IMPACT OF COMPUTER ASSISTED INSTRUCTIONS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN SOCIAL STUDIES IN ENUGU STATE, NIGERIA

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dc.contributor.authorONUIGBO, Chibuzo Clara
dc.date.accessioned2014-03-28T10:30:03Z
dc.date.available2014-03-28T10:30:03Z
dc.date.issued2012-08
dc.descriptionA DISSERTATION SUBMITTED TO THE POST-GRADUATE SCHOOL, AHMADU BELLO UNIVERSITY, ZARIA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF DEGREE OF DOCTOR OF PHILOSOPHY IN CURRICULUM AND INSTRUCTION, AHMADU BELLO UNIVERSITY ZARIA, NIGERIA DEPARTMENT OF EDUCATIONAL FOUNDATION AND CURRICULUM AHMADU BELLO UNIVERSITY, ZARIAen_US
dc.description.abstractThe current teacher-centred and textbook bound classroom instructional techniques in use for the teaching of social studies requires adjustment to embrace new technology in form of information and communication technology (ICT) as enshrined in the social studies curriculum for junior secondary school 1-3. This will enhance students’ performance at the junior secondary school social studies examination. To address the above issue, Computer Assisted Instruction (CAI) has been recommended by the Federal Ministry of Education to be included in the teaching of social studies to improve students’ performance hence the study. To carry out the study, six research questions were posed in line with the purpose of the study. Also, six hypotheses guided the study and were tested at 0.05 level of significance. Three hypotheses were rejected and the other three were accepted. The design of the study was quasi-experimental design. Specifically, pre-test, post-test, non equivalent group design was used. The population of the study was all the JSSI students in Public Junior Secondary Schools in Enugu State, Nigeria. The students’ population stood at 6383. From this population, eight co-educational Junior Secondary Schools with a population of 806 female students and 676 male students were purposively sampled for the study. The choice of the schools was because, they share similar characteristics like having adequate computer sets and qualified Social Studies teachers who were computer compliant. Four schools were randomly selected and assigned for experimental group while the remaining four schools were randomly selected and assigned for control group. The total sample used was 1,482 students. Data collection was carried out using Social Studies Achievement Test (SSAT) after exposing the students to the treatments. The instrument was developed by Examination Development Centres, Enugu, Awka, Abakaliki and Umuahia 2004-2007 and the questions relating to physical environment were lifted from them on permission. The reliability of the instrument was 0.73. The data collected were analyzed using mean, standard deviation, T-test and ANOVA which were tested at 0.05 level of significance. Among the findings of the study are: students taught Social Studies with CAI performed better than those taught using conventional method, and that boys and girls alike taught Social Studies with CAI performed well equally. Based on the findings, CAI is indispensable if the teaching and learning of Social Studies is to be effective and meaningful. Recommendations were made which included that Teachers should be computer literate, and that Enugu State Government should encourage and liaise with stakeholders in the state to provide well equipped computer laboratories in all secondary schools in the state among others.en_US
dc.identifier.urihttp://hdl.handle.net/123456789/4390
dc.language.isoenen_US
dc.subjectCOMPUTER ASSISTED INSTRUCTIONS,en_US
dc.subjectACADEMIC PERFORMANCE,en_US
dc.subjectSOCIAL STUDIES IN ENUGU STATE, NIGERIAen_US
dc.titleIMPACT OF COMPUTER ASSISTED INSTRUCTIONS ON THE ACADEMIC PERFORMANCE OF STUDENTS IN SOCIAL STUDIES IN ENUGU STATE, NIGERIAen_US
dc.typeThesisen_US
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