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Effects of Computer Game-Based Teaching Strategy on Junior Secondary Schools Computer Studies Students’ Retention Abilities and Gender in Rivers State.
Ngbarabara, P. B. 

Department Of Science Education

Faculty Of Education, Federal University Otuoke

Bayelsa State - Nigeria

Abstract

The study investigated the effects of computer game-based teaching strategy on Computer Studies students’ retention abilities and gender in junior secondary schools. Two research questions guided the study while three null hypotheses were formulated and tested at .05 level of significance. The quasi-experimental research design was adopted for the study. A total of 2,162 students of public junior secondary schools in Ogba Education Zone made up the population of the study. 380 students from 4 intact classes were sampled using the census sampling technique. A structured 30-item validated Computer Studies Retention Test (CSRT) was used for data collection. Three experts validated the instrument and an overall reliability index of .73 was obtained using Kuder-Richardson20. Data related to the research questions were analyzed using mean and standard deviation while Analysis of Covariance (ANCOVA) statistics was used to test the null hypotheses. The finding revealed that students taught Computer Studies using game-based teaching strategy have higher retention ability scores than those taught with the expository method. The study also revealed that female students had higher retention ability scores than the male students taught Computer Studies using computer game-based strategy. This implied that the female students benefited from the use of computer game-based strategy than their male counterparts.  It was concluded that using game-based teaching strategy is effective in improving students’ retention abilities in Computer Studies. It was therefore, recommended that Computer Studies teachers should adopt and utilize the computer game-based teaching strategy as a teaching pedagogy in junior secondary schools. This is because, the strategy facilitated the attainment of higher retention abilities in students, among others. 

Keywords: Computer Studies, Game-Based, Gender, strategy, Retention

Cite this article

APA 7th Edition

Ngbarabara, P. B. (2023). Effects of Computer Game-Based Teaching Strategy on Junior Secondary Schools Computer Studies Students’ Retention Abilities and Gender in Rivers State. Shodh Sari-An International Multidisciplinary Journal, 02(02), 99–113. https://doi.org/10.59231/SARI7578

 

MLA 9th Edition

Ngbarabara, Prince Boniface. “Effects of Computer Game-Based Teaching Strategy on Junior Secondary Schools Computer Studies Students’ Retention Abilities and Gender in Rivers State.” Shodh Sari-An International Multidisciplinary Journal, vol. 02, no. 02, Apr. 2023, pp. 99–113. https://doi.org/10.59231/SARI7578.

 

Chicago Style

Ngbarabara, Prince Boniface. “Effects of Computer Game-Based Teaching Strategy on Junior Secondary Schools Computer Studies Students’ Retention Abilities and Gender in Rivers State.” Shodh Sari-An International Multidisciplinary Journal 02, no. 02 (April 18, 2023): 99–113. https://doi.org/10.59231/SARI7578.

Impact statement

The study investigated pedagogical strategies in relation to students’ retention abilities and gender following the perceived students’ addiction to computer games even on their various mobile phones and other related devices. This is because most students face learning problems of different types; which requires instructional attention and various treatment methods. As a teachers, one is supposed to adopt methods of teaching that is learner-centered and activity-oriented, to help students develop their computer skills and increase their self-efficacy, thereby creating in them, a positive perception towards the learning of Computer Studies to further improve on students’ retention abilities and gender responsiveness. Conventionally, many modern instructional methods and strategies have been suggested. However, the use of computer games-based strategy in the teaching of Computer Studies has not been tried to the best knowledge of the researcher. To this end, the current study was conducted to fill the existing gap.
 

About The Author

Prince Boniface Ngbarabara is an Assistant Lecturer in the department of Science Education, Faculty of Education, Federal University Otuoke, Bayelsa State – Nigeria. He has almost two decades experience in ICT administration and Training. An innovative and research-oriented team player with a growing passion for Digital Education, Internet of Things (IoT) and Climate Change. As a young researcher, he has published well about 8 articles in reputable journals within and outside Nigeria, some of which are visible online in Google Scholar and ResearchGate. He is a specialist in Computer Science Education, ICT and Digital Education. He is a member of several professional Associations such as: Internet Society of Nigeria (ISOC-Nig), Association of Vocational & Technical Educators of Nigeria (AVTEN), African One Million Youth Volunteer Initiative on Climate Change Adaptation, Computer Educators Association of Nigeria (CEAN), Nigerian Internet Registration Association (NiRA) and Nigerian Institute of Public Relations (NIPR) amongst others. He is also very willing to register his membership with ICERT. The author is currently a Ph.D student of Computer Science Education at the Enugu State University of Science and Technology (ESUT), Enugu, Enugu State – Nigeria.

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