Analysis of Magnitudes and Variation of Effect Size on ICT Teaching Strategies on Secondary School Students' Achievement in Sciences in Nigeria
DOI:
https://doi.org/10.66545/f1krxg05Keywords:
Effect size, ICT, teaching strategies, academic achievement, meta-analysis and scienceAbstract
The study analyzed magnitudes and variation of effect size on ICT teaching strategies on
secondary school students' achievement in Sciences in Nigeria. Three research questions guided the study. The design of the study was meta-analytic review. The sample of the study was 47 studies. The sampling techniques were purposive and snowballing. Pro-forma was used for data collection. The instrument was validated by experts and the internal consistency reliability value of 0.96 was obtained using inter-rater agreement. Data collected were analyzed with percentage, effect size, average weighted mean Z and Fisher statistical transformation table. Cohen's d-value guidelines for effect sizes were used for results interpretation. The findings of the study revealed positive statistically significant effect on ICT based teaching strategies for junior secondary school students' academic achievement in Science in Nigeria.
The study also revealed negative statistically significant effect size for senior secondary school students' academic achievement in Science in Nigeria. However, there was small variation of
effect size between the Junior and Senior Secondary School Students on ICT teaching
strategies on Secondary School Students' academic achievement in Science in Nigeria. It was
concluded from the study that utilization of ICT-based teaching strategies in Secondary School
Science subjects facilitate and enhance the students' academic achievement in Nigeria. It was
recommended from the study that ICT teaching strategies in Science subjects for Junior and
Senior Secondary Schools should be utilized.
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