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The study examined the use of Computer-Based Instruction (CBI) in mathematics, to find out if the Computer-Based Instruction has any comparative advantage over the usual traditional classroom teacher presentation in terms of students achievement in Mathematics. What actually encouraged this study was that, even though the learning of Information and Communication Technology (ICT) and the use of its tools have been incorporated into the curriculum of the basic and second cycle institutions in Ghana to enhance teaching and learning, it is mostly the ICT teachers who use these tools in their lesson presentations. The other subject teachers continue to use the old conventional or traditional chalk-board presentation. The study had a population of 80 students from the two different schools forming two groups; experimental and control. The experimental group used the course ware while the control went through the conventional teacher presentation. The quasi-experimental design was usedfor the study. The students were pre-tested to ascertain their equivalence in achievement and were also post-tested after the interventions.