Effects of Computer Assisted Instruction on Individualized and Cooperative Learning of Social Studies in Junior Secondary Schools in Niger State, Nigeria

Abstract

The study investigated the effects of computer instructional package on individualized and cooperative learning of social studies students in Niger State, Nigeria. Two research questions were raised and two null hypotheses were tested at 0.05alpha! level. Two hundred and seventy (270) students were drawn from three senatorial zones as sample for this study. The design adopted was pretest posttest control group design. The experimental group one was treated with CIPICOLSOS on individualized basis while experimental group two was treated with CIPICOLSOS co-operatively. The control group was treated with traditional lecture method. A 40 items Social Studies Achievement Test (SOSAT) was developed and was validated. Its reliability was found to be 0. 78. The ANOVA statistic was used to test the hypotheses. Scheffe's post hoc test was conducted where significant difference existed among more than two groups. The major findings of the study showed that there were significant differences between the groups (individualize and cooperative) and the control groups (Fcal 8573>Fcrit 2.26; P<0.05). There are significant differences between the three ability levels of students (high, medium and low) in both experimental groups and control group. Based on the above findings, it was recommended that computer assisted instructional package should be used by teachers of social studies and other social science subjects for teaching in junior secondary schools in Nigeria.