IMPACTS OF COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ PERFORMANCE IN CIVIC EDUCATION IN SENIOR SECONDARY SCHOOLS, KADUNA STATE, NIGERIA

IMPACTS OF COMPUTER-ASSISTED INSTRUCTION ON STUDENTS’ PERFORMANCE IN CIVIC EDUCATION IN SENIOR SECONDARY SCHOOLS, KADUNA STATE, NIGERIA

ABSTRACT

The study investigated the impact of computer assisted instruction on students‟ academic performance in civic education in senior secondary school, Kaduna State, Nigeria. The researcher was motivated by WASSCE Chief Examiner reports 2014/2015 which shows that most of the students who sat for civic education had problems among others, poor expression, inadequate knowledge of the subject matter. These inadequacies are associated with pedagogical approach used by the teachers, as majority of civic education teachers used conventional teaching method. The research sought to achieve seven objectives which include to ascertain the differences between the performance of students taught Civic Education using Computer Assisted Instruction and those taught using conventional method in senior secondary schools in Kaduna state; examine the differences between the performance of students taught limitation of human right using Computer assisted instruction and those taught using conventional method in senior secondary schools in Kaduna state; to investigate the difference between the academic performance of urban and rural located Secondary school students taught responsible parenthood using Computer assisted instruction in senior secondary schools in Kaduna State, among others. Seven corresponding research questions and seven null hypotheses were raised to guide the study. The study used quasi-experimental research design, the pre-test, non-equivalent control group design were used. The study which lasted for 10 weeks was conducted in public senior secondary schools in Kaduna state, Nigeria. Specifically, students of SSII with population of 139,776, out of which, 580 were sampled with consideration of the school location. The instrument tagged Civic Education Performance Test, (CEPT) was used for data collection. This instruments was validated and pilot tested which showed a reliability coefficient of 0.87. The data gathered were analyzed using both descriptive and inferential statistics. The research questions were answered using mean and standard deviation while the formulated hypotheses were tested using Independent t-test and ANOVA at the alpha level of 0.05. The viii study found that CAI is very effective in improving academic performance of students above average irrespective of the topics lifted from civic education curriculum content. Inferring from the findings, the study concluded that use of CAI is capable of improving students‟ academic performance above average when used in teaching civic education. The study therefore recommended among others that Civic Education teachers should embrace the use of Computer assisted instruction in teaching Civic Education in Senior Secondary Schools as it is capable of improving students‟ academic performance in civic education irrespective of topics lifted from civic education curriculum. Government should provide school facilities in all schools in both rural and urban areas. The facilities may be in form of infrastructural facilities (Digital Centre, Computer Laboratory rooms) equipment (projector, computers) and consumable materials (software, Computer Assisted Instruction Software and white board). Availability of these will encourage teachers to use computer assisted instruction rather than using conventional teaching methods at all times, use of computer for instruction should be incorporated into Teacher Education Curriculum in order for potential teachers to acquire necessary skills needed to impact knowledge via Computer Assisted Instruction.

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