Effects of Web-Based Instruction on Junior Secondary School Students’ Academic Performance in Basic Technology in Niger State

Abstract

The study investigated the Effects of Web-Based Instruction on Junior Secondary School Students’ Performance in Basic Technology in Niger State, Nigeria. Quasi-experimental design (pretest-posttest, non-equivalent, non-randomized control group design) was adopted in this study. The sample for the study consisted of 119 JSS II students drawn from four co-educational registered private secondary schools in Minna Metropolis, Niger State. Three research questions with corresponding hypotheses were formulated and tested at 0.05 level of significance. Basic Technology Achievement Test (BTAT) which consists of 50-items, multiple choice objectives questions were used for data collection. Web-based instruction (WBI) and BTAT were validated by education technology experts, computer experts, industrial and technology education lecturers, and secondary school basic technology teachers. BTAT was subjected to pilot test and 0.90 reliability coefficient was obtained using Pearson Product Moment Correlation Coefficient. BTAT was administered on students in experimental and control groups and data obtained were analyzed using Analysis of Covariance (ANCOVA) to test the hypotheses. The results of the study indicated that students exposed to Web-Based Instruction performed significantly better than their counterparts exposed to Conventional Teaching Method. There was no significant difference between the mean scores of male and female students; high, medium, and low achievers’ students exposed to WBI. Based on the above findings it was recommended that Web-Based Instruction should be encouraged for teaching and learning of Basic Technology.