Effect of Activity-Based Instructional Strategy on Secondary School Students’ Interest in Computer Studies in Anambra State, Nigeria

Abstract

This study investigated the effect of activity-based instructional strategy (ABIS) on secondary school students' interest in computer studies. The study adopted a descriptive survey research design. A two-stage sampling procedure was used to sample 87 computer studies students from two schools out of 18 coeducational public schools in Awka South Local Government Area of Anambra State, Nigeria. Students offering computer studies from the two schools were randomly assigned to experimental and control groups respectively. Data were collected using Computer Studies Interest Scale (CSIS). The instruments were validated by three experts. The reliability of CSIS was established by a simple administration method using Cronbach Alpha with an index value of 0.65. The experimental group was taught computer studies using ABIS while the control group was taught using the conventional lecture method (CLM). Data were collected by administering CSIS on the participants as pre and post-test. The data obtained were analyzed using mean, Standard Deviation, and two-way Analysis of Covariance. The findings revealed a significant difference in the mean interest rating scores of students exposed to ABIS and CLM in favor of the former group. There was no significant difference in the mean interest scores of male and female students exposed to ABIS. Based on the findings, the study recommended that computer studies teachers should adopt the use of ABIS in teaching computer studies. Training and recruitment of computer studies specialist teachers are a sine qua non towards realizing the goals of teaching computer studies.