EFFECTS OF SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING MODES ON STUDENTS’ ACHIEVEMENT AND SKILL ACQUISITION IN WORD PROCESSING IN SECONDARY SCHOOLS
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EFFECTS OF
SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING MODES ON STUDENTS’ ACHIEVEMENT AND
SKILL ACQUISITION IN WORD PROCESSING IN SECONDARY SCHOOLS
Abstract
The study
adopted a quasi – experimental research design. This study was carried out in
Nsukka Local Government Area of Enugu State. The population for the study
comprised 2,949 JSS1 students in 2015/2016 academic session from 16 secondary
schools that offer computer studies in Nsukka Local Government of Enugu State.
The study adopted multistage sampling technique. The sample size for this study
was 70 JSS1 students from two purposively selected secondary schools using
multistage purposive sampling techniques. Two sets of instruments were used for
data collection - a 40 items multiple choices Word Processing Achievement Test
(WPAT) and five items Word Processing Skill Acquisition Test (WPSAT). The
instruments were subjected to face and content validation by three experts. The
reliability of the WPAT was established using Kuder Richardson 21 (K–R 21)
formula in which a coefficient of 0.95 was obtained while Kendall’s W Test was
used to establish the internal consistency of the Skill Acquisition test and a
reliability coefficient of 0.94 was obtained. Prior to the commencement of the
experiment, all students were subjected to a pre – test in order to obtain the
pre – test scores for the study. Community Secondary School Isienu was assigned
to Synchronous e – learning mode while Model Secondary School Nsukka was
assigned to Asynchronous e- learning mode. The experiment was carried out
during the normal school hours using the school time – table for classes. The
duration for the experiment was two weeks. At the end of the experiment, the
teachers administered the post- test to the students in the two groups. The
data collected from the pre – test and post – test using the two set of instruments
(Achievement test and Skill acquisition test) were analysed using mean for
answering the research questions while analysis for covariance (ANCOVA) was
used for testing the hypotheses at 0.05 level of significance. Based on the
data collected and analyzed, the study found that the treatments (synchronous
and asynchronous e – learning modes) appreciably increased academic achievement
and skill acquisition of the JSS1 students in word processing and that gender
of the students does have slight influence on their achievement and skill
acquisition in word processing in relation to the treatments.
CHAPTER ONE
INTRODUCTION
Background
of the Study
The
integration of computers in education has led to the introduction of computer
studies in schools at different levels. Computer studies is a subject offered
in secondary schools. It is the study of computer science, which includes
computer and algorithmic processes, computer principles, hardware and software
designs, their applications, and their impact on society. Computer studies is
relevant for all students because it incorporates a broad range of transferable
problem- solving skills and techniques, including logical thinking, creative
design, synthesis, and evaluation. It also teaches generically useful skills in
such areas as communication, time management, organization, and teamwork.
Computer studies provide the knowledge and skills to understand the
underpinnings of current computer technology; and preparation for emerging
technologies. A foundation in this discipline will introduce students to the
excitement and opportunities afforded by this dynamic field and will begin to
prepare them for a range of rewarding careers. The computer studies programme
will build a strong foundation for those who wish to move on to further study
and train in specialized areas such as computer programming, database analysis,
computer science, computer education, computer engineering, software
engineering, information technology, game development, and word processing skills.
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