This paper present the design and implementation of computer assisted learning system (CALS) for teaching students of mechanical and computer engineering students' integral calculus in mathematics. The system was integrated into traditional method of facet face teaching methods thereby result to blended learning approach. While some students taught with face-to-face, others were taught with
... [Show full abstract] blended learning. The performance of students taught with computer assisted learning system and face-to-face teaching learning methodology was compared. Nine hundred and ninety five students were sampled, six hundred and sixty three (663) were used for data collection on usability of the proposed system and three-hundred and thirty two (332) were used for comparative analysis. The sampled used for comparative analysis was divided into two equal group. One group were taught with the CALS/face-to-face method otherwise refers to as blended learning designed by the researchers and other were taught with traditional face-to-face method. The two groups were then merged together and evaluated with the same questions under the same examination condition. The results of the students were then compared. It was discovered that 67% of the students taught with the use of CALS made 50% and above while only 43% of their counterpart made 50% and above in the examination. The comparative analysis shows that the use of computer assisted learning system will enhance student performance in examination compare to traditional face-to-face method.