Effects of computer-based instructional strategies on students performance in physics in senior secondary schools in Jega local government, Kebbi state, Nigeria
Keywords:
physics, computer-base, concept mapping, gender, ANCOVAAbstract
This study examined the effects of computer-based instructional strategies on the performance of physics students in secondary schools in Jega Local Government, Kebbi State. The study was guided by two (2) research questions and two (2) null hypotheses which were tested at 0.05 alpha levels. The comparative effects of the spider and hierarchical modes of computer-based concept mapping strategies were explored. The instrument used in the study were: researcher adapted Physics Performance Test (PPT), Computer-Based Concept Mapping Instruction Packages (CBCMIP) and Computer Based Instruction Package (CBIP), which were validated by experts. The sample population comprises of 100 SS2 Physics students drawn from one (1) public and two (2) private secondary schools in Jega Local Government Area of Kebbi State. Three intact classes were selected through simple random sampling technique from each of the selected. From the data collected, mean and standard deviation were used to answer the research questions while ANCOVA was used to test the null hypotheses. Findings of the study revealed that students taught with computer-based concept mapping strategies have almost the same level of performance with those taught using just computer based instruction. The findings also revealed that gender has no significant effect on the academic performance of students when taught using computer-based concept mapping instructional strategies. Finally, it was recommended that the workshops and seminars should be organized for teachers by education authorities of the Federal and State Ministries of Education, on the use of computer-based concept mapping strategies to improve students’ performance in Physics.
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