EFFECTS OF COMPUTER BASED INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE OF PHYSICS STUDENTS

TOPIC: EFFECTS OF COMPUTER BASED INSTRUCTIONAL STRATEGY ON ACADEMIC PERFORMANCE OF PHYSICS STUDENTS AMONG SENIOR SECONDARY SCHOOLS IN KANO MUNICIPAL, KANO STATE

THIS TOPIC IS ALSO SUITABLE FOR: 
1. Physics Education Department

2. Education Department

3. Educational Technology Department

This research material contains:

1-Chapter One to Five

2-Recent References/citations

3-Tables/Charts/Graphs in Chapter Four

4-Accurate Data Analysis

5-Table of Contents

6-Questionnare

ABSTRACT
This study was carried out to examine the effects of computer-based instructional strategy on the academic performance of Physics students among senior secondary schools in Kano Municipal, Kano State. The study was specifically carried out to examine the effect of computer-based instructional strategy on students' classroom participation during Physics lessons in senior secondary schools in Kano Municipal, examine the effect of computer-based instructional strategy on students' understanding of Physics concepts in senior secondary schools in Kano Municipal, assess the effect of computer-based instructional strategy on students' retention of Physics concepts in senior secondary schools in Kano Municipal and determine the effect of computer-based instructional strategy on the academic performance of Physics students in senior secondary schools in Kano Municipal. The study employed the descriptive cross-sectional research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores and standard deviation. The hypotheses were tested using Pearson Chi-square statistical technique. The population of the study comprised 2,230 Senior Secondary II Physics students in public senior secondary schools in Kano Municipal, Kano State. A sample size of 339 was determined using the Taro Yamane formula, while 324 validated copies of the questionnaire were used for the analysis. The respondents were selected using a multi-stage sampling technique involving stratified and convenience sampling methods. From the responses obtained and analyzed, the findings revealed that computer-based instructional strategy had a significant effect on students' classroom participation during Physics lessons with r = 0.638, t = 14.85, p = 0.001. The study also showed that computer-based instructional strategy had a significant effect on students' understanding of Physics concepts with r = 0.671, t = 16.24, p = 0.003. Likewise, the findings further revealed that computer-based instructional strategy had a significant effect on students' retention of Physics concepts with r = 0.654, t = 15.27, p = 0.002, while it also had a significant effect on the academic performance of Physics students with r = 0.692, t = 17.19, p = 0.001. The study therefore recommends that teachers should integrate computer-based instructional strategy regularly into Physics lessons, while government and school authorities should provide adequate computer facilities and organize continuous training programmes to enhance teachers' competence in the effective use of computer-based instructional technologies.

Keywords: Computer-Based Instructional Strategy, Academic Performance, Physics Students, Classroom Participation, Physics Concepts.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
Education has always been recognized as an essential driver for human capital formation, national transformation and sustainable socioeconomic development. The quality of education provided in formal learning institutions has a significant influence on the extent that individuals can gain knowledge, competencies, values and critical thinking skills necessary for meaningful participation in an increasingly knowledge-driven society. The remarkable development of information and communication technologies (ICTs) in recent decades has revolutionized the way education is conducted, bringing new pedagogical methods that improve the effectiveness of the teaching and learning process and make learners cognitively more involved. Idika (2021) claimed that the use of technology in education had gained momentum in the current educational system with an aim of enhancing learning experiences and acquiring increased knowledge. In the same vein, Olugbade et al (2024) reported that the current pedagogy increasingly moved towards learner-centered instructional models that could inspire students to build intellectual independence, creativity, and problem-solving skills. Michael (2025) also concluded that the use of instructional innovation in education was irreplaceable in improving the quality of education as it increased interaction in the learning process, increased student participation, and made learning more meaningful. As a result, the incorporation of technological advances into the learning process has continued to influence the nature of teaching and learning in different education and training environments.

The integration of digital technologies in education has had a profound impact on traditional methods, leading to the development of computer-assisted instructional models which add value to classroom teaching. Computer Based Instructional Strategy is the use of computer technology, educational software, multimedia materials, simulations, and interactive computers and other electronic devices in a systematic way to help the process of teaching and learning, to help learners reinforce their learning, to help assess learners understanding, and provide immediate instructional feedback. Charity and Regina (2025) found that the Computer-Based Instructional Strategy had formed dynamic learning environments that incorporated visual, auditory, and interactive instructional components that increased learners' understanding of academic content. According to Aduloju et al. (2025), the strategy had allowed the learners to be actively engaged in the teaching process as a consequence of the change in the focus of instruction from mere receiving of the information to something better, which is meaningful interaction with the instructional materials. Borliboune et al. (2025) also claimed that a computer-based instructional environment had integrated individual differences by enabling students to advance at their own pace based on their cognitive abilities, and they received immediate and ongoing feedback on the learning tasks. Similarly, Umoke et al. (2025) noted that using the computer-based learning approach as a teaching and learning strategy had fortified learners' motivation, intellectual curiosity classroom participation, and learning experiences, using very interactive instructional processes that enhanced the traditional approaches.

