Effects of Computer-Assisted Instructional Package on Social Studies Achievement among Senior Primary School Pupils in Niger State, Nigeria.

Abstract

The study examined the effect of a self-instructional computer-based package on social studies achievement on senior primary school pupils in Niger State, Nigeria. Gender and age differences in the achievement of pupils taught with self-instructional computer-based package were also examined. The quasi-experimental pretest-posttest experimental-control group research design was employed. Simple random sampling was used to select 40 pupils (20 males and 20 female) for each of the experimental and control groups. A 50-item achievement test, the Social Studies Achievement Test (SSAT), was administered to the students as pretest and posttest. From the analysis of data, the following findings were reached: there was significant difference in the mean achievement scores of students in experimental and control groups. (t = 1.77, df = 39, P £ 0.05). There was no significant difference between the mean scores of male and female students taught social studies with the self – instructional computer – based package (t = 0.99, df = 19, p £ 0.05), implying that the instructional package is gender friendly. Students in age groups 9-10, 13-14 performed significantly better than the age groups 11-12, 13-14 (F3,38 = 3.67, p ³ 0.005). Based on the findings, it was concluded that the use of the self-instructional compute-based package could serve as a viable alternative to the conventional method of teaching. The implications of the findings for social studies education were discussed. Recommendations for the improvement of social studies education in Niger State.