PowerPoint 教学包对尼日利亚阿南布拉州 Njikoka LGA 中学生社会学学习成绩的影响

O. I. Ikwuka, Robert Onimisi
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摘要

目的:多年来,无论是校外考试还是校内考试,学生在社会学方面的学业成绩都有所下降。这种下降可能是由于社会学教师继续依赖传统的教学方法造成的。因此,本研究旨在调查 PowerPoint 教学包 (PIP) 对尼日利亚阿南布拉州 Njikoka 地方政府区 (LGA) 中学生社会学学习成绩的影响。研究方法:研究采用 2×2 因式设计的准实验设计。样本由 81 名初中二年级学生组成,包括 42 名男生和 39 名女生,他们都在恩吉科卡地方政府区学习社会学。研究选择了一所男女同校的学校,并使用了完整的班级。数据收集工具 "社会研究成就测验 "由三位专家验证,并使用 Kuder-Richardson 20 方法确定其信度系数为 0.78。数据分析包括计算平均数和进行协方差分析。结果显示结果表明,使用 PIP 教社会学的学生与使用传统教学法的学生在平均成绩上有显著差异,PPT 组更胜一筹。性别对学生的社会学成绩没有明显影响,这表明使用 PPT 对性别有利。此外,教学方法和性别对学生成绩的交互影响也很明显。结论使用 PIP 对学生的社会学成绩有积极影响。作为一项建议,建议中学管理者组织研讨会和工作坊,培训社会学教师有效使用 PIP 进行教学。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Effect of PowerPoint Instructional Package on Secondary School Students’ Academic Achievement in Social Studies in Njikoka LGA, Anambra State, Nigeria
Objective: Over the years, there has been a decline in academic achievement in social studies among students, both in external and internal examinations. This decline may be attributed to the continued reliance of social studies teachers on conventional teaching methods. Therefore, this study aimed to investigate the impact of PowerPoint Instructional Package (PIP) on the academic achievement of secondary school students in social studies in Njikoka Local Government Area (LGA), Anambra State, Nigeria. Methods: The study utilized a quasi-experimental design with a 2×2 factorial design. The sample consisted of 81 Junior Secondary School two students, including 42 males and 39 females, who were studying social studies in Njikoka LGA. A co-educational school was selected for the study, and intact classes were used. The data collection instrument, social studies Achievement Test, was validated by three experts, and its reliability coefficient was established as 0.78 using the Kuder-Richardson 20 method. Data analysis involved calculating means and conducting an Analysis of Covariance. Results: The result revealed a significant difference on the mean achievement scores of students taught social studies using PIP and those taught using conventional teaching favoring PowerPoint (PPT) group. Gender had no significant effect in the achievement of students in social studies, indicating that the use of PPT is gender-friendly. Additionally, there was a significant interaction effect between teaching method and gender on students’ achievement. Conclusion: The use of PIP had a positive impact on students’ achievement in social studies. As a recommendation, it is suggested that secondary school administratorsorganize seminars and workshops to train social studies teachers in the effective use of PIP for instructional delivery.
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