Article Details

This study investigated the Effect of computer-assisted instructions on Secondary School Students' Achievement in Genetics in Karu, Nasarawa State, Nigeria. Two research questions were posed to guide the study, and two null hypotheses were formulated and tested at the 0.05 level of significance. The study adopted a quasi-experimental research design with a pretest and post-test and non-randomised control groups. The study population comprises 2,275 SS3 students in Karu, Nasarawa State, Nigeria, during the 24/2025 academic session. Simple random sampling technique was used to select sample for the study. Genetics Achievement Test (GAT) items were used to collect data. The instruments were validated by three experts, and Kuder-Richardson 21 (K-R21) was used to assess the GAT's internal consistency, yielding an efficiency of 0.88.  Descriptive statistics of mean and standard deviation were used to answer research questions, while Inferential Statistics of Analysis of Covariance (ANCOVA) were used to test the null hypotheses at 0.05 level of significance. The findings of the study revealed that exposure to Computer Assisted Instruction enhanced students’ Achievement in Genetics; there was also no significant gender difference in students’ achievement when exposed to Computer Assisted Instruction. It was however, recommended among others that, Teachers of Biology should be encouraged to adopt Computer Assisted Instruction to teach Genetics Concepts, State government should organize seminars, conferences, and workshops for Biology Teachers on the new innovations in teaching and learning, students should be placed at the Centre state in learning and through practical as recommended in the curriculum to improve their creative thinking skills in Biology among others.