Title: “The effects of Computer Assisted Instructions on the academic achievement, interest, and retention of the students in two secondary schools in Dera Ismail Khan, Pakistan: an experimental study” Researcher: Liaquat Hussain Supervisor: Dr. Umar Ali Khan University: Gomal University, Dera Ismail Khan, KPK, Pakistan Year: 2012 Subject Area: Education Degree: Ph.D. There are limited domestic studies on the effect of Computer Assisted Instructions (CAI) that influences on academic achievement. The only one of research that found is on retention. Those studies are also not on the subject of physics and do not cover the demographic effects. The present study was an experimental study with its objective to examine the effects of Computer Assisted Instructions on the academic achievement, interest, and retention of the students in two secondary schools in Dera Ismail Khan, Pakistan. Methodology: The experiment was performed on total 146 (Male= 66 & Female=80) students at the secondary level who were enrolled in academic year 2012. The whole sample was equated into two groups on the basis of pre-test. One group was randomly assigned as the experimental group and the other as Control group. The experimental group was taught by the Computer Assisted Instruction (CAI) method and the control group was taught by the traditional lecture method. After one month treatment both the groups were given the post-test and interest inventory, and delayed post-test was administered two months after post-test. vi Data were analyzed by using the Mean, Standard Deviation, t-statistics, ANOVA and Regression analysis as statistical techniques. Findings and Conclusion: CAI method of instruction was found more effective as compared to Traditional Lecture method in enhancing the academic achievement, interest and retention of students in physics in two secondary schools. When the gender differences were analyzed CAI was found more effective for both male and female as compared to Traditional lecture method yet there were gender differences within the group. In overall female were better than male on achievement in both CAI and lecture methods while male were better than female in interest in both CAI and lecture method. The retention score of male and female shows that female were better in retention in lecture method while there was no difference in retention of male and female in CAI method. Though CAI is more effective for both Rural and Urban as compared to Traditional lecture method yet there were no Location differences within the groups. Also CAI is more effective for both students having a low or a high father income level as compared to Traditional lecture method. There were also no difference of father educational level (Graduate, under-graduate, and illiterate) and the father''s income (greater than 10000, 10000) on academic achievement, interest and retention within the experimental group taught through CAI method. Yet there have been father income and educational level differences in control group taught through lecture method. Similarly CAI is most effective for students having different languages at home (Urdu, Saraiki, and Pashto) as compared to Traditional lecture method yet there were Language level differences. In the experimental group taught through CAI the students having different languages were different on academic achievement and interest while no difference was seen on retention. In control group taught through lecture method the students having different languages were different in academic achievement and retention while no difference was seen on interest. Recommendations: This research found that CAI method of teaching is better than the traditional one; hence the government should allocate a lot of money to develop the teachers’ professionalism. This research found that CAI method of teaching is better than the traditional one in enhancing the academic achievement, interest and retention of the students, therefore proper planning, inspection and support should be provided by the government for the successful utilization of computers for instructional purpose. Suitable software should be made available at vii the local levels that cover the contents in different subjects. The present study was at the secondary level which found that CAI is a better method than traditional one; therefore other studies can be conducted at different other levels like primary, higher secondary and university level to see the effects of CAI. Studies can also be conducted in other science subjects such as chemistry and biology and in different other areas like mathematics and languages.