EFFECTS OF COMPUTER-ASSISTED INSTRUCTIONAL STRATEGIES ON TERTIARY INSTITUTION STUDENTS LEARNING ACHIEVEMENTS IN SOCIAL STUDIES IN OSUN STATE COLLEGE OF EDUCATION, ILA-ORANGUN.

Authors

• Moses Adeleke ADELOWO (Ph.D) - moses_adeleke@ijicse.org.ng
• Babatunde Abideen OYEDIRAN (Ph.D - babatunde_oyediran@unilesa.edu.ng
• Fatima LAWAL (Ph.D) - fatima_lawal@ijicse.org.ng

Abstract

This study examined the effects of computer-assisted instructional strategies on tertiary institution students learning achievements in Social Studies in Osun state college of education, Ila-Orangun. The research employed quasi-experimental approach. There were 261 Social Studies students in Osun State College of Education, Ila-Orangun as at when this research was carried out. Two group comprising 50 social studies students each from one intact class of 115 were chosen as the sample for this study using purposive sampling technique. Two research instruments tagged ‘Achievement Test in Social Studies (ATSS)’ and Computer-Assisted Instructional Guide (CAIG) were used for data collection. Experts in Social Studies, English, Test and Measurement ensured the instrument's face, content, and construct validity. The reliability of the instruments was assessed using the test-retest method, and the findings revealed that the ATSS and CAIG had a reliability coefficient of 0.71 and 0.70 respectively. Descriptive and inferential statistics were applied to the data analysis. Based on the findings, it was recommended that the government and school administration finance computer technology facilities in schools appropriately and encourage instructors and students to use them because doing so will aid in their understanding of the concepts being taught.

Keywords

Computer-Assisted Instruction, Instructional strategy, Conventional method, Learning achievements

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