This study examined the effects of a self-instructional computer-based package on the social studies achievement of senior primary school pupils in Niger State, Nigeria. The study found that students who used the computer-based package performed significantly better on a social studies achievement test than those in the control group who did not use the package. The study also found no significant difference in achievement between male and female students who used the package. However, students in the 9-10 and 13-14 age groups performed significantly better than those in the 11-12 and 13-14 age groups. The findings suggest that use of the computer-based package can be an effective alternative to conventional teaching methods for social studies.
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Mitigating Factors, and Factors Militating against Teacher’s Utilization of I...paperpublications3
Abstract: This study highlights on the findings of a survey study which was done in some schools within one of the sub-counties in Kenya. Evidence has been collected through a literature review, teacher questionnaires and interviews. The main purpose of this study was to investigate the existing factors that support or hinder teachers from utilizing ICTs in their classrooms despite having them. This study was guided by the theory of Technology acceptance model by Davis, Bagozzi and Warshaw, (1989).The study reviewed literature on the importance of the use of ICTs in teaching and learning. Descriptive survey is the framework that guided the study. The study area is Kericho County in Kenya. Analysis of data was done thematically to exhibit the attitudes, values and views of the teachers concerning the usefulness of ICTs in teaching and also the factors that hinder utilization ICTs. Descriptive statistics was also used to analyze data from questionnaires. The literature analyzed shows that ICTs are very important in the following areas: they make the lessons more interesting, easier, more fun for teachers and their pupils, more diverse, more motivating for the pupils and more enjoyable. Additional more personal factors were improving presentation of materials, allowing greater access to computers for personal use, giving more power to the teacher in the school, giving the teacher more prestige, making the teachers' administration more efficient and providing professional support through the Internet. The findings from this study reveals that factors hindering the utilization of this precious teaching materials includes, lack of clarity in the use of this ICTs in the curriculum, time factor, incompetence among the teachers on computer skills, overreliance on traditional methods of teaching and resistance to change.
Techniques for integrating native technologies with ict to teach zoologyDr. C.V. Suresh Babu
Presentation, International Conference on Teacher Education in the 21st Century: Vision and Action, organized by Regional Institute of Education, National Council of Educational Research and Training (NCERT), Bhopal, MP, India on March 8 -10, 2021
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
International Journal of Engineering Research and Applications (IJERA) aims to cover the latest outstanding developments in the field of all Engineering Technologies & science.
International Journal of Engineering Research and Applications (IJERA) is a team of researchers not publication services or private publications running the journals for monetary benefits, we are association of scientists and academia who focus only on supporting authors who want to publish their work. The articles published in our journal can be accessed online, all the articles will be archived for real time access.
Our journal system primarily aims to bring out the research talent and the works done by sciaentists, academia, engineers, practitioners, scholars, post graduate students of engineering and science. This journal aims to cover the scientific research in a broader sense and not publishing a niche area of research facilitating researchers from various verticals to publish their papers. It is also aimed to provide a platform for the researchers to publish in a shorter of time, enabling them to continue further All articles published are freely available to scientific researchers in the Government agencies,educators and the general public. We are taking serious efforts to promote our journal across the globe in various ways, we are sure that our journal will act as a scientific platform for all researchers to publish their works online.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
RESEARCH TRENDS İN EDUCATIONAL TECHNOLOGY İN TURKEY: 2010-2018 YEAR THESIS AN...ijcax
The purpose of this research is the analysis using meta-analysis of studies in the field of Educational
Technology in Turkey and in the field is to demonstrate how to get to that trend. For this purpose, a total of
263 studies were analyzed including 98 theses and 165 articles published between 2010-2018. Purpose
sampling method was used when selecting publications. In the research, while selecting articles and theses;
Turkey addressed; YOK Tez Tarama Database, Journal of Hacettepe University Faculty of Education,
Educational Sciences : Theory & Practice Journal, Education and Science Journal, Elementary Education
Online Journal, The Turkish Online Journal of Education and The Turkish Online Journal of Educational
Technology used in journals. Publications have been reviewed under 11 criteria. Index, year of
publication, research scope, method, education level, sample, number of samples, data collection methods,
analysis techniques, and research tendency, research topics in Educational Technology Research in Turkey
has revealed. The data is interpreted based on percentage and frequency and the results are shown using
the table.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Olson matunga final project dip scie ed 12OLSON MATUNGA
The study was conducted to analyse the actors affecting the teacher’s use of e-learning tools in Zimbabwean secondary education at an urban, private school in Harare. Forty qualified teachers and five pupils taking ICT were sampled to participate in the study. Data was collected using a questionnaire. Results show that e-learning can enhance secondary education but a number of factors are hindering the full scale utilization by teachers which include infrastructural challenges, technical competencies among others.
