Effects of Web – Based Instruction on Students Academic Achievement in Basic Science and Technology

Abstract

The study investigated the effects of Web-based Instruction on students' academic achievement in Basic science and technology in Junior Secondary Schools. Two research questions and two hypotheses guided the study. The study was conducted in Minna metropolis, Niger State. Quasi-experimental design was adopted for the study. A multistage sampling technique was used for the study. The sample size for the study consisted of 109 students. The study compared Web-based instructional medium to the use of conventional lecture method on identification, uses and or functions of different types of woodwork and metalwork machines. Basic Science and Technology Achievement Test (BSTAT) was the main instrument used for data collection. BSTAT consisted of standardized questions adopted from the past NECO basic technology past question papers and require no face validation. Meanwhile, content validity of BSTAT was established by five experts. The reliability coefficient for BSTAT yielded 0.88 using Kuder Richardson 20 formula. Research questions were analyzed using Mean and Standard deviation while the null hypotheses were tested at .05 level of significance using ANCOVA and t-test statistics. The findings of the study indicated that WBI was more effective in helping students to improve on their academic achievement and that no significant difference was observed in the achievement of both male and female students. Based on the findings of the study, it was recommended among others that junior secondary school teachers should make use of web-based instruction for teaching basic science and technology.