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Three Instructional Strategies and Secondary School Computer Science Students? Retention In Oyigbo Local Government Area Of Rivers State
Subject area: Science,Engineering and Technology · Area of research: Curriculum Studies and Educational Technology
Abstract
This study investigated the effect of Three Instructional Strategies and Secondary School Computer Science Students? retention in Oyigbo Local Government, Area of Rivers State. This study aims to find out if there was a difference in the academic retention of students taught with peer tutoring, think-pair-share, three-two-one(3-2-1) strategies, and those taught with chalk-talk instructional strategy. For the study quasi-experimental, pre-test-posttest non-equivalent group design was adopted. Three research questions and three null hypotheses guided the study. The population of this study comprised all the senior secondary school one students in mixed public schools in Oyigbo Local Government Area of Rivers State with a total of two thousand one hundred and eighty-nine students (2189). A sample of four schools was selected using a multistage sampling procedure with a sample size of two hundred students. In each school, an intact class of 50 students was used. Data were collected from the four selected secondary schools using Computer Science Retention Test. These were administered as pre-test and post-test respectively. Both contained twenty multiple-choice items. Mean and standard deviation was used to answer the research questions while the hypotheses were tested using Analysis of Covariance at 0.05 level of significance. The results of the findings showed that students who were taught Computer Science using Peer Tutoring and the 3-2-1 strategy retained better than their counterparts taught using Think-Pair-Share and chalk-talk strategies. The study also revealed that there was no significant interaction effect between Peer Tutoring, Think-Pair-Share, 3-2-1, and chalk-talk instructional strategies and gender on students? retention in Computer Science. Based on the findings, it was recommended among others that since the use of Peer Tutoring and 3-2-1 strategies were found to improve retention in Computer Science, Computer Science teachers should employ it more in teaching topics that are abstract and the students perceive to be difficult.
Keywords
Effect, Retention, Instructional Strategies, Computer Science, Peer- tutoring, Think-Pair-Share, 3-2-1
References
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[2] Garmston, R. & Wellman, B. (2019). The Adaptive School: A Source book for Developing Collaborative Groups, 5th Ed. Norwood MA. Christopher-Gordon Publishers, Inc. retrieved from https://www.s2temsc.org/uploads/1/8/8/7/18873120/3-2-1.pdf00
[3] Gloria, J. O. & Peter C. O. (2017). Effect of think-pair-share and gender on secondary school students achievement in computer science. South-Eastern Journal of Research and Sustainable Development
[4] Ikechi, C. E. (2018). Microsoft PowerPoint Instruction and junior secondary school basic science On Students’ Academic Performance and Retention in Oyigbo Local Government Area of Rivers State. Unpublished project.
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[6] Ogunyebi, T. H. (2018). Enhancing Science Performance through Think-Pair Strategies among College of Education Students in Integrated Science in Ekiti State, Nigeria. International Journal of Education and Evaluation ISSN 2489-0073 Vol. 4 No. 4 IIARD –International Institute of Academic Research and Development 59www.iiardpub.org
[7] Okolocha .C. & Nwaukwa . F. (2020) Effect of Think-Pair-Share Instructional Strategy on Secondary School Students’ Academic Achievement and Retention in Financial Accounting in Abia State https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3542749
[8] Oladimeji A. I., Yusuf H. A., Njoku C. C., Owolabi A. A. (2018) Computer Science Education in Nigeria Secondary Schools – Gap Between Policy Pronouncement and Implementation (Case Study of Northeast Zone Nigeria) https://www.researchgate.net/publication/342118188_Computer_Science_Education_in_Nigeria_Secondary_Schools__Gap_Between_Policy_Pronouncement_and_Implementation
[9] Ugwuadu, O. R. (2011) Effects of discourse patterns on students’ achievement and interest in Biology. https://www.unn.edu.ng/publications/files/images/UGWUADU,%20OKWUJIAKO%20RICHARD.pdf
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[11] Zaitun, A. M. (2007). Constructivist theory and strategy for teaching science, Daralshorroug for publishing and distribution, first (Ed), Amman-Jordan. 66.1-9.
How to cite this paper
@article{1703350,
author = {Ikechi, Chinwe, Prof. O.F. Ndioho},
title = {Three Instructional Strategies and Secondary School Computer Science Students? Retention In Oyigbo Local Government Area Of Rivers State},
journal = {Iconic Research And Engineering Journals},
year = {2022},
volume = {5},
number = {10},
pages = {77-86},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1703350.pdf},
abstract = {This study investigated the effect of Three Instructional Strategies and Secondary School Computer Science Students? retention in Oyigbo Local Government, Area of Rivers State. This study aims to find out if there was a difference in the academic retention of students taught with peer tutoring, think-pair-share, three-two-one(3-2-1) strategies, and those taught with chalk-talk instructional strategy. For the study quasi-experimental, pre-test-posttest non-equivalent group design was adopted. Three research questions and three null hypotheses guided the study. The population of this study comprised all the senior secondary school one students in mixed public schools in Oyigbo Local Government Area of Rivers State with a total of two thousand one hundred and eighty-nine students (2189). A sample of four schools was selected using a multistage sampling procedure with a sample size of two hundred students. In each school, an intact class of 50 students was used. Data were collected from the four selected secondary schools using Computer Science Retention Test. These were administered as pre-test and post-test respectively. Both contained twenty multiple-choice items. Mean and standard deviation was used to answer the research questions while the hypotheses were tested using Analysis of Covariance at 0.05 level of significance. The results of the findings showed that students who were taught Computer Science using Peer Tutoring and the 3-2-1 strategy retained better than their counterparts taught using Think-Pair-Share and chalk-talk strategies. The study also revealed that there was no significant interaction effect between Peer Tutoring, Think-Pair-Share, 3-2-1, and chalk-talk instructional strategies and gender on students? retention in Computer Science. Based on the findings, it was recommended among others that since the use of Peer Tutoring and 3-2-1 strategies were found to improve retention in Computer Science, Computer Science teachers should employ it more in teaching topics that are abstract and the students perceive to be difficult.},
keywords = {Effect, Retention, Instructional Strategies, Computer Science, Peer- tutoring, Think-Pair-Share, 3-2-1},
month = {April},
}