ICT in the teaching learning process with respect to bio-zoologyDr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
Bring Your Own Technology: The Effect of Student-Owned Technology on Student...Patrick Boyd, Ed.D.
The purpose of this ethnographic research study was to investigate the effect of a Bring Your Own Technology (BYOT) policy on student engagement in a high school setting through classroom observations, cross-sectional surveys, and a focus group of technology teacher leaders. The qualitative and quantitative data gleaned from this study indicated no significant difference in student engagement levels when student-owned technology was used for instructional purposes, but student engagement increased with teacher support and efficacy with technology, student-directed learning, and utilization of Web 2.0 applications. The findings of this study will inform future decision making by school districts considering BYOT policies, assist teachers with technology-based instructional design, and contribute to the literature on student engagement with instructional technology.
International Journal of Engineering Research and Applications (IJERA) aims to cover the latest outstanding developments in the field of all Engineering Technologies & science.
International Journal of Engineering Research and Applications (IJERA) is a team of researchers not publication services or private publications running the journals for monetary benefits, we are association of scientists and academia who focus only on supporting authors who want to publish their work. The articles published in our journal can be accessed online, all the articles will be archived for real time access.
Our journal system primarily aims to bring out the research talent and the works done by sciaentists, academia, engineers, practitioners, scholars, post graduate students of engineering and science. This journal aims to cover the scientific research in a broader sense and not publishing a niche area of research facilitating researchers from various verticals to publish their papers. It is also aimed to provide a platform for the researchers to publish in a shorter of time, enabling them to continue further All articles published are freely available to scientific researchers in the Government agencies,educators and the general public. We are taking serious efforts to promote our journal across the globe in various ways, we are sure that our journal will act as a scientific platform for all researchers to publish their works online.
International Journal of Engineering Research and Development (IJERD)IJERD Editor
journal publishing, how to publish research paper, Call For research paper, international journal, publishing a paper, IJERD, journal of science and technology, how to get a research paper published, publishing a paper, publishing of journal, publishing of research paper, reserach and review articles, IJERD Journal, How to publish your research paper, publish research paper, open access engineering journal, Engineering journal, Mathemetics journal, Physics journal, Chemistry journal, Computer Engineering, Computer Science journal, how to submit your paper, peer reviw journal, indexed journal, reserach and review articles, engineering journal, www.ijerd.com, research journals,
yahoo journals, bing journals, International Journal of Engineering Research and Development, google journals, hard copy of journal
RESEARCH TRENDS İN EDUCATIONAL TECHNOLOGY İN TURKEY: 2010-2018 YEAR THESIS AN...ijcax
The purpose of this research is the analysis using meta-analysis of studies in the field of Educational
Technology in Turkey and in the field is to demonstrate how to get to that trend. For this purpose, a total of
263 studies were analyzed including 98 theses and 165 articles published between 2010-2018. Purpose
sampling method was used when selecting publications. In the research, while selecting articles and theses;
Turkey addressed; YOK Tez Tarama Database, Journal of Hacettepe University Faculty of Education,
Educational Sciences : Theory & Practice Journal, Education and Science Journal, Elementary Education
Online Journal, The Turkish Online Journal of Education and The Turkish Online Journal of Educational
Technology used in journals. Publications have been reviewed under 11 criteria. Index, year of
publication, research scope, method, education level, sample, number of samples, data collection methods,
analysis techniques, and research tendency, research topics in Educational Technology Research in Turkey
has revealed. The data is interpreted based on percentage and frequency and the results are shown using
the table.
This study attempts to assess information communication technology as pedagogy for teaching in some selected secondary schools in Edo State, Nigeria. The study employed a descriptive survey method and questionnaire was the instrument used for data collection. The total population for the study is one hundred and twenty nine (129) secondary school teachers in four selected secondary schools in Etsako west local government area of Edo state. The population of this study is not too large and as such the entire population was taken as representative sample using purposeful sampling technique. It was revealed from the study that ICT is not employed as pedagogy for teaching by majority of the teachers in the secondary schools studied, most teachers have negative attitude towards the use of ICT, a majority of the secondary school teachers studied have positive perception of perceived ease of teaching and learning with ICT and Lack of ICT facilities in secondary schools, lack of commitment from government and school management, lack of motivation and training, lack of ICT policies in secondary schools, lack of technical support from government and private sector, lack of qualified teachers to teach ICT and Teachers’ anxiety over being replaced by technology are the major factors militating against teachers readiness and effective use of ICT in secondary schools in Etsako West Local Government Area of Edo state. The study recommends that Government should be committed to full implementation of ICT in secondary schools by way of formulating policies and implementing the existing one if any with all sincerity.
