ABSTRACT
The poor academic performance of Business Education students in keyboarding in Colleges of Education has become worrisome in recent time. The purpose of this study was to determine the effect of computer assisted instruction on students’ academic performance in keyboarding in Colleges of Education in Ondo and Ekiti States. Six research questions were raised to guide this study, while six hypotheses were formulated and tested at 0.05 level of significance.
Quasi experimental research design, specifically the pre-test post-test non-randomised control group was adopted. The 2x2x2 factorial design was employed to carry out the study. The independent variable appeared in two levels of computer assisted instruction and conventional demonstration techniques and the moderating variables, sex, appeared in two levels of male and female and ability level also appeared in two levels of high and low. The target population of the study was made up of all the 188 Business Education year one students during the 2017/2018 academic session in the two public Colleges of Education in Ondo and Ekiti states. The experiment was carried out with intact classes made up of 90 students from Adeyemi College of Education, Ondo and 98 students from the College of Education, Ikere Ekiti. The instrument consisted of the pre-test and post-test, which was adapted from standardised past questions on Keyboarding II. The instrument was validated by the two supervisors, two other business education lecturers and one test expert from the Department of Educational Evaluation and Counselling Psychology, Faculty of Education, University of Benin, Benin City. The validated instrument was subjected to reliability test using test re-test method on an intact class of 20 NCE I Business Education students in one of the public Colleges of Education in Oyo State. The data collected were analysed using Pearson product moment correlation statistic and coefficient of 0.77 was obtained. The experimental procedure for this study was carried out in stages, namely; Orientation, Pre-treatment Assessment, Treatment and Post-treatment Assessment stages. The data collected were analysed using mean and standard deviation to answer the research questions while, t-test, ANOVA and ANCOVA statistics were used to test the hypotheses at 0.05 level of significance.
The findings of this study revealed significant effect of treatment on the students’ academic performance in keyboarding but the group taught with computer assisted instruction was more effective. However, no significant difference between male and female students’ academic performance in keyboarding was found. The findings of the study further showed that there was no significant interaction effect of methods and sex, and methods and ability on Business Education students’ academic performance in keyboarding. Based on these findings, it was concluded that the use of computer assisted instruction was more effective than the use of conventional demonstration method, among others. In view of this, it was recommended that computer assisted instructional method should be adopted by Business Education lecturers in the teaching of keyboarding in Colleges of Education. Also, the National Commission for Colleges of Education should organise workshops, seminars and conferences on how to use computer assisted instruction for lecturers teaching keyboarding, among others.
