Effect of Computer Assisted Instruction on Teaching of Self Reliance Skills for Sustainable Entrepreneurship Development among Undergraduate Social Studies Students in Kaduna State

Abstract

This study explored the effect of Computer Assisted Instruction (CAI) on the teaching of selfreliance skills for sustainable entrepreneurship development amongst undergraduate Social Studies students in Kaduna State, Nigeria. Three (3) research objectives, questions and null hypotheses guided the study. A quasi-experimental research design was employed. The Self Reliance Skills Performance Test (SERSIT) was used for data collection. Mean, standard deviation, t-test and two-way ANOVA statistics were used. The findings revealed that a significant difference exists between the mean academic performance and retention scores of undergraduate students taught self-reliance skills using CAI and those taught using conventional methods. No significant difference was found between the mean academic performance scores of undergraduate students taught self-reliance skills using CAI in relation to gender and ownership. Based on the findings, it was recommended, amongst others thing, that subsequent curriculum review in Social Studies should accommodate the dynamism of CAI atall levels. This will promote a student-centred instructional approach, autonomy in knowledge acquisition and self-discovery learning to ensure sustainable entrepreneurship development in Kaduna state.

Can Computer-Assisted Instruction Improve Students’ Motivation and Academic Performance in Social Studies?

“…The results of the study conform to the findings of the previous studies that CAI is a helpful tool in increasing students' academic performance (Bonsu et al, 2020;Ekpenyong & Akwagiobe, 2018;Keane, 2018;Lawal & Abdullahi, 2019;Nwaubani et al, 2014;Raghaw et al, 2018;Usman, & Madudili, 2020;Wahyuni, 2016;Xefteris et al, 2019).…”

“…Extensive scholarly literature showed the effectiveness of CAI as a teaching strategy (Adigun, 2020;Cassady et al, 2018;Guo, 2018;Hawkins et al, 2017;Hendikawati et al, 2019;Kim et al, 2017;McKissick et al, 2018;Onah et al, 2020;Priskilla, 2018;Root et al, 2017;Syahmaidi et al, 2021;Tomesko et al, 2017;. Furthermore, several studies also revealed the effectiveness of CAI in SS instruction (Bariham, 2019;Bonsu et al, 2020;Ekpenyong & Akwagiobe, 2018;Keane, 2018;Lawal & Abdullahi, 2019;Nwaubani et al, 2014;Usman, & Madudili, 2020). In the Philippines, CAI is also found useful in enhancing students' academic achievement (Rosali, 2020), enhancing comprehension (Kabigting, 2020), and being an effective tool for teaching (Marquez, 2017;Suson & Ermac, 2020).…”