Effectiveness of Compurer-Based Constructivist Instruction on Students' Achievement and Interest in Basic Science and Technology in Niger State

Abstract

This study investigated effectiveness of computer-based constructivist Instruction on students' achievement and Interest in basic science and technology in Niger State. Three objectives, three research questions and three hypotheses were set for the study. The population for the study was 1,552 students in Junior Secondary School II in Minna and Bida Local Government Areas of Niger State. The design for the study is Quasi-experimental using pretest posttest non-randomized control group with an intact class. The sample consisted of a total of 52 students, made up of 29 experimental group and 23 control group. Two instruments, Basic Science and Technology and Technology Achievement Test (BSTAT) and Basic Science and Technology Interest Inventory (BSTII) were used for collection of data. The instruments were subjected to validity and reliability test.The result obtained from trial testing was used to determine the reliability coefficient for BSTAT and BSTII using K-R20 (Kuder Richardson) and Cronbach alpha respectively. The reliability coefficient of BSTAT and BSTII is 0.73 and 0.77 respectively. The data collected were statistically analyzed using t-test. The results obtained showed that significant difference exists in the achievement and interest of subjects in Basic Science and Technology taught with web-based software teaching strategy. The application of Multiple Classification Analysis (MCA) showed that students taught with web-based learning strategy achieved and developed more interest significantly than those taught with lecture method. Based on the findings, webbased learning strategy is more effective in the enhancement of students' academic achievement and interest in Basic science and technology. The study recommended among others that the teaching of basic science and technology should be very flexible to incorporate new strategies.