TEACHER’S ATTITUDE TOWARDS UTILISING FUTURE GADGETS IN EDUCATION ijcax
Today’s era is an era of modernization and globalization. Everything is happening at a very fast rate whether it is politics, societal reforms, commercialization, transportation, or educational innovations. In every few second, technology grows either in the form of arrival of the new devices/gadgets with millions of apps and these latest technological objects may be in the form of hardware/software devices. We are the
educationists, teachers, students and stakeholders of present Indian educational system. These gadgets/devices are partly being used by us or most of them are still unaware of these innovative technologies due to the mass media or economical factor. So, there is a need to improvise ourselves towards utilizing the future gadgets in order to explore the educational uses, barriers and preparatoryneeds of these available devices for educational purposes. This paper aims to study the opinion of the teacher-educators about the usage of future gadgets in higher education. It will also contribute towards establishing the list of latest technological devices, and how it can enhances the process of teachinglearning system.
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRAT...William Kritsonis
Dr. David E. Herrington, Invited Guest Editor, NFEAS JOURNAL, 30(3) 2013
Dr. William Allan Kritsonis, Editor-in-Chief (Since 1982
Dr. Lori Webb and Dr. James Jurica, NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, 30(3) 2013
Design and Implementation Multimedia Learning Success for Vocational Schools IJECEIAES
This research aims to design a web-based multimedia applications, interactive learning, in order to improve the learning outcomes of students, especially students of Vocational High School. Multimedia Learning has been designed with some additional content in the form of applications: decision support system for multimedia usage based on Model of Multimedia Learning Success. The population obtained from respondents vocational school in Central Java, which is already implementing multimedia learning. The method used is qualitative analysis in the form of: the development of multimedia learning integrated with decision support systems. Design and implementation of multimedia learning success system that is abbreviated "Sikemuning". Sikemuning can be used to measure or provide guidance for teachers in the use of multimedia. Interviews with several respondents teachers from vocational schools in Central Java showed that: the system success multimedia learning developed in this study can be used as feedback to assess the success and effectiveness of the implementation of learning activities, multimedia learning can improve the performance and intelligence of vocational school students.
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
Effect Of Supervised Peer-Led Group Counselling Programme On Academic Achieve...iosrjce
Recent trends in global circumstances have focused on one goal of educating every child on the globe.
The growing problems of quality manpower shortages, international circumstances, and advancement in the
sciences, professional and specialized fields have contributed to the increasing awareness of the importance of
modifying academic achievement of underachieving students. In today’s society, according to Howard and
Solberg (2006), education is highly valued and a necessary prerequisite to becoming successful and
experiencing at least a moderately high quality of life as an adult. It is important to note that academic
achievements is very important to the adolescent population and as submitted by Marsh (1990) it is extremely
important given the correlation between school achievement and positive outcomes over the life span
An Analysis on the Attitudes of Academic Staff towards Distance Educationinventionjournals
In this study, the attitudes of the academic staff working in NamıkKemal University (NKU) towards distance education were examined according to different variables. Within this scope, the distance education attitude scale developed by Ağır et al. was used. 283 out of 955 academic staff working in NKU participated in this research in 2015. The data obtained from the research were analyzed by using SPSS (Statistical Package for Social Sciences) for Windows 22.0 program. In the evaluation of the data; numbers, percentages, mean and standard deviation were used as the descriptive statistical methods. T-test was used in the comparison of the quantitative continuous data between two independent groups, while One-Way ANOVA was used in the comparison of the quantitative continuous data between more than two independent groups. In order to determine the differences after the ANOVA, Scheffe’s test was used as the complementary post-hoc analysis. The obtained findings were evaluated at the confidence interval of 95% and at the significance level of 5%. It was determined in the study that the attitude level of the participants as to “the positive aspects of distance education” proved to be moderate (2,851 ± 0,716); whereas the attitude level as to “the negative aspects of distance education” proved to be weak (2,430 ± 0,757); and the attitude level as to “the advantages of distance education” proved to be high (3,618 ± 0,713).While age and gender were seen to have not affected the attitudes towards distance education, the academic title was seen to have affected these attitudes. The obtained statistical data and findings contributed to the studies regarding the foundation and constitution of Distance Education Center (DEC) as well as raising awareness for DEC
James Jurica and Lori Webb - Published National Refereed Article in NATIONAL ...William Kritsonis
James Jurica and Lori Webb - Published National Refereed Article in NATIONAL FORUM JOURNALS
NATIONAL FORUM JOURNALS
Founded 1982
NATIONAL FORUM JOURNALS are a group of national refereed, juried, peer-reviewed, blind-reviewed professional periodicals. Any article published shall earned five affirmative votes from members of our National Board of Invited Distinguished Jurors and must be recommended for national publication by members of the National Policy Board representing all National FORUM Journals. Journal issues are distributed both nationally and world-wide.
