GENDER EFFECT OF ACTIVITY-BASED INSTRUCTIONAL STRATEGY ON SECONDARY SCHOOL STUDENTS ACHIEVEMENT IN COMPUTER STUDIES IN ANAM
Abstract
This study investigated gender effect of activity-based
instructional strategy (ABIS)on secondary school students
achievement in computer studies. Two research questions
were posed and two hypotheses were tested at 0.05 level of
significance. Quasi-experimental, pretest post-test non-
equivalent control group design was used. Two-stage
sampling procedure was used to sample 87 computer
studies students from two schools out 0f 18 co-educational
public schools in Awka South local Government Area of
Anambra State, Nigeria. Students offering computer
studies from the two schools were randomly assigned to
experimental and control groups respectively. Data were
collected using Computer Studies Achievement Test
(CSAT). The instruments were validated by three experts.
The reliability of CSAT was established by single
administration method using Kudder-Richardson formula
which index value of 0.79. Experimental group was taught
computer studies using ABI while the control group was
taught using conventional lecture method (CLM). Data
were collected by administering CSAT on the participants
as pre and post-test. The data obtained were analyzed
using mean, Standard Deviation and two-way Analysis of
Covariance. The findings revealed a significant difference
in the mean achievement scores of students exposed to
ABIS and CLM in favour of the former group. There was
no significant difference in the mean achievement scores
of male and female students exposed to ABIS. Based on
the findings, the study recommended that computer studies
teachers should adopt the use of ABIS in teaching
computer studies. In service training, workshops and
seminars should be organized by Ministry of Education,
professional associations for practicing teachers so that
they can understand and practice its use in computer
studies classroom.