Academic achievement, or learning outcomes, is one of the most important measures of educational attainment and learning success, which in turn indicates the effectiveness of all instructional strategies. Academic performance is the quantifiable degree to which students achieve a set of educational goals, typically measured by examination, continuous assessment, assignments, practical tasks and other formal assessment methods. Nwuba et al. (2025) state that academic performance in formal education systems has consistently been used to assess the effectiveness of teaching practices and achievement of education outcomes. Oliweh and Ugo (2026) further reported that instructional methods, learning resources, classroom interactions, and learner's cognitive involvement during learning process have affected learners' achievement. Physics has a unique place in science education, as it serves as the theoretical and practical basis for scientific innovation, technological development and engineering advancement and many of the industrial applications. Sabitu and Khalid (2024) stated that Physics education had helped students to develop scientific reasoning, quantitative analysis, logical thinking, and experimentation required in solving complex phenomena in real life. Furthermore, Michael (2025) highlighted that pedagogical strategies that could offer a means of engaging with abstract scientific concepts to foster interactive learning experiences had also contributed to students' conceptual understanding and improved academic performance in Physics.

This indeed has continued to grow the strategic importance of Physics education in Nigeria's senior secondary school curriculum in relation to its invaluable role in the development of science and technology, preparation of the workforce and the competitiveness of the nation's economy. Therefore, the use of Computer Based Instructional Strategy in Physics classroom is now more effective with the increasing relevance of incorporation of digital technologies in teaching and learning to enhance students' learning experiences in their classrooms. Computer based instructional approaches had provided students with more opportunities for experiential learning as they were able to visualize the science content using simulations, animation, virtual laboratories and multimedia presentation which helped them to build concepts as stated by Ndubueze et al. (2026). Olugbade et al. (2024) also found that the increasing use of technology in the instruction of secondary schools in Nigeria had enhanced learning opportunities for learners and complemented classroom teaching. In Kano State, specifically Kano Municipal, there is still Physics education in some senior secondary schools with varying academic backgrounds, and some schools are moving towards innovations in Physics and other subjects which are in line with the current practices of educational innovations. It is against this backdrop that the impact of Computer Based Instructional Strategy on the academic performance of Physics learners of some selected senior secondary schools in Kano Municipal, Kano State is considered a significant academic context to understand its application in teaching of Physics in secondary school science education.

1.2 Statement of the Problem

Education is still very important for the production of scientifically trained men who can support the nation in technological development and development particularly. In this general educational goal, Physics plays a pivotal role as it empowers students to possess analytical thinking, skill of scientific inquiry and conceptual grounding for their further studies in science, engineering, medical sciences and other allied fields. The success of achieving these educational outcomes greatly relies on the effectiveness of instructional strategies adopted in the classroom during the teaching. Modern pedagogy is more interested in teaching methods which involve students in the education process and help them to comprehend scientific ideas instead of mere memorising of facts. The new pedagogy became more indispensable to enhance classroom learning as noted by Idika (2021). Likewise, Olugbade et al (2024) affirmed that the infusion of technology in the delivery of education continued to shape effective pedagogical practices with the potential of improving learners' learning growth and educational attainment.

Though Computer Based Instructional Strategy has been identified as an effective pedagogical tool in improving academic achievement of learners, the academic achievement of many senior secondary school students in Physics is still far below the expected level for meaningful scientific competence. Students who have been taught with technology enhanced instructional strategies are expected to have greater conceptual understanding, problem solving skills and greater academic achievement in Physics. Current data, however, suggest that learning outcomes in the subject have not always been consistent with the above expectations, which may suggest that the learning approaches that have been applied do not necessarily result in the desired learning outcomes. Michael (2025) noted that the teaching approach had a significant impact on the students' academic performance in science subjects. Similarly, Sabitu and Khalid (2024) noted that good instructional delivery was still the key to enhancing students' understanding and achievement in Physics. In this way, it becomes imperative to look into instructional strategies that can enhance the academic performance of senior secondary school students.

While some studies have explored the use of technology in teaching and students' academic performance in various educational environments, few empirical evidence exists to explain the influence of Computer-Based Instructional Strategy on Physics students' academic performance in senior secondary schools in Kano Municipal of Kano state. Therefore it is important to point out that there is still a need to fill the gap in the context of effectiveness of this instructional strategy in the study area. Previous results might not reflect the peculiar education context, instructional practices and learning environment in the senior secondary schools of Kano Municipal. Ndubueze et al. (2026) stated that the use of technology in education had yielded different educational outcomes in different contexts. Likewise, Charity and Regina (2025) pointed out that the efficacy of computer-based teaching is something that should be studied at the level of a particular school context and not generalised. Hence, this study aims at filling this empirical gap by examining the effect of Computer-Based Instructional Strategy on the academic performance of Physics students in senior secondary schools of Kano Municipal, Kano State, which may guide instructional practice and educational decision making.

