EFFECTS OF INDIVIDUALIZED COMPUTER-BASED INSTRUCTION ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES

Abstract

The study investigated the effect of individualized computer based instruction on junior secondary school students’ academic achievement in Business Studies. The study adopted a pre-test posttest control quasi-experimental design. Eighty (80) students purposively selected in public schools in Abeokuta, Ogun State, Nigeria participated in the study. Three hypotheses were formulated and tested at 0.05 level of significance. The Business Studies Achievement Test (BSAT) r = 0.88 was the major instrument used for data collection. The data from the study were analysed using analysis of co-variance (ANCOVA) and Multiple Classification Analysis (MCA). There was a significant main effect of treatment on students’ achievement in Business Studies (F(1,75) = 347.617, P > 0.05). Furthermore, there was no two-way significant interaction effect of treatment and gender (F(1,75) = .956, P > 0.05) on students achievement in Business Studies. It is recommended among others, that computer based instructional strategy should be incorporated into the teaching and learning of Business Studies with a view to enhancing students’ academic performance in the subject at the junior secondary level of education in Nigeria.