Our website features national refereed articles that are published daily within our National FORUM Journals Online Journal Division. Over 1,000 articles are available to scholars and practitioners world-wide. Over 250,000 guests visit our website yearly. About 56,000 articles are downloaded for academic purposes at no charge. We have about an 88% rejection rate. See: www.nationalforum.com
Founded in 1982, National FORUM Journals has published the scholarly contributions of over 5,200 professors with over 2,000 articles indexed. Our journals are indexed with many global agencies including Cabell’s Directories, ERIC, EBSCO, SWETS International, Library of Congress National Serials Data Program, and the Copyright Clearance Center, Danvers, Massachusetts.
Global Website: www.nationalforum.com
Effect of Problem-Based Learning on Senior Secondary School Students’ Achieve...IOSR Journals
IOSR Journal of Mathematics (IOSR-JM) vol.11 issue.1 version.5
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Effects of computer assisted instructional package on social studies achievement among senior primary school pupils in niger state, nigeria
1. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
1
EFFECTS OF SELF INSTRUCTIONAL COMPUTER – BASED PACKAGE ON SOCIAL
STUDIES ACHIEVEMENT AMONG SENIOR PRIMARY SCHOOL PUPILS IN NIGER
STATE, NIGERIA
*Fagbemi, P. O.; **Gambari, A. I (Ph.D); Oyedum, N. A. (Ph.D) & Gbodi, E. B. (Ph.D)
*Department of Curriculum and Instruction,
FCT College of Education Zuba, Nigeria
**Federal University of Technology Minna, Niger State, Nigeria
E-mail: gambarii@yahoo.com
Abstract
The study examined the effect of a self-instructional computer-based package on social studies
achievement on senior primary school pupils in Niger State, Nigeria. Gender and age
differences in the achievement of pupils taught with self-instructional computer-based package
were also examined. The quasi-experimental pretest-posttest experimental-control group
research design was employed. Simple random sampling was used to select 40 pupils (20
males and 20 female) for each of the experimental and control groups. A 50-item achievement
test, the Social Studies Achievement Test (SSAT), was administered to the students as pretest
and posttest. From the analysis of data, the following findings were reached: there was
significant difference in the mean achievement scores of students in experimental and control
groups. (t = 1.77, df = 39, P £ 0.05). There was no significant difference between the mean
scores of male and female students taught social studies with the self – instructional computer
– based package (t = 0.99, df = 19, p £ 0.05), implying that the instructional package is
gender friendly. Students in age groups 9-10, 13-14 performed significantly better than the age
groups 11-12, 13-14 (F3,38 = 3.67, p ³ 0.005). Based on the findings, it was concluded that the
use of the self-instructional compute-based package could serve as a viable alternative to the
conventional method of teaching. The implications of the findings for social studies education
were discussed. Recommendations for the improvement of social studies education in Niger
State.
Keywords: Self-Instructional; Computer-Based Package; Social Studies: Senior Primary
School
Introduction
Social studies is one of the core subjects which if effectively taught, has the potential to
influence the intellectual, social development and personal growth of youth. Yusuf (2004)
notes that the purpose of social studies education is to prepare citizens who will perpetuate and
improve their society, while that of personal education is to help the youth sort out the
confusion of the social world and thus find meaning for his life. Social studies was perceived by
Okonkwo (2000) as the study of man and his physical and social environments and how man
interacts with others while Aneke (2005) sees it as a discipline through which man studies and
learns about the problems of interaction and adjustment to the changing world. The status of a
core subject accorded social studies at both primary and post primary levels of education in
Nigeria is also given credence by the National policy on education (FRN, 2004).
In spite of the important place of social studies in our educational system, students’
performance in the subject shows growing decline and fluctuation in Junior School Certificate
Examination (JSCE). For example, in Minna, JSCE results of social studies as indicated in
2. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
2
Appendix I, and shown in fig I, on the average, about 48.60% of the students failed between
2004 to 2008.
Fig. 1: Students performance in social studies (NECO, 2004-2008)
Social studies educationists and educators have given some reasons for the increasing poor
performance of students in the subject. Yusuf (1997) and Yusuf (2004) attribute the poor
performance of students to poor teaching methods employed by teachers while, Iyewarun
(1989) states that, lack of the use of appropriate methods in the teaching of social studies
contributes to the poor performance of students in the subject. Mezieobi (2000) corroborates
this view when he acknowledges the non-utilization of the necessary techniques in teaching
social studies.
