Thesis and Dissertations

Permanent URI for this collection

https://keffi.nsuk.edu.ng/handle/20.500.14448/3926

Browse

Browsing Thesis and Dissertations by Author "Stephen, Safiya Tamanuwa"

Now showing 1 - 1 of 1
  • Thumbnail Image
    ItemOpen Access
    THE RELATIVE EFFECT OF CO-OPERATIVE AND INDIVIDUALISED COMPUTER ASSISTED INSTRUCTIONAL STRATEGIES ON SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT AND RETENTION IN GENETICS
    (DEPARTMENT OF SCIENCE, TECHNOLOGY AND MATHEMATICS FACULTY OF EDUCATION NASARAWA STATE UNIVERSITY KEFFI, 2014-09-08) Stephen, Safiya Tamanuwa
    This study investigated the relative effect of Co-operative and Individualized Computer Assisted Instructional Strategies on students’ achievement and retention in Genetics. Four research questions were raised and four null hypotheses were tested. The study adopted quasi experimental, per-test, post-test control group design. The sample for the study consisted of 122 Senior Secondary School III Biology Students drawn from three schools in the Federal Capital Territory Abuja, Nigeria. The three schools were randomly assigned to two treatment groups: Co-operative Computer Assisted Instruction (CCAI), Individualized Computer Assisted Instruction (ICAI) and Control group. Four instruments were developed and validated for data collection, namely, Genetics Achievement Test (GAT), Genetic Retention Test (GRT), Computer Assisted Instructional Package (CAIP) and Lesson plan for the control group. The GAT consisted of 50 multiple-choice items for assessing students’ achievement and retention in Genetics. The experimental groups (CCAI & ICAI) were exposed to treatment for four weeks after which the post-test was given. The retention test was administered four weeks after the post-test. The data collected were analyzed using means, standard deviations and gain scores while the null hypotheses were tested at 0.05 alpha levels using ANCOVA. The results showed significant difference in the mean scores in favor of students in the Co-operative Computer Assisted Instruction group (p< 0.001) followed by the students in the Individualized Computer Assisted Instruction group with the Control group having the least mean scores. Similarly, the mean retention scores of students exposed to CCAI was significantly better (PO.001) than the ICAI group and the Control group. However, no significant difference was found between the mean scores of boys and girls in the experimental and control groups. On the basis of these findings, the Co-operative Computer Assisted Instruction is recommended to Biology teachers for teaching Genetics.