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Since the advent of sophisticated technological means, the educators have been trying to modify the instructional process with the help of technology. According to Baker (1978, p. 3), early 1960’s brought with it “new curricula, instructional models, and approaches to individualization” of instruction but the drawback with these instructional schemes was their poor management. An ideal classroom environment is so dynamic in which each student presents his own understanding and is comfortable with his own set of instructional materials. Thus, the teacher needs to organize instructional schemes in such a way that all students with their unique calibers are equally attended to. Before CMI, teachers would process instruction manually but that process was inefficient when it came to collecting and summarizing instructional data for management purposes. This was when the need was felt to construct a reliable, fast and user friendly system which would process and manage modified instruction. Thus, a shift was made toward computer-based data processing or more specifically CMI, which a lot of educators considered “as a reasonable model for the support of the management functions associated with the individualization of instruction” (Baker).
CMI is one of the two types of computer based instructions; Computer Assisted Instruction (CAI) is the other. CMI is an instructional scheme that makes use of the computer for obtaining learning resources and objectives, and to assess student performance, thus enabling the instructor to manage instruction in a more efficient way without having to get involved in the teaching process directly. In other words, there is no human interference. To be more precise, it helps the instructor in making effective instructional decisions by providing him with “diagnostic and prescriptive
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