Impacts of Computer-Based Learning Strategy on Skill Acquisition and Academic performance in Computer Science among Senior Secondary School Students in Zamfara State, Nigeria

Abstract

This study investigated the impact of Computer-Based Learning (CBL) on skill acquisition and academic performance in Computer Science among selected public senior secondary school students in Zamfara State, Nigeria. A non-equivalent pre-test/post-test control group quasi-experimental design was adopted, with a sample of 108 valid SS II cases comprising an experimental group (n=71) exposed to Computer-Based Learning and a control group (n=37) taught using conventional instructional methods. Data were collected using two validated instruments: the Computer-Based Skills Acquisition Test (CBSAT) and the Academic Performance Test (APT). Descriptive statistics (mean and standard deviation) were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the two null hypotheses at a .05 level of significance, using pre-test scores as covariates. The findings revealed that Computer-Based Learning had a statistically significant positive effect on both practical skills acquisition (F(1,105)=23209.901,p<.001,ηp2​=.995) and academic performance (F(1,105)=7434.087,p<.001,ηp2​=.986). Students taught using CBL achieved significantly higher adjusted post-test mean scores than those in the conventional group. Based on these findings, it was concluded that CBL is a highly effective pedagogical tool for enhancing cognitive performance and digital practical skills in Computer Science. It was recommended, among others, that educational stakeholders in Zamfara State institutionalize computer-based learning packages and prioritize the provision of functional ICT infrastructure and regular teacher capacity-building workshops across public secondary schools.