Influence of Interactive Learning Tools in Computer-Assisted Learning on Achievement in English Reading Comprehension among Form Two Secondary School learners in Embakasi Sub-County

Abstract

This study investigated influence of interactive learning tools in Computer-Assisted Learning (CAL) on secondary school learners’ achievement in English reading comprehension in Embakasi Sub-County, Nairobi, Kenya. Research focused on three key CAL components: educational software applications, interactive multimedia, and virtual learning platforms, all aimed at enhancing learner engagement and comprehension. Guided by constructivist learning theory, the study employed a Solomon Four-Group experimental design involving 286 Form Two students from four secondary schools. Participants were divided into Experimental Groups (E1 and E2) and Control Groups (C1 and C2). Data collection tools included pre- and post-tests in reading comprehension, questionnaires for learners and teachers, and interviews with school principals. Statistical analysis using SPSS involved descriptive statistics, t-tests, ANOVA, and regression analysis.

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 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 offering dynamic and student-centered learning experiences. It recommends the integration of CAL tools in English instruction to support diverse learning needs and improve reading outcomes in secondary schools.