959963985 and less than +1.959963985, falling within the
acceptance region. Furthermore, the two-tailed P-value is 0.17005548. Since the P-value is greater than the 0.05
significance level, the observed difference in mean ratings is not statistically significant. Consequently, the null
hypothesis, which asserts there is no significant difference between the mean ratings of male and female lecturers
regarding CAIS effectiveness in achieving student learning outcomes, is accepted.
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DISCUSSION OF FINDINGS
These findings highlight the potential of CAIS to enhance teaching and learning in public tertiary institutions in
Anambra State, while also identifying critical challenges that must be addressed to maximize its effectiveness.
1. Overall Experience with CAIS: Lecturers generally reported a positive experience with Computer-Assisted
Instruction Systems (CAIS), noting its potential to enhance teaching, especially in large classes. However,
challenges such as power outages and inadequate internet connectivity significantly hindered effective usage.
2. Fostering Critical Thinking: CAIS was found to effectively promote critical thinking through interactive
tools and online discussions. Lecturers cited successful instances of using online polling and multimedia case
studies, although student engagement varied based on access to technology.
3. Influence on Self-Confidence: The use of CAIS was associated with increased self-confidence among
students, particularly for those who are shy. However, students without access to devices often felt excluded,
highlighting a digital divide that affects overall confidence levels.
4. Technical Challenges: Frequent technical issues, including power outages and network disruptions, were
reported by lecturers. They employed various coping strategies, such as pre-downloading materials, but these
challenges underscored systemic barriers to effective CAIS implementation.
5. Preparation for a Digital World: CAIS was recognized as a tool for equipping students with digital skills
necessary for the workforce. However, the uneven implementation and infrastructural limitations affected its
overall effectiveness in preparing students.
6. Institutional Support: There was a strong consensus among lecturers that institutional support for CAIS is
inadequate. Recommendations for improvement included increased training and better infrastructure to
facilitate effective integration of CAIS.
7. Recommendations for Improvement: Suggested improvements included investing in reliable power supply
and internet connectivity, providing regular training for lecturers, ensuring equitable access to devices for
students, and developing supportive institutional policies.
Implication of Findings
The findings of this study have critical implications for policy-making, practice, and resource allocation within
public tertiary institutions in Anambra State and Nigeria at large.
1. Implications for Policy Makers: The government and institutional management must shift their focus from
merely mandating CAIS adoption to funding the foundational infrastructure. Policy must include specific
budget lines for alternative power sources (solar, inverter systems), guaranteed internet bandwidth, and
regular equipment maintenance. Failure to do so will continue to render CAIS policies ineffective, regardless
of pedagogical innovation.
2. Implications for Institutional Administration: Principals and Heads of Departments must address the
resource-support gap. They need to institute mandatory, ongoing ICT training and support teams dedicated
to the GS unit to reduce the reliance on lecturers’ personal efforts. Furthermore, they must explore strategies
like subsidizing devices or data plans to bridge the digital divide and ensure equitable access for all students.
3. Implications for Lecturers: The positive findings regarding critical thinking and self-confidence validate
the time and effort lecturers invest in CAIS. They should continue to harness interactive and project-
based CAI tools while formalizing their use of improvisation and peer support as stop-gap measures,
simultaneously advocating collectively for infrastructural improvements.
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RECOMMENDATIONS
Sequel to the findings and conclusions of this mixed-methods study, the following recommendations are made:
1. Prioritize Infrastructural Investment: The State Government and institutional administrations must make the
provision of stable electricity and high- speed internet the number one priority for all tertiary institutions.
This should include investing in solar power solutions and dedicated, robust server infrastructure to ensure
uninterrupted CAIS functionality.
2. Mandate and Fund Comprehensive Training: Institutions should establish
mandatory, continuous ICT skills training for all lecturers, focusing not just on using the software but on
CAIS content development and troubleshooting strategies. Incentives (e.g., allowances, promotions) should
be offered to lecturers who successfully integrate innovative CAIS methods.
3. Address the Digital Divide Equitably: Institutions should implement programs to ensure
equitable student access. This could involve subsidizing laptops/tablets, providing
free or subsidized data access on campus, or creating more, better-equipped 24-hour CAIS laboratories.
4. Strengthen IT Support and Maintenance: Institutions must hire and retain
dedicated, highly skilled technical staff whose primary role is maintaining and supporting CAIS in the GS
unit. A regular maintenance budget should be ring-fenced to prevent delays and system failures.
5. Integrate CAIS Holistically: Academic management should ensure CAIS is
fully integrated into the curriculum and assessment framework of all General Studies courses, moving
beyond its current use primarily for CBT exams and simple presentations.
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