An Empirical Comparison of Computer-Assisted Instruction and Field Trip Instructional Methods on Teaching of Basic Science and Technology Curriculum in Nigeria

Authors

  • Samuel Olorunfemi Adams Department of Educational Foundation, University of Abuja, Abuja, Nigeria
  • Rachel Uchenna Onwadi Functional English Department, Govt. College for Women, Cluster University, Srinagar, India

DOI:

https://doi.org/10.23918/ijsses.v7i4p22

Keywords:

Basic Technology Performance Test (BTPT), Computer-Assisted Instruction (CAI), Field Trip Instruction (FTI), quasi experimental design, Pre-test, Post-test

Abstract

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.

References

Abdulrahman, S., & Hassan, A. (2016). Instructional methods and students’ end of term achievement in Biology in selected secondary schools in Sokoto Metropolis, Sokoto State Nigeria. Journal of Education and Practice, 7(32), 23-34.

Abdul Ganiyu, A.A., Oyeronke, O.O., & Adunni S.A. (2019). Effect of field trip on students’ academic performance in basic technology in Ilorin Metropolis, Nigeria. Malaysian Online Journal of Educational Technology, 3(2), 1-6.

Adedokun, J.A. (2004). Effect of Computer Assisted Instruction (CAI) on the achievement of technical colleges students in Mathematics. In G.N., Nneji, M.A.Ogunyemi, F.O. Onyeukwu M.Ukponson S.O, Agbato E.A; Nnenji (eds). Technology Education as an impetus for Sustainable National Economic Empowerment Strategy (NEEDS), Proceeding of the 17th Annual National Conference of NATT.

Abonyi, O.S., and Ugama, J. O. (2005). Effect of Traditional African Mathematical Games on Students Interest and Achievement in Mathematics. Ebonyi State University Journal of Education. Faculty of Education EBSU3, (1), 173-185.

Amalu, H.N. (2015). The extent of utilization of ICT resources in teaching History of education in colleges of education in Enugu State, Nigeria. Unpublished M.Ed. Project, University of Nigeria, Nsukka

Amosa, A. G., Ogunlade, O., & Atobatele, A. S. (2015). Effect of field trip on students’ academic performance in Basic Technology in Ilorin metropolis, Nigeria. Malaysian Online Journal of Educational Technology, 3(2), 1-6.

Ampadu, E. (2012). Students’ Perceptions of their teachers’ teaching of Mathematics: The case of Ghana. International Online Journal of Educational Sciences, 4(2), 351-388.

Anohina, A. (2005). Analysis of the terminology used in the field of virtual learning. Journal of Educational Technology & Society, 8(3), 91–102.

Arop, B.A., Umanah, F.I., & Effiong, O.E. (2015). Effect of instructional materials on the teaching and learning of Basic Science in junior secondary schools in Cross River State, Nigeria. Global Journal of Educational Research, 14(1), 67-73.

Bryan, J. (2006). Technology for Physics instruction: Contemporary issues in technology and teachers education. Online Series. 6(2).

Cheung, A. C. K., & Wong, P. M. (2011). Effects of school heads and teachers’ agreement with the curriculum reform on curriculum development progress and student learning in Hong Kong, International Journal of Educational Management, 25(5), 453-473. DOI 10-1002/sres.1067.

Ebiringa, A. (2012). Perception of accounting teachers for the implementation of the social studies curriculum. Department of education university of Nigeria. Nsukka. Unpublished monography.

Eze, J.E. (2000). The relevance of Mathematics to Science, and Technology. Bobarua Bi-Annual Multi-Disciplinary Journal of Education, 4(2)

Gambari, A. I., & Adeghenro, D. V. (2008). Effects of Computer-assisted instruction on mathematics achievement amongst students in Minna Metropolis. Ilorin Journal of Education, 27, 63-70.

Liao, Y.C. (2007). Effects of Computer Assisted Instruction on Students’ Achievement in Taiwan: A Meta-Analysis. Computer and Education, 48(2), 216-233.

Miller, I.O., Bakare, J.A., & Ikatule, R. O. (2010). Professional capacity building needs of teachers for effective teaching of Basic Technology curriculum to students in junior secondary schools in Lagos State.

National Policy on Education (2018). Federal Republic of Nigeria (11st Edition) Yaba, Lagos:NERDC Press.

