An Empirical Comparison of Computer-Assisted Instruction and Field Trip Instructional Methods on Teaching of Basic Science and Technology Curriculum in Nigeria
DOI:
https://doi.org/10.23918/ijsses.v7i4p22Keywords:
Basic Technology Performance Test (BTPT), Computer-Assisted Instruction (CAI), Field Trip Instruction (FTI), quasi experimental design, Pre-test, Post-testAbstract
This paper examined the impact of Computer-Assisted Instruction (CAI) and Field Trip Instruction (FTI) on the educating and learning of fundamental science and innovation in upper basic education (Junior Secondary School 1-3). The study employed quasi-experimental design, which is the pre and post-test for control and experimental group design performed at three selected public schools in Gwagwalada Area Council, Abuja. Three research questions and hypotheses guided the study. Two hundred ten (210) junior secondary students (JSS) were randomly selected by a simple ballot method from three secondary schools in Gwagwalada area council of Abuja. A 50 – item questions test called Basic Technology Performance Test (BTPT) developed by the researcher was employed to gather information for the investigation. Scores generated from pre-test and post-test were analyzed using Pearson Product Moment Correlation Coefficient (PPMCC), and the test had a reliability of 0.92. The paired sample and independent-sample t-test were used to analyze the data through the Statistical Package for Social Science (SPSS) version 25. The result showed that the use of Computer-Assisted Instruction (CAI) has a better effect on students’ achievement in basic science and technology. It was additionally uncovered from the outcome that there was a significant difference between pre- and post-lesson assessments. Recommendations were made to the teachers that they should always apply Computer-Assisted Instruction (CAI) materials for effective lesson delivery.
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