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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Article
Author(s)
Felix Kayode Olakulehin
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DOI:10.17265/2161-6248/2016.12.002
Affiliation(s)
National Open University of Nigeria, Lagos, Nigeria
ABSTRACT
Instructional
radio involves the transmission of information, ideas, and opinions through the usage of electronic devices. The open and
distance learning (ODL) is becoming more and more relevant and accepted as a form
of global education. Radio broadcasting was introduced in Nigeria during the colonial
age in 1932. Since then, it has been used for social, political, and mass education. This paper examines the impact of
instructional radio delivery mode on academic achievement of distance learning students’
in computer science. It was an experimental study conducted on 105 computer science
students in Lagos State. Purposive sampling was used to obtain a sample of two study
centres in Lagos. The sample was divided into control and experimental groups. One
group (control) was taught course contents of computer science
with the traditional lecture method and the other group (experimental) was taught
using instructional radio. After six weeks of treatment, both groups
were given an achievement test. Three instruments were used in the study, and they included achievement
test in computer (ATC), entry behaviour text in computer (EBTC), and instructional package in computer—the instruments
were developed by the researcher. The instrument was pilot tested to ascertain reliability.
Three hypotheses were formulated and tested at 0.05 level of significance. Data
were analysed using analysis
of convariance (ANCOVA). Findings revealed that: 1. There is no significant effect
of treatment (radio instruction and lecture method) on students’ performance in
computer science (F = 0.363, p > 0.05); 2. There was no significant effect of gender on students’ achievement in computer science (F = 0.002, p > 0.05) although males did a bit
better than females; and 3. There is no significant interaction effect of treatment
and gender on students’ posttest performance in computer science (F = 1.679, p > 0.05). In conclusion, the use of instructional radio
combined with lecture method promotes and enhances effective teaching-learning process. Thus, lecturers should be encouraged
to use it in university education programme.
KEYWORDS
computer science, instructional radio, lecture method, academic achievement and distance learner
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