Three Instructional Strategies and Secondary School Computer Science Students’ Performance in Oyigbo Local Government Area of Rivers State.

Education

This study investigated the effect of Three Instructional Strategies and Secondary School Computer Science Students’ performance in Oyigbo Local Government, Area of Rivers State. The aim of this study is to find out if there was a difference in the academic performance 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, post-tests 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 technique 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 the Computer Science Performance Test. The test was administered as a pre-test and post-test. 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 outperformed all their counterparts taught using Think-Pair-Share and chalk-talk strategies. The result revealed that there was no significant difference between male and female students' performance taught Computer Science using Peer Tutoring, Think-Pair-Share, 3-2-1, and chalk-talk instructional 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’ performance in Computer Science.

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