International Council for Education, Research and Training

Effect Of Audio-Visual Intervention and Cooperative Learning on Keyboard Mastery in Computer Studies Among Junior School Students in Ede, Osun State

Adenike, Olawale Marufat1

1Department of Science Education, Lead City University, Ibadan, Nigeria

Olajumoke, Sam-Kayode Christianah 2

2Department of Science Education, Lead City University, Ibadan, Nigeria

Allwell, AGADA3

3Department of Biology Education, Federal College of Education(special), Oyo, Nigeria

Abstract

This study examined the effect of audio-visual intervention and cooperative learning on keyboard mastery in computer studies among junior school students in Ede, Osun State. Three, hypotheses guided the study, and a 3×3 factorial quasi-experimental design was adopted which involved pre-test, post-test, non-randomized control and non-equivalent intact groups. The population for the study was all the students in Government Junior Secondary School Two in Ede South Local Government Area, Osun State, Nigeria, which at the time of this study was 965. The sample for the study was 261 from three intact classes; two experimental classes and one control class. Research Instruments consisted of: (i) computer keyboard mastery (CKM), (ii) Video Tutorials, (iii) Interactive Keyboard Simulator (iv) Typing Games and (v) a lesson plan structure provided to facilitate the teaching of computer keyboard mastery. The Computer Keyboard Mastery (CKM) was validated and pilot tested for reliability using Kuder Richardson 20 (KR-20) formula with a result of 0.75 value. Using ANCOVA to test the hypotheses generated for the study, the results revealed that there is a significant main effect of audio-visual intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,177) =1137.406, p<0.05, η2=0.865). A significant main effect of cooperative learning exists on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,180) =1124.769, p<0.05, η2=0.862). There is a significant interactive effect of audio-visual and cooperative learning intervention on Junior Secondary School Students’ Keyboard mastery level in computer studies in Ede, Osun State (F (1,128) =0.057, p<0.05, η2=0.830). It was recommended that: (i) audio-visual intervention and (ii) cooperative learning should be adopted independently and (iii) in combination of both audio-visual intervention and cooperative learning should be adopted in teaching and learning of computer keyboard mastery at the Junior Secondary Schools for effectiveness. 

Keywords: Audio-Visual Intervention, Cooperative Learning, Keyboard Mastery, Computer Studies, Junior School Students

Impact Statement

In a world of Science and Technology, mastery of keyboard is crucial especially for all students who are the future of the present generation. This necessitated the need to incorporate interventions to assist students in mastering the computer keyboard using Audio-visual and Cooperative Learning strategies on Junior Secondary School students in Government-owned Schools. Validated and reliable instruments were used for data collection. The study revealed that the two strategies had positive effect on the participated students in the study. This implies that using Audio-visual and Cooperative Learning strategies could assist students in mastering computer keyboard at the Junior Secondary School level. These would also promote the drive towards scientific and technological development as well as the socio-economic advancement of the society, which when implemented effectively by teachers, would facilitate the learning of computer keyboard and better performance of students in Computer Studies.

About The Authors

Marufat Adenike OLAWALE holds a Bachelor of Science Education Degree [(BSc. (Ed)] in Computer Science Education from Lead City University, Ibadan, Oyo State, Nigeria. She is currently a Master student, and an upcoming scholar in Science Education research. She is an experienced school teacher, a member of Teachers Registration Council of Nigeria (TRCN) and Science Teachers Association of Nigeria (STAN).

 

Christianah Olajumoke SAM-KAYODE (Ph.D) is a Senior Lecturer in the Department of Science Education, Faculty of Education, Lead City University, Ibadan, Oyo State, Nigeria. She holds a Ph.D Degree, Master of Education Degree and Bachelor of Science Education Degree in Mathematics Education from the University of Ilorin, Ilorin, Nigeria. She is a trained educator, a seasoned researcher on diagnosing Mathematics and Science teachers’ pedagogies and students’ learning experiences, a conference speaker and author who has presented papers and published articles in local, national and international journals. Her area of research is on innovative teaching and learning of Mathematics and Sciences across all levels of education. She is a reviewer for notable international journals and a member of the following Professional Academic bodies: Teachers Registration Council of Nigeria (TRCN); The Mathematical Association of Nigeria (MAN); Science Teachers Association of Nigeria (STAN); and Association of Educational Researchers & Evaluators of Nigeria (ASSEREN). ORCid : 0009-0008-1002-1354; Research Gate: http://www.researchgate.net/profile/Christianah-Sam-Kayode; Linkedin: http://ng.linkin.com/in/dr-christianah-sam-kayode-050b13184; Google Scholars: http://scholar.google.com/citations?view_op=new_profile&hl=en

 

Allwell AGADA is a Lecturer in the Department of Biology Education, Federal College of Education (Special), Oyo, Nigeria. She holds a Master of Science Education Degree, Bachelor of Science Education Degree and Nigeria Certificate of Education (NCE) all in Biology Education from Lead City University, Ibadan, Oyo State, University of Abuja, and FCT College of Education Zuba, Abuja, Nigeria respectively. She is currently a Doctoral student and an upcoming scholar in Science Education research and a member of Teachers Registration Council of Nigeria (TRCN), Science Teachers Association of Nigeria (STAN), and Women of Colleges of Education (WICE). Google Scholars ID: hasHHXEAAAJ

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