EFFECTS OF INDIVIDUALIZED COMPUTER-BASED INSTRUCTION ON JUNIOR SECONDARY SCHOOL STUDENTS’ ACADEMIC ACHIEVEMENT IN BUSINESS STUDIES
Abstract:The
study investigated the effect of individualized computer based instruction on
junior secondary school students’ academic achievement in Business Studies. The
study adopted a pre-test post-test control quasi-experimental design. Eighty
(80) students purposively selected in public schools in Abeokuta, Ogun State,
Nigeria participated in the study. Three hypotheses were formulated and tested
at 0.05 level of significance. The Business Studies Achievement Test (BSAT) r =
0.88 was the major instrument used for data collection. The data from the study
were analysed using analysis of co-variance (ANCOVA) and Multiple
Classification Analysis (MCA). There was a significant main effect of treatment
on students’ achievement in Business Studies (F(1,75) = 347.617, P > 0.05).
Furthermore, there was no two-way significant interaction effect of treatment
and gender (F(1,75) = .956, P > 0.05) on students achievement in Business
Studies. It is recommended among others, that computer based instructional
strategy should be incorporated into the teaching and learning of Business
Studies with a view to enhancing students’ academic performance in the subject
at the junior secondary level of education in Nigeria.