Junior Secondary School Students Achievement in Computer Studies: A Closer Look at Modelling Instructional Approach

Abstract

This study explored the effect of modelling instructional approach on junior secondary school students’ achievement in computer studies. The study adopted a pretest, post-test, non-equivalent control group design, three research questions and three null hypotheses guided the study. Four secondary schools were drawn for this study from co-educational secondary schools in Abakaliki Education zone was used for the study. Out of the four schools two were assigned to the treatment group while the remaining two were assigned to the control group through simple balloting. The treatment group was taught computer studies using modelling approach, while the control group was taught the same topics using the conventional approach. The instrument used for data collection is Computer Studies Achievement Test (CSAT). The instrument was subjected to face and content validation. It was also subjected to tests of internal consistency. A reliability index of 0.88 using Kuder-Richardson’s (K-R20) approach was obtained after pilot test of the instruments. The CSAT was further subjected to a test of stability using the test retest procedure which yielded a stability coefficient of 0.86. Research questions were answered using adjusted mean and standard deviation while the hypotheses were tested at 95% confidence level using the Analysis of Co-variance (ANCOVA). Summary of result reveals that modelling approach is superior to the conventional approach in enhancing students’ achievement in computer studies. There is no significant interaction between methods and gender on students mean achievement scores in computer studies. There is no significant difference in the mean computer studies achievement scores of male and female students who were taught computer studies using modelling approach Keywords: Modelling Instructions, Academic Achievement, gender, computer Studies DOI: 10.7176/JEP/13-26-07 Publication date: September 30 th 2022