Impact of Moodle-Based Co and Self-Regulated Learning Strategies on the Achievement of Basic Technology Students in Minna, Nigeria

Abstract

Student’s performances in basic technology over the years have been declining. The reasons for this have been attributed to lack of basic teaching and learning equipment and inefficient instructional media. The use of technology in education has been adjudged as a veritable tool in returning the lost glory. This study assesses the use of MOODLE- based Co and Self- regulated learning strategies on the achievement and retention of basic science and technology (BST) among secondary school’s students in Minna Metropolis. Three secondary schools were purposively selected for the study, the quasi-experimental design which include a pretest, Posttest, non-randomized, non-equivalent and control groups was used for the study. 123 students were used from intact class were used for the study which consisted of 52 male and 71 female. The Basic Science and Technology Achievement Test (BSTAT) was used for pretest, post-test and retention test. The results of the study revealed that that there is no significant difference in the achievement of students’ in Co and self-regulated learning. Also, the study revealed that male and female BST students taught using CRL benefited from the treatment irrespective of their gender. The study therefore recommends that MOODLE individualize learning strategy should be used for classroom instruction in the day – to- day teaching of BST and BST students should be exposed to the use of individualized learning strategies in order to improve their achievement