Effect of Computer-based Instruction on Academic Performance of Senior Secondary School Students in Physics in Dekina Area of Kogi State

Abstract

This study investigated the effect of computer-based instruction on the academic performance of senior secondary school students in Physics in Dekina Local Government Area of Kogi State, Nigeria. The study was guided by two research questions and two hypotheses tested at a 0.05 level of significance. A quasi-experimental research design was adopted, specifically the pretest-posttest control group design. A total of 100 SS2 Physics students from selected secondary schools (public and private) participated in the study. These students were assigned to two groups: 50 students in the experimental group received instruction using computer-based methods, while the control group of 50 students was taught using the conventional lecture method. The Physics Performance Test (PPT). The findings revealed that students taught using computer-based instruction performed significantly better than those taught with the traditional lecture method, as confirmed by a significant difference in posttest mean scores (F = 29.682, p < 0.05). Furthermore, there was no statistically significant difference in posttest performance between male and female students within the experimental group (F = 1.098, p > 0.05), indicating that both genders benefited equally from the computer-based instructional approach. The study concludes that computer-based instruction is an effective and gender-inclusive teaching method that enhances students' academic achievement in Physics, particularly in understanding abstract concepts like energy. Recommendations were made in accordance with the findings of the study.