Rose and Fernlund (1997) stress that using computers in social studies teaching makes the
learning/teaching process meaningful, integrated and active. Akengin (2007) states that the
content of social studies is generally abstract because it is concerned about people, history,
culture, flora, landscape, climate; therefore using information technology enables students to
understand these facts easier and make them participate in the learning process more actively.
Mason (2000) argue that using technology in social studies teaching provides unforeseeable
facilities and makes effective learning more accessible, compared to traditional classrooms.
There has been a global proliferation in the use of computers in schools as an instructional,
communicative and informational resources tool. Pelgrum (2001) states that using computers
could revolutionize an outmoded educational system; better prepare students for the
information age and accelerate national development efforts. Cuban (2001) considers
computers as a vehicle for reforming educational practices, to be used as an instructional tool
by teachers at all levels of education. McAllister and Mitchell (2002) add that using computers
will make the learning process exciting for both students and teachers. In 1988, the Federal
Government of Nigeria launched the National Policy on Computer Literacy at primary, secondary
and tertiary levels of education. The committee on computer literacy emphasized on the use of
computer education in all levels of education in Nigeria.
3. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
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Several researches had shown that using Computer-Assisted Instruction (CAI) has a positive
effect on students achievement compared to traditional methods. For instance, Kara and
Kahraman (2008) have revealed the effectiveness of computer assisted instructional package
over other traditional method in social studies. In Nigeria, Ajelabi (1998) and Yawa (2006)
found students taught social studies using computer-assisted instructional package performed
better than those taught using conventional method. Similarly, Egunjobi, (2002) in geography,
Ash (2005) in mathematics, Basturk (2005) in statistics and Okoro, and Etukudo, (2001) in
chemistry, Gambari (2004) in physics and Karper, Robinson, and Casado-Kehoe (2005) on
counselling education .confirmed that CAI has been effective in enhancing students’
performance in other subjects than the conventional classroom instruction. Ramanchandram
and Scottler (2003) found no significant difference between the control group and experimental
group on a Meta-Cognitive Computer-Based Tutor for High-School Algebra.
Gender has been identified as one of the factors influencing students’ performance at secondary
school level (Anagbogu, & Ezeliora, 2007; Eze, 2007). Gender difference disparity in the study
of different subjects including social studies, in developing countries is attributed to socio-
cultural and traditional reasons (Wasagu, 2007). Researches conducted by Ajelabi (1998) and
Yawa (2006) found that male and female students performed equally better in social studies
using computer-assisted instructional package in social studies. Similarly, Ash (2005), Basturk
(2005), Gambari (2004), Spence (2004) and Dantala (2006) found no significant difference
between male and female students taught mathematics, statistics, physics and history
respectively using computer-assisted instructional package. However, studies on the effect of
CAI on social studies are very scanty, yet the non-conclusive nature of the influence of gender
on students’ achievement in social studies.
The issue of effectiveness of CAI with students of different ages has been conflicting. Most
comparative studies such as Bangert-Drowns (1985), Becker (1990) and Bracey (1987) found
that CAI is more beneficial for younger students than older ones. Similarly, Ehman and Glen
(1987) found that CAI to be beneficial to students in general, the degree of impact decreases
from the elementary to secondary to postsecondary levels. Piaget (1952) identified five stages
of children mental development that has influence in the children mastery level of operations
they include: sensori-motor (0-2 years), pre-operational thinking (2-4 years), intuitive stage (4-
7 years), concrete operations (8-11years) and formal operations (11-14 years) which has
influence in the children mastery of operation. It is against this background that this study is
proposed to investigate the effect of self-instructional computer-based package on students’
achievement in social studies, influence of gender, and students’ ages on the performance in
social studies.
Research Questions
The study was specifically aimed at finding answers to the following questions:
(i) Is there any difference in the performance of students taught social studies with the
self-instructional package and those taught without the package?
(ii) Is there any difference in the performance of male and female students taught
social studies with the self-instructional package?
(iii) Is there any difference in the level of achievement of students of different age
groups (9-10, 11-12, 13-15) taught social studies with the self-instructional
computer-based package.
4. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
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Research Hypotheses
1. There is no significant difference in the mean achievement scores of students taught
social studies using the self instructional computer-based package and those taught
without the package.
2. There is no significant difference in the mean achievement scores of male and female
students taught social studies with the self instructional computer-based package.
3. There is no significant difference in the mean achievement scores of students of
different age groups taught social studies with the self-instructional computer- based
package.
