Influence of the Economic Status of Families on the Academic Achievement of Junior Secondary Students in English in Umuahia South Local Government Area of Abia State, Nigeria (Published)
The study focused on Influence of the Economic Status of Families on the Academic Achievement of Junior Secondary Students in English in Umuahia South Local Government Area of Abia State, Nigeria. Descriptive survey was used to study a population of 9,550 families. A sample size of 350 parents was selected for the study through simple random sampling technique. The instrument for data collection was a structured questionnaire entitled “Influence of Family Economy on Students’ Academic Achievement (IFESAA). Instrument for data analysis were mean and standard deviation. Findings revealed that family economic status and polygamy influenced students’ academic achievement between the year 2018 and 2022 in Umuahia South Local Government Area of Abia State. Based on the findings, it was recommended that the voting populace should be properly educated on their voting rights, and the need to use their voting power to install governments that would pay attention to education which is one of the commonest social services any government can give to her citizens; and that the Abia State Orientation Agency should be properly positioned to carry out grass root orientation on the negative economic impact of breeding too many children than one can maintain.
Keywords: Academic Achievement, English Language, Families, Umuahia south local government area., economic status, junior secondary students’
Effects of Computer-aided Instruction on Students’ Performance in Use of English in Tertiary Institutions in Anambra State, Nigeria (Published)
The research departs from the realization that technological advancement, especially Information and Communication Technology (ICT) is greatly changing the process of teaching and learning, in higher institutions. While this process of change may not yet be so speedy in Nigeria, there is no doubt that the traditional or conventional teaching process is gradually giving way, and the ICT based teaching is setting into the fora of higher education. Using the quasi-experimental design involving pretest, posttest and non-randomized control and experimental groups, the study examined the achievement scores of students taught Use of English using computer-assisted instruction (CAI) and conventional method of teaching. The population of the study comprised all the year one students offering the Use of English. The sample of the study consisted of one thousand and eighteen students drawn from two Universities in Anambra State. Two research questions guided the study and three null hypotheses were tested at 0.05 level significance. The instrument for data collection was Use of English Achievement Test (UEAT) made up of 30 multiple choice test items with four options (A-D) from GSS 101 curriculum. The instrument was validated by three experts and a reliability coefficient of 0.80 was obtained using Kuder-Richardson Formula 20. Data collected were analyzed using mean scores to answer the research questions and Analysis of Covariance (ANCOVA) to test the null hypotheses. Findings revealed a significant difference in the post test scores of students in the control group and experimental group. Although, students in the experimental group (taught Use of English using CAI) had higher mean scores than their counterparts taught using the conventional method of teaching. Also there was no significant difference in the mean scores of male and female students taught Use of English using CAI. Based on the findings it was recommended that Computer-Assistant Instruction should be encouraged in the teaching and learning of Use of English.
Keywords: Academic Achievement, Conventional Teaching Method, Post-Test, Pre-Test, computer-aided instruction (CAI), interaction effect.
Unmasking the Effectiveness of Computer Assisted Instruction in the Teaching and Learning of Social Studies in Cross River State College of Education Akamkpa, Cross River State, Nigeria (Published)
In this study, comparative analysis of Computer assisted instruction and traditional (lecture) method of teaching and learning Social Studies in College of Education Akamkpa, Cross River State was investigated. The objective of the study was to determine if there is a significant difference in the effects of the treatment and control groups as measured by the pretest and posttest. The population of the study was a class of Sixty (60) College students in Social Studies taught with the use of CAI and another class of Sixty (60) students taught with the use of the traditional (lecture) method. There was no sampling since the entire population was used. The research method used was quasi –experimental, non-equivalent control group design. The statistical tool was the t-test. The researchers made used of the CD-ROM prepared to serve as the teaching medium for the experimental group. A 10-item questionnaire was also used to seek the opinion of the students on the effectiveness of both teaching methods (CAI and traditional). The findings of the study revealed that the achievement posttest of the treatment group has higher estimated marginal values than the control group. The result of the study also showed that the combination of CAI and collaborative work improves teaching and learning. Despite the limitation of the study being conducted in one classroom, with one teacher and Sixty (60) students, the result cannot be generalized to other schools. Conclusively, it was recommended among others that teachers should attempt to be ICT complaint to enhance their chances of using CAI innovative in teaching Social Studies
Keywords: Academic Achievement, Computer Assisted Instruction, Lecture Method, Social Studies