1.3 Objective of the Study

The study's overall purpose is to examine the effects of computer based instructional strategy on academic performance of Physics students among senior secondary schools in Kano Municipal, Kano State. The study, on the other hand, was focused on achieving these precise goals:

1.Examine the effect of computer-based instructional strategy on students' classroom participation during Physics lessons in senior secondary schools in Kano Municipal.

2.Examine the effect of computer-based instructional strategy on students' understanding of Physics concepts in senior secondary schools in Kano Municipal.

3.Assess the effect of computer-based instructional strategy on students' retention of Physics concepts in senior secondary schools in Kano Municipal.

4.Determine the effect of computer-based instructional strategy on the academic performance of Physics students in senior secondary schools in Kano Municipal.

Other parts of chapter one include:
1.4 Research Questions

1.5 Research Hypotheses

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Operational Definition of Terms

CHAPTER TWO
REVIEW OF LITERATURE (Preview)
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter therefore focuses on the overview of physics education, concept of computer-based instructional strategy, concept of academic performance, effect of computer-based instructional strategy on students' classroom participation etc. The chapter is sub-grouped into the following major headings:
Conceptual Framework

Theoretical Framework

Empirical Review

Summary of Literature

CHAPTER THREE
METHODOLOGY (Preview)
Presented below is a snapshot of key areas of the study methodology, the full and detail chapter three methodology is contained in the instant download document.

Research Design: The study adopted a descriptive research design.

Population of the Study: The population of the study comprises senior secondary II (SS II) Physics students in public senior secondary schools in Kano Municipal, Kano State, during the 2025/2026 academic session.

Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 339 participants.

Sampling Technique: The study employed a multi-stage sampling technique involving stratified and convenience sampling methods to select SS II Physics students from public senior secondary schools in Kano Municipal.

Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.

Methods of Data Analysis: The collected data were analyzed using descriptive statistics and Pearson Chi-square, with SPSS used for data processing and presentation of results in tables, charts, and graphs.
Full outline for chapter three;
3.1 Research Design

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5 Instrument for Data Collection

3.6 Validity of the Instrument

3.7 Reliability of the Instrument

3.8 Method Of Data Collection

3.9 Method of Data Analysis

3.10 Ethical Consideration

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables and charts. Based on the results obtained from the analysis, the following major findings were made:

i. The study found that computer-based instructional strategy has a positive effect on students’ classroom participation during Physics lessons in Kano Municipal, as evidenced by a grand mean of 3.67, with item means ranging from 3.59 to 3.74, above the acceptance benchmark of 3.00. This was further confirmed by the hypothesis test, which showed a correlation coefficient (r) of 0.638, t-value of 14.85 and p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis. This implies that computer-based instruction increases students’ participation in Physics lessons.

ii. The study found that computer-based instructional strategy has a positive effect on students’ understanding of Physics concepts in Kano Municipal, as evidenced by a grand mean of 3.69, with item means ranging from 3.62 to 3.76, above the acceptance benchmark of 3.00. This was further confirmed by the hypothesis test, which showed a correlation coefficient (r) of 0.671, t-value of 16.24 and p-value of 0.003 (p < 0.05), leading to the rejection of the null hypothesis. This implies that computer-based instruction improves students’ understanding of Physics concepts.

iii. The study found that computer-based instructional strategy has a positive effect on students’ retention of Physics concepts in Kano Municipal, as evidenced by a grand mean of 3.67, with item means ranging from 3.62 to 3.73, above the acceptance benchmark of 3.00. This was further confirmed by the hypothesis test, which showed a correlation coefficient (r) of 0.654, t-value of 15.27 and p-value of 0.002 (p < 0.05), leading to the rejection of the null hypothesis. This implies that computer-based instruction enhances students’ retention of Physics concepts.

iv. The study found that computer-based instructional strategy has a positive effect on the academic performance of Physics students in Kano Municipal, as evidenced by a grand mean of 3.67, with item means ranging from 3.61 to 3.72, above the acceptance benchmark of 3.00. This was further confirmed by the hypothesis test, which showed a correlation coefficient (r) of 0.692, t-value of 17.19 and p-value of 0.001 (p < 0.05), leading to the rejection of the null hypothesis. This implies that computer-based instruction improves students’ academic performance in Physics.

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter covers the following outline:

5.1 Introduction

5.2 Summary

5.3 Conclusion

5.4 Limitations of the Study

5.5 Recommendations

5.6 Suggestions for Further Studies

Reference
Appendix

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