Methodology
Research Design
The research design adopted for this study is the present-posttest experimental control group
design.
Sample and Sampling Technique
The population for this study was made up of all primary six pupils selected from schools
situated in Minna Local Government Area of Niger State. The sample for this research was
made up of 80 primary six pupils randomly selected using simple random sampling techniques.
The four primary schools selected were based on the following criteria: (a) they were well
equipped with computer facilities and manpower. (b) they have computers as a course of study
in their curriculum (c) they encourage researcher to use their facilities.
Twenty pupils were randomly selected for the study from each of the four schools. Invariably,
there were forty (40) males and forty (40) females. Thus, the total number of pupils were 80
and these were assigned into experimental and control group respectively. 40 pupils were
assigned to control and 40 pupils to experimental groups. Equal number of male and female
pupils were randomly selected to take care of gender difference.
The ages of pupils were randomly selected based on the information provided by the pupils in
the SSAT achievement test instruction sheet. The selection of the age of the pupils was based
on the age variable considered in the hypothesis three. However, Piaget stages of development
was also consider as a factor used in selection of ages.
Research Instruments
Test Instrument: The research instrument were made up of social studies achievement test
(SSAT) which was used as pretest and posttest to measure the performance of the pupils in
social studies. The fifty questions that made up the achievement test were selected from one
hundred questions initially prepared. To obtain the fifty questions, the initial one hundred
questions were subjected to the processes of validation and item analysis to determine the
discrimination and facility indices. The questions were also subjected to pilot study, and
reliability test before using them as a research instrument. The time allocated for the test was
one hour fifteen minutes (1hr. 15min).
5. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
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A stem followed by four (4) options lettered (A-D) out of which only ONE was correct. Pupils
were expected or instructed to select only ONE option as answer for each item. All the options
were plausible answers to the item.
Treatment Instrument: Development of Self–Instructional Computer-Based Package was
jointly developed by the researcher and a computer programmer using the lesson notes
prepared for the traditional chalk–and–talk method. The program was written in Visual FoxPro
programming language. The topics treated were selected based on the syllabus of primary six
pupils. The topic selected was from first term scheme of work and falls between the period that
research was carried out.
The development of courseware for this research material follows the systematic and recursive
approach of instructional development model put forth by Dick and Carey (1996). However, five
trials were made before the packages become successful. It was then tested with some few
selected primary six pupils from Waziri Primary School, Minna, Niger State. This school used for
testing the package falls between the population of the study but not part of the schools
selected for research study. Some of the complaints from these selected pupils about the
package was later used for further modification and finally perfected the package.
Validation of the Instruments
The computer package was validated by two experts in educational technology and computer
science departments, Federal University of Technology, Minna. The prepared questions were
submitted to two senior lecturers who are specialists in the field of social studies at the College
of Education, Minna and one senior social studies officer at the National Examination Council
office (NECO) for validation. After the validation, the selected items were used for pilot study so
as to ascertain the reliability and other characteristics of the test instrument.
Reliability of Testing Instrument
The reliability of a test instrument is the consistency with which a test measures what it is
intended to measure. A split-half method was used for the reliability. In this case the test was
administered once and the scores obtained were divided into two groups. The correlation
coefficient between the two groups was calculated using Pearson’s Product-Moment Correlation
coefficient: A reliability coefficient of (0.874) was obtained. This result shows that the test
instrument is reliable enough to be used for research study using the usual formula.
Method of Data Collection
The data for testing the hypotheses were collected from the pretest and posttest administered
to the subjects used in the study. Each of the tests was marked and scored. The teaching was
done for six weeks with control group being taught with the use of the traditional (chalk-and-
talk) method of teaching. The teaching was done for the period of six weeks with three lessons
per week. The total number of periods for the six weeks duration for teaching was eighteen
lesson and each lesson period lasted for thirty-five (35) minutes. The control group was taught
by the researcher while the experimental group were exposed to the use of self instructional
computer based package.
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Results
The data collected for this study were analyzed using the means; standard deviations, t-test,
One-way ANOVA statistics and the Scheffe post hoc test. The t-test was used to test
hypotheses 1 and 2 while the One-way ANOVA and the Scheffe test were employed in testing
hypothesis 3.
To analyze the pretest data the mean scores of the experimental and control groups were
computed and compared using the t-test. Table 1 presents the means, standard deviations and
the result of the t-test for the two groups.
Table 1: t-test comparison of the pretest mean scores of the experimental and
control groups
Variables N df
Means(x)
SD
t-value
calculated
Level of
Significance(ρ)
Experimental
Group
40
39
73.45 6.67
1.630ns
0.010
Control Group 40 72.63 6.22
ns - Not significant at 0.05 level
The result of the t-test analysis in Table I shows that there was no significant difference in the
pre-test means scores of Experimental (x = 4.13) and Control (x = 4.07) groups. This was as a
result of the t-value of 1.630 resulting in 0.010 significant value, which is less than 0.05 alpha
value. This means that students in the experimental and control groups were at the same entry
level with regard to academic ability before the treatment.
Hypothesis 1: There is no significant difference in the mean achievement scores of students
taught social studies using the self - instructional computer – based package and those taught
without the package. The result is presented in Table 2:
Table 2: t-test result of the posttest of experimental and control groups
Variables
No in
samples
(N)
Df
Means
(x) SD
t-value
calculated
Level of
Significance (p)
Experimental
Group
40
39
85.38 3.95
1.768ns
0. 085
Control
Group
40 82.45 9.77
ns - Not Significant at 0.05 level
Table 2 indicate that there was significant difference in the posttest mean scores of students
exposed to self-instructional computer-based package (x = 85.38) and those exposed to
conventional teaching method (x = 82.45) in favour of experimental group, that is those
exposed to self-instructional computer-based package. This was as a result of the t-value of
1.768 resulting in 0.085 significance value which was lesser than 0.05 alpha value. Therefore,
the hypothesis which states that there is no significant difference in the mean achievement
scores of students taught social studies using the self - instructional computer – based package
and those taught without the package is rejected.
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Hypothesis 2: There is no significant difference in the mean achievement scores of male and
female students taught social studies with the self-instructional computer–based package in the
experimental group. The result is presented in the table 3.
Table 3: t-test comparison of the posttest mean scores of female and male
pupils in the experimental group
Variables
No in
samples
(N)
df Means(x) SD
t-value
calculated
Level of
Significance (p)
Females 20
19
82.95 6.27
0. 990ns
0.033
Males 20 84.45 5.68
ns - Not significant at 0.05 level.
An examination of Table 3 indicates that there was no significant difference in the posttest
mean scores of male (x = 84.95) and female (x = 82.95) students exposed to self-instructional
computer-based package. This was as a result of the t-value of 0.990 resulting in 0.033
significance value which was lesser than 0.05 alpha value. Therefore, the hypothesis which
states that there is no significant difference in the mean achievement scores of male and
female students taught social studies with the self-instructional computer–based package in the
experimental group is rejected.
Hypothesis 3: There is no significant difference in the mean achievement scores of students
of different age groups taught social studies with the self-instructional computer-based package
in the experimental group.
To test this hypothesis, the posttest mean scores of pupils in the three different age groups
were calculated and compared using one way ANOVA. Table 4 shows the result of the ANOVA
comparison of the mean scores.
Table 4: ANOVA comparison of the performances of pupils of different age
groups in the experimental group
Sources
of
Variable
Sum of
Square
Df Mean F-value
calculated
Level of
significance (p)
Between
groups
267.313 2 133.656
3.67* 0.335
Within
groups
1383.468 38 36.407
Total 1650.780 40
*Significant at 0.05 level
Table 4 shows the result of ANOVA comparison of the means scores of pupil of different age
groups (9-10, 11-12 and 13-14 years) in the experimental group. The analysis indicates that
there was significant difference in the mean scores of students of different age group. This was
as a result of the f-value of 3.67 resulting in 0.335 significance value which was higher than
0.05 alpha value. Therefore, the hypothesis which states that there is no significant difference
8. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
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in the mean achievement scores of students of different age groups taught social studies with
the self-instructional computer-based package in the experimental group is not rejected.
In other to ascertain the location of the significant difference between pairs of age groups,
Scheffe’s Post Hoc Test was conducted on the data. The result is shown in Table 5.
Table 5: Scheffe’s post hoc test result for the multiple comparison of the
mean scores of pupils ages 9-10, 11-12 and 13-14
Variable (I) Variable(J) Mean
Difference
Significance
Level (p)
Age Group I
(Ages 9-10)
Age Group II
(Ages 11-12)
Age Group III
(Ages 13-14)
3.8556
6.8769*
0.281
0.035
Age Group II
(Ages 11-12)
Age Group I
(Ages 9-10)
Age Group III
(Ages 13-14)
-3.8556
3.0214
0.281
0.397
Age Group III
(Ages 13-14)
Age Group I
(Ages 9-10)
Age Group III
(Ages 13-14)
-6.8769*
-3.0214
0.035
0.397
* The mean difference is significant at the 0.05 level
Table 5: Summary of scheffe post hoc test on achievement of the three age
groups
Age group p-value Remark
9-10 vs 11-12
9-10 vs 13-14
11-12 vs 13-14
0.281
0.035
0.397
Not significant
Significant
Not significant
Table 5 shows the post hoc test for multiple comparisons of the differences in the mean scores
of the pupils of ages 9-10, 11-12 and 13-14. From the table, there is statistically significant
difference between the mean score of age group 9-10 (86.80) and the mean score of age group
13-14 (79.92). The mean difference is 6.88, corrected to 2 decimal points. There is no
statistically significant difference between the mean score of ages 9-10 (86.80) and the mean
score of age group 11-12 (82.94). The mean difference is 3.86 corrected to 2 decimal point.
