Effects of computer graphics and animation instructional modes on Junior Secondary Students' learning outcomes in business studies in Ibadan, Nigeria

Abstract

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The study investigated the effects of computer graphics and animation instructional modes on students' achievement in Business Studies. The study adopted a pretest-posttest control group quasi- experimental design. Schools in Ibadan were clustered along the two existing educational zones. From each zone, two Local Government Areas (LGAs) from Ibadan city and one LGA from Ibadan less city were randomly selected. Purposive sampling technique (based on schools that had functional computers) was adopted in selecting three public junior secondary schools in each LGA, totaling nine schools. Thirty junior secondary students in each of the schools were randomly selected making a total of 270 students. The instruments used were: Business Studies Achievement Test (r =0.86) and Business Studies Self- Efficacy Questionnaire (r = 0.82). Three hypotheses were tested at p = ≤0.05. Data were analysed using ANCOVA. There was a significant main effect of treatment on students' achievement in Business Studies (F = 137.78, η2= 0.52). The result shows that students who had high self- efficacy did better than students who had low self-efficacy in the tests. Furthermore, there was a 2- way significant interaction effect of treatment and self-efficacy (F = 7.03, η2 =0.05) on students' achievement in Business Studies. Therefore, computer graphics and animation instructional modes improved students' achievement in Business Studies. Self-efficacy is also a factor in students' achievement. It was recommended that teachers should use computer graphics and animation instructional mode to improve the teaching of ICT aspect of Business Studies.