DOI: 10.36347/sjet.2018.v06i12.003

Pages: 387-393

The study investigated effect of Constructivist Instructional Strategy on Secondary Students’ Academic Achievement in Computer Studies in Abia State, Nigeria. The study employed a non-equivalent control group quasi experimental design. The sample for the study comprised of seventy (70) Senior Secondary School class II (SS II) students drawn from two co-educational secondary schools in Umuahia Education Zone of Abia State, Nigeria. Two research questions and two null hypotheses tested at 0.05 level of significance guided the study. Computer Studies Achievement Test (CSAT) with a reliability coefficient of 0.70 using KR-20 was adopted for this study. The instrument was duly validated. Mean, Standard Deviation and ANCOVA statistic was used to answer the research questions and test the research hypotheses respectively. The results revealed that mean achievement scores of secondary school students taught Computer Studies using Constructivist Instructional Strategy was higher than the mean achievement scores of those taught Computer Studies using lecture method of instruction. Male students taught Computer Studies using Constructivist Instructional Strategy obtained higher mean score than female students. Again, there is a significant difference in the mean scores of students taught Constructivist Instructional Strategy and those taught using lecture methods. The recommendations among others are:- Since many teachers do not have constructivist backgrounds, workshops, seminars and conferences should be organized by Ministry of Education and administrators of secondary schools to enlighten teachers and improve their knowledge and skills on the use of constructivist based approach for improving students’ achievement and interest in Computer Studies; All teacher Education institutions in the federation should include in the teacher curriculum the rudiments of constructivist based instructional approach (scaffolding, fading, thinking skills and collaborative work).