Also there is no significant difference between the mean scores of age group 11-12 (82.94) and
the mean score of age group 13-14 (79.92). The mean difference is 3.02 corrected to 2 decimal
point. Table 5 shows the summary of the Scheffe’s post hoc test on achievement between the
various age groups.
Discussion of Findings
The result of the analysis of t-test on the performance of students taught social studies using
computer assisted instructional packages and those taught using conventional method
instruction indicated a significant difference in favour of the students in the experimental
9. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
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groups. It is to be noted that students exposed to self-instructional computer-based package
did better than those exposed conventional method of instruction
These findings agree with earlier findings of Ajelabi (1998), Yawa (2006) and Kara and
Kahraman (2008) which are directly on social studies. Similarly, the findings agree with the
studies of Egunjobi, (2002) in geography, Ash (2005) in mathematics, Basturk (2005) in
statistics and Okoro, and Etukudo, (2001) in chemistry, Gambari (2004) in physics conducted in
Nigeria which confirmed that CAI has been effective in enhancing students’ performance in
other subjects than the conventional classroom instruction. The findings also agree with earlier
findings of Karper, Robinson, and Casado-Kehoe (2005) on counselling education. It, however,
contradicts the conclusion of Ramanchandram and Scottler (2003) found no significant
difference between the control group and experimental group on a Meta-Cognitive Computer-
Based Tutor for High-School Algebra.
The influence of gender on the academic performance of students in social studies when taught
with self-instructional computer-based package was examined using hypotheses two. The result
of the analysis of t-test on the performance of male and female students taught social studies
using computer assisted instructional packages indicated no significant difference. These
findings agree with earlier findings of Ajelabi (1998), Spence (2004), Yawa (2006) and Kara and
Kahraman (2008) found that male and female students performed equally better in social
studies using computer-assisted instructional package. Similarly, Ash (2005), Basturk (2005),
Gambari (2004) and Dantala (2006) found no significant difference between male and female
students taught mathematics, statistics, physics and history respectively using computer-
assisted instructional package. Thus, it can be deduced that the use of computer assisted
instruction enhanced the performance of both male and female students.
The influence of age on the academic performance of students in social studies when taught
with self-instructional computer-based was examined using hypotheses three. The result of the
analysis of variance (ANOVA) showed a significant age difference for learners exposed self-
instructional computer-based package in social studies. Furthermore, Scheffe test was used as
post hoc to locate the observed significant difference indicated that there was significant
difference between the performances of students of different ages (9-10, 11-12, 13-15)
exposed to self-instruction computer-based package in favour of students of lower ages 9-10.
These findings agree with Bangert-Drowns (1985), Becker (1990), Bracey (1987) and Ehman
and Glen (1987) whose studies favour younger students than older ones. This finding is
supported by Piagetian study for children mental development which reveals that the age 9-10
and 11-12 years are within formal and concrete operational stage respectively.
Conclusion
The study showed that the use of self-instructional computer-based packages have the
potential capability of improving the performance of pupils in social studies. The following
conclusions were drawn from the findings of the study: The findings showed that better
performance in social studies could result through effective and efficient use of self-
instructional computer-based packages. In addition, learning would be more interesting and
effective; the effect of the self-instructional computer-based package in teaching social studies
is not gender dependent. The package is gender friendly, affecting both males and females in
the same manner; the used of self-instructional computer-based package significantly
10. Journal of Science, Technology, Mathematics and Education (JOSTMED) Volume 7(2)
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enhanced the performance of students in social studies especially those between age group 9-
10 and 13-14.
Recommendations
Based on the findings of the study the following recommendations are made:
(i) Computer-Assisted Instruction/Learning should be encouraged for teaching and learning
in primary school level because it improved the performance of pupils.
(ii) Computer should be used to strike balance the between male and female students.
Since it stimulate, motivate and arouse the interest of male and female alike.
(iii) Computer should be used to motivate students of higher age as well as lower age.
Thereby it should not be seen as a tool for lower age pupils alone.
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