EFFECTS OF LECTURE TEACHING METHOD AND COMPUTER AIDED INSTRUCTION ON BUSINESS STUDIES STUDENTS' ACADEMIC ACHIEVEMENT IN SECONDARY SCHOOLS IN ANAMBRA STATE

Abstract

This study examined the effects of lecture teaching method (LTM) and computer-aided instruction (CAI) on the academic achievement of Business Studies students in secondary schools in Anambra State, with particular attention to gender differences. A quasi-experimental pretest–posttest design was employed. The sample comprised 130 Junior Secondary School II (JSS II) students (50 males and 80 females) selected from two public secondary schools in Awka South and Njikoka Local Government Areas. Data were collected using the Business Studies Achievement Test (BSAT), which had a validity index of 0.89 and a reliability coefficient of 0.82. The BSAT was administered as a pre-test and post-test to both experimental and control groups. The experimental group was taught using computer-aided instruction, while the control group was taught using the lecture method for six weeks. Mean, standard deviation, and Analysis of Covariance (ANCOVA) were used for data analysis at 0.05 level of significance. Findings of the study revealed that students taught using CAI achieved higher mean scores than those taught using the lecture method. However, although male students recorded slightly higher mean scores than female students, the differences were not statistically significant. The study concluded that computer-aided instruction is more effective than the lecture method in enhancing students’ academic achievement in Business Studies, irrespective of gender. It was recommended among others that Business Studies teachers should adopt computer-aided instruction to enhance students’ academic achievemen