Effect of computer assisted teaching strategy on students achievement by gender in agricultural education in Tharaka Nithi County, Kenya

Joyline Mugero Muchiri

doi:10.31686/ijier.vol6.iss2.952

Authors

Joyline Mugero Muchiri Chuka University, Kenya

DOI:

https://doi.org/10.31686/ijier.vol6.iss2.952

Keywords:

Achievement, Agriculture subject, Computer Assisted Teaching, Gender

Abstract

Gender has remained relevant in education because it has been linked to achievement and participation in certain professions. Gender differences in achievement has been shown to vary according to school subject. This has partly been attributed to the teaching strategy adopted by the teacher. Computer Assisted Teaching (CAT) strategy is a method that uses computers in a learning media and strengthens student’s motivation and educational processes. Little or no information is known about the impact of the strategy in teaching agriculture and consequently it’s effect on achievement by gender. The purpose of the present study was to examine whether there is gender difference in achievement in agriculture among students exposed to CAT strategy. The study employed Solomon Four-Quasi-experimental design. The study was conducted in eight county secondary schools in Tharaka Nithi County, Kenya. Stratified random sampling technique was used in selecting sample schools. A sample of 327 Form One students participated in the study. The research instrument was Agriculture Achievement Test (AAT) with a reliability coefficient of 0.91. Descriptive statistics (means and percentages) and inferential statistic (ANOVA) were used for data analysis. The study showed that CAT strategy improved achievement in agriculture but male students performed better than female students after exposure to CAT strategy. The study concluded that CAT is an effective strategy in improving achievement in agriculture and therefore agriculture teachers should incorporate CAT strategy in their teaching.

Downloads

Download data is not yet available.

Author Biography

Joyline Mugero Muchiri, Chuka University, Kenya

Department of Education

References

Barchok, H. K. (2011). Effect of Collaborative Concept Mapping Teaching Strategy on Students Achievement, Motivation and Attitude towards Chemistry in Selected Secondary Schools in Kenya. Unpublished PhD Thesis, Moi University, Kenya.

Clarian, R. B. & Schultz, C. W. (1993). Gender by Content Achievement Differences in Computer-Based Instruction. Journal of Computers in Mathematics and Science Teaching, 12, 277-288.

Cook ,T. D. & Campbell, D. T. (1979). Quasi-experiment: Design and Analysis Issues for Field Settings. New York: Rand McNally.

Dhindsa, H. S. & Emran, S. (2011). Using Interactive Whiteboard Technology-Rich Constructivist Learning Environment to Minimize Gender Differences in Chemistry Achievement. International Journal of Environmental and Science Education, 6(3), 394-414.

Gambari, A. I., Falode, C. O. & Adegbeno, D. A. (2014). Effectiveness of Computer Animation and Geometrical Instructional Model on Mathematics Achievement and Retention among Junior Secondary School Students. European Journal of Science and Mathematics, 2(2), 127-146.

Hativa, N. & Shorer, D. (1989). Socio-economic Status, Aptitude and Gender Differences in CAI Gains in Arithmetic. The Journal of Educational Research, 83, 11-21.

Jenks, M. & Springer, J. M. (2002). A Review of Research on the Efficacy of CAI. Electronic Journal for the Integration of Technology in Education, 1(2), 43-58.

Kenya Institute of Education, (2006). Secondary Education, Agriculture Teachers Handbook. Nairobi: KIE.

Kenya National Examinations Council, (2014). The Year 2013 KCSE Examination Report. Volume 2: Mathematics and Science. Nairobi: KNEC.

Kibett, J. K. (2002). Effect of Project Based Learning on Students Performance in Secondary School Agriculture. Unpublished PhD Thesis. Njoro, Kenya: Egerton University.

Kiboss, J. K., Ndirangu M. & Wekesa E.W (2004). Effectiveness of a Computer- Mediated Simulations Program in School Biology on Pupil’s Learning Outcomes in Cell Theory. Journal of Science Education and Technology, 13 (2), 207 – 213.

Lang, H. R., Arthur, M. & Herbert J. (1995). Teaching: Strategies and Methods for Student-Centred Instruction. Ontario: Harcourt Brace Company.

Loveless, A. & Ellis, V. (2002). Information and Communication Technologies, Pedagogy and the Curriculum. Education Information Technology, 7(1), 81-83.

Mudasiru, O. Y. & Adedeji, O. A. (2010). Effect of Computer Assisted Instruction (CAI) on Secondary School Students’ Performance in Biology, TOJET: The Turkish Online Journal of Educational Technology, 9(1), 62-69.

Mwiria, K. (2002). Vocationalization of Secondary Education: Kenya Case Study: Kimkam Development Consultant (Africa) Ltd.

Ngesa, F. U. (2002). Impact of Experiential and Mastery Learning Programme on Academic Achievement in Secondary School Agriculture. Unpublished PhD Thesis. Njoro, Kenya: Egerton University.

Okwuru, J. O. & Achor, E. E. (2014). An Examination of the Facilitative Effect of the Computer Assisted Instruction in Students achievement in Chemical Reaction and Equilibrium. Education, 4(1), 7-11. DOI:105923/j.edu.20140401.02

Olumide, O. J. (2013). Computer Simulation Package and Gender as Predictors of Students’ Achievement in Biology. Journal of Science and Multidisciplinary Research, 5(2), 107-120.

Scofield, G. G. (1991). Experimental Evaluation of the Effectiveness of Computer-Assisted Instruction Unit on Sustainable Agriculture. Unpublished PhD Dissertation. Iowa State University: Iowa.

Shuttleworth, M. (2009). Solomon Four-Group Design. Retrieved on 11th March 2011 from http://www.experiment-resources.com/solomon-Four group-design.htm

Vandenbosch, T. (2006). Post-Primary Education and Training in Sub-Saharan Africa: Adapting Supply to Changing Demand. Unpublished manuscript, Nairobi Kenya: World Agro Forestry Centre.

Yusuf, M. O. & Afolabi, A. O. (2010). Effects of Computer Assisted Instruction (CAI) on Secondary School Students Performance in Biology. The Turkish Online Journal of Education and Technology, 9(1), 62-69.