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African Journal of Educational Studies in Mathematics and Sciences

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Computer Assisted Programmed Instruction and Cognitive Preference Style as Determinant of Achievement of Secondary School Physics Students

MAO Sotayo

Abstract




The study probes into the effect of Computer Assisted Instruction and Cognitive preference style on achievement of secondary school Physics Students in Ogun State of Nigeria. The population of the study comprises the SS II students in Abeokuta Educational Zone. 186 students sample were drawn from the population for the study. Two main valid and reliable instruments were used for data collection: Physics Achievement Test (KR20 = 0.83) and Physics Cognitive Preference Style Inventory (KR20 = 0.86). The result revealed significant main effect of treatment [F (1,186) =28.651, P < 0.05 ] and cognitive preference style [F (3,186) =23.349, P<0.05 ] on physics achievement. The data collected were analysed by two-way analysis of variance. The analysis showed that the Computer Assisted Programme Instruction group achieved significantly higher than the conventional group. However, Post hoc analysis showed that the mean score of students with questioning learning mode achievement was significantly higher than those of recall and principle respectively. The achievement of students of application learning mode was also significantly higher than those of recall and principle respectively. There was no significant interaction effect between Cognitive Preference Style and Computer Assisted Programmed Instruction. The implications of the result to the stakeholder were discussed.

African Journal of Educational Studies in Mathematics and Sciences Vol. 5 2007: pp. 43-48



http://dx.doi.org/10.4314/ajesms.v5i1.38613
AJOL African Journals Online