EFFECTIVENESS OF CONSTRUCTIVIST INSTRUCTIONAL MODEL ON SECONDARY SCHOOL STUDENTS’ RETENTION IN COMPUTER STUDIES IN ANAMBRA STATE, NIGERIA

Abstract

This study was designed to investigate the effectiveness of constructivist instructional model on secondary school students’ retention in computer studies in Anambra State. It was a quasi-experimental study that utilized pre-test, post-test, post-test non-equivalent control group design. The population of the study consists of all co-educational public senior secondary (SS2) students that offer computer studies in 2019/2020 academic year in Anocha Local Government Area (L.G.A) of Anambra State. Four out of 10 schools were selected as a sample, where one school each was used as experimental and control group. The experimental groups were taught using constructivist instructional model (CIM) while the control groups were taught using traditional instructional model (TIM). Intact classes were used for both groups. Instruments used for the study was Number System Retention Test (NSRT) with the reliability co-efficient of 0.79. Two research questions were raised and answered descriptively using mean and standard deviation. Two hypotheses were formulated and tested at 0.05 level of significance. Analysis of covariance (ANCOVA) was used in analyzing the data collected. The findings of the study revealed that CIM promotes high retention ability of learners. Based on the findings, it was recommended that CIM should be used in teaching computer studies in schools.

Keywords

• cim
• retention
• computer studies