Nazimuddin S.K. (2015.) Computer-Assisted Instruction (CAI): A New Approach in the Field of Education. International Journal of Scientific Engineering and Research, 3(7), 185-188.

Nwagbo, C. (2008). Science Technology and Mathematics (STM) curriculum development: Focus on problems and prospect of Biology Curriculum delivery. Proceedings of the 49th Annual Conference of Science Teachers Association of Nigeria. Pp. 77-81.

Nwafor C. E. (2012). Comparative study of students’ academic performance in junior secondary school Certificate Basic Science in public and private secondary schools in Ebonyi State, Nigeria. Journal of Education and Practice.

Nwafor, C. E., and Oka, O. O. (2016). Effects of Computer-Assisted instruction on junior secondary school students’ achievement in Basic Science. International Journal of Scientific & Engineering Research. 7(10).

Nwafor, C.E., & Abonyi, O.S. (2016). Effects of instructional simulation on secondary school students’ achievement in Basic Science. Journal of Science Teachers Association of Nigeria, 51 (1). 32-40.

Olaitan, (2003). Understanding curriculum. Nduidim Printing, and Publishing Company, Nsukka.

Omeodu, M. D., & Abara, J.F. (2018). Relevance of field trip teaching and learning in Physics in secondary schools in PortHarcourt Metropolis, Rivers State, Nigeria. International Journal of Education and Evaluation Online, 4(4), 67 – 87.

Oyelekan, O. S., Igbokwe, E. F., & Olorundare, A. S. (2017). Science Teachers’ Utilization of Innovative Strategies for Teaching Senior School Science in Ilorin, Nigeria. Malaysian Online Journal of Educational Sciences, 5(2).

Prem, L. (2012). Field-trip strategy. Progressive portfolio Press. Paris.

Qaiser, S., Hussain, I., Naseer M., Din, U.D., Khalid, I., (2017). Effect of Computer Assisted Instruction (CAI) on Students’ Academic Achievement in Physics at Secondary School Level. Computer Engineering and Intelligent System, 8(7), 9-17.

Simeon, O. O. (2019). Effects of Field Trip and Peer Tutoring Instructional Strategies on Students’ Science Process Skill Acquisition in Basic Science and Technology in Junior Secondary Schools in Osun State. International Journal of Scientific & Engineering Research, 32(4), 1-12.

Shazli, H. K. (2019) Impact of Computer Assisted Instruction on Academic Achievement of Secondary School Students of Biological Sciences: A Normative Study. Journal for Humanity Science & English Language, 7(34), 9026-9042.

Uche, D.A., Abdullahi, M., Asogwa, E.N., Ofoegbu, T.O. (2016). Effects of interactive computer simulation package on SSS students’ achievement and retention in genetic concepts. Asian Journal of Technology, 15(14), 2313-2321.

Ukpai, P.O. (2014). Biology Education Delivery: A panacea for acquiring creativity skills. Proceedings of the Science Teachers Association of Nigeria, 223 – 233.

Umar, U. (2012). Effects of Computer Assisted Instruction on the teaching of social studies education in junior secondary schools in Jigawa State. Unpublished M.Ed. Thesis, Department of Arts and Social Sciences Education, Faculty of Education. Ahmadu Bello University, Zaria, Nigeria.

Wilder, D.M. (2006). A field test of CAI software: Introduction to electricity. M.S. Thesis, California University, Dominguez Hills

Yusuf, A. (2006). Effect of field trip method of teaching on students’ performance in Social Studies. Ilorin Journal of Education, (2), 7‐17.

Yusuf, M.O., & Afolabi, A.O. (2010). Effect of Computer-Assisted Instruction (CAI) on secondary school students’ performance in Biology. Turkish Online Journal of Educational Technology, 9(1), 62-69.

Downloads

Published

01.12.2020

Issue

Section

Articles

How to Cite

Adams, S. O., & Onwadi, R. U. (2020). An Empirical Comparison of Computer-Assisted Instruction and Field Trip Instructional Methods on Teaching of Basic Science and Technology Curriculum in Nigeria. International Journal of Social Sciences & Educational Studies, 7(4), 22-35. https://doi.org/10.23918/ijsses.v7i4p22

Similar Articles

1-10 of 392

You may also start an advanced similarity search for this article.