Three Instructional Strategies and Secondary School Computer Science Students’ Retention In Oyigbo Local Government Area Of Rivers State

• Author(s): Ikechi, Chinwe ; Prof. O.F. Ndioho
• Paper ID: 1703350
• Page: 77-86
• Published Date: 13-04-2022
• Published In: Iconic Research And Engineering Journals
• Publisher: IRE Journals
• e-ISSN: 2456-8880
• Volume/Issue: Volume 5 Issue 10 April-2022

Abstract

This study investigated the effect of Three Instructional Strategies and Secondary School Computer Science Students’ retention in Oyigbo Local Government, Area of Rivers State. This study aims to find out if there was a difference in the academic retention of students taught with peer tutoring, think-pair-share, three-two-one(3-2-1) strategies, and those taught with chalk-talk instructional strategy. For the study quasi-experimental, pre-test-posttest non-equivalent group design was adopted. Three research questions and three null hypotheses guided the study. The population of this study comprised all the senior secondary school one students in mixed public schools in Oyigbo Local Government Area of Rivers State with a total of two thousand one hundred and eighty-nine students (2189). A sample of four schools was selected using a multistage sampling procedure with a sample size of two hundred students. In each school, an intact class of 50 students was used. Data were collected from the four selected secondary schools using Computer Science Retention Test. These were administered as pre-test and post-test respectively. Both contained twenty multiple-choice items. Mean and standard deviation was used to answer the research questions while the hypotheses were tested using Analysis of Covariance at 0.05 level of significance. The results of the findings showed that students who were taught Computer Science using Peer Tutoring and the 3-2-1 strategy retained better than their counterparts taught using Think-Pair-Share and chalk-talk strategies. The study also revealed that there was no significant interaction effect between Peer Tutoring, Think-Pair-Share, 3-2-1, and chalk-talk instructional strategies and gender on students’ retention in Computer Science. Based on the findings, it was recommended among others that since the use of Peer Tutoring and 3-2-1 strategies were found to improve retention in Computer Science, Computer Science teachers should employ it more in teaching topics that are abstract and the students perceive to be difficult.

Keywords

Effect, Retention, Instructional Strategies, Computer Science, Peer- tutoring, Think-Pair-Share, 3-2-1

Citations

IRE Journals:
Ikechi, Chinwe , Prof. O.F. Ndioho "Three Instructional Strategies and Secondary School Computer Science Students’ Retention In Oyigbo Local Government Area Of Rivers State" Iconic Research And Engineering Journals Volume 5 Issue 10 2022 Page 77-86

IEEE:
Ikechi, Chinwe , Prof. O.F. Ndioho "Three Instructional Strategies and Secondary School Computer Science Students’ Retention In Oyigbo Local Government Area Of Rivers State" Iconic Research And Engineering Journals, 5(10)