INTEGRATING COMPUTER-ASSISTED INSTRUCTION IN QUANTITATIVE REASONING IN MIDDLE BASIC EDUCATION: AN IMPERATIVE TO REPOSITIONING EDUCATION FOR THE 4TH INDUSTRIAL REVOLUTION

As the Fourth Industrial Revolution (4IR) ushers in rapid technological advancements, the ability of pupils to engage in self-directed learning becomes increasingly crucial. To address the evolving educational landscape, this study investigates the impact of Computer Assisted Instruction (CAI) on enhancing the quantitative reasoning skills of middle school pupils. CAI is a method that leverages computers for instruction, progress tracking, and feedback. The research, conducted in the Enugu Education Zone of Enugu State, employed a quasi-experimental design, targeting 8924 middle basic two pupils across 98 schools during the 2019/2020 academic session. A sample of 490 pupils was selected using stratified, purposive, and simple random sampling techniques. The study utilized the Quantitative Reasoning Achievement Test (QRAT), a validated 40-item multiple-choice test with a reliability coefficient of 0.77 (KR-20). Data were analyzed using mean, standard deviation, and Analysis of Covariance (ANCOVA) at a 0.05 significance level. The findings indicate that pupils taught using CAI outperformed those taught through traditional methods. The study recommends the uniform implementation of CAI across schools in the Enugu Education Zone to standardize learning outcomes and ensure equitable instruction in quantitative reasoning amid the 4IR