IMPACT OF COMPUTER ON STUDENTS' ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS IN BOMADI LOCAL GOVERNMENT AREA OF DELTA STATE, NIGERIA

TOPIC: IMPACT OF COMPUTER ON STUDENTS' ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS IN BOMADI LOCAL GOVERNMENT AREA OF DELTA STATE, NIGERIA

THIS TOPIC IS ALSO SUITABLE FOR:
1. Department of Education
2. Department of Computer Science
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 impact of computer on students' academic achievement in senior secondary schools in Bomadi Local Government Area of Delta State, Nigeria. The study was specifically carried out to examine the effect of computer usage on students' improved learning experience in senior secondary schools in Bomadi Local Government Area of Delta State, assess the influence of computer usage on students' comprehension of lessons in senior secondary schools in Bomadi Local Government Area of Delta State, determine the effect of computer usage on students' retention ability in senior secondary schools in Bomadi Local Government Area of Delta State and evaluate the influence of computer usage on students' improved academic performance in senior secondary schools in Bomadi Local Government Area of Delta State. The study employed the descriptive survey 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 independent samples t-test. The population of the study comprised 2,230 students taught using computers in senior secondary schools in Bomadi Local Government Area of Delta State. A total of 339 respondents were selected as sample size using a multi-stage sampling technique involving stratified and convenience sampling methods, while 324 validated copies of the questionnaire were used for the analysis. From the responses obtained and analyzed, the findings revealed that computer usage positively improved students' learning experience with a grand mean of 3.65. The study also showed that computer usage positively influenced students' comprehension of lessons with a grand mean of 3.64. Likewise, the study further revealed that computer usage enhanced students' retention ability with a grand mean of 3.64, while computer usage also improved students' academic performance with a grand mean of 3.63. The hypotheses tested further established that there were no significant gender differences in improved learning experience (t = 0.74, p = 0.460), comprehension of lessons (t = 0.56, p = 0.576), retention ability (t = 0.81, p = 0.419) and improved academic performance (t = 0.69, p = 0.491). The study therefore recommends that school administrators should provide adequate computer facilities and teachers should integrate computer-assisted instructional strategies into classroom teaching to enhance students' academic achievement.
Keywords: Computer Usage, Academic Achievement, Learning Experience, Lesson Comprehension, Retention Ability.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background to the Study
The integration of computers into education has transformed teaching and learning across the world, making digital technologies indispensable tools for improving the quality of education in the twenty-first century. In the world, computers have become an integral part of classroom teaching and learning, information searching, independent study, collaboration, evaluation and enhancement of students' higher order thinking skills. The growing use of digital technology has led to a transformation in how education is conducted from teacher-centred to interactive and learner-centred, focusing on meaningful learning activities and active participation. Nwagwu (2025) noted that digital fluency plays a crucial role in students' academic success by enabling them to access learning materials and fostering good learning habits. In line with this, Badamasi and Chinonso (2024) argue that technology-based learning environment enables learners to be motivated, engaged, and achieve good academic performance as a result of personalized learning experiences. In this regard, Muhammad-Jamiu (2023) notes that the use of digital instructional media brings about a good classroom interaction which leads to better understanding of content of the subjects presented and hence better educational outcomes. As a result, it is becoming more and more acknowledged that computer technology can be an invaluable educational asset to facilitate the students' cognitive development and success in academic settings.
Building upon the global recognition of educational technology, contemporary educational research increasingly emphasizes the instructional value of computers in facilitating effective learning processes. The computer is no longer just a source of information but an educational tool to facilitate visualization, simulation, problem-solving, group work and ongoing evaluation. Okwuoza and Olajumoke (2023) highlighted that computer-assisted instructional packages produce significant effect on the academic achievement of the students through the interactive learning opportunities through the packages, which builds strong conceptual understanding. Similarly, Sabitu and Khalid (2024) assert that computer animation instructional packages help students to understand abstract concepts, as images and learner interactions can help to achieve this understanding. In a similar vein, Alake and Olojo (2020) argue that the use of computer simulation packages in teaching science helps students to learn complex science concepts better through the use of realistic learning experiences. Moreover, Ashiwere et al. (2025) state that computer-based animated simulations capture learners' interest and curiosity, keep them engaged in the classroom, and enhance learning. Thus, the use of computer in the teaching and learning delivery is a sign of the changing face of teaching and learning in contemporary education.
In addition, the educational significance of computers is not only in the delivery of instruction but also in the effect on the learning process and student growth. Secondary School students are actively involved in their learning, understand more, retain more and learn independently with effective computer use. The use of computers as instructional materials plays a great role in improving students' academic performance in computer science as it exposes learners to practical and interactive learning experiences as stated by Nura (2021). Likewise, Favour et al. (2025) observe that experiential learning strategies supported by computer technologies can help enhance students' academic achievement because it engages students in practical learning and participation. Furthermore, Abanobi et al. (2023) argue that, apart from improving students' academic outcomes, computer-based tests can introduce students to the digital assessment environment, which can boost their confidence and performance. Similarly, Chukwuemeka et al., (2020), propose that technology assisted peer mediated learning effects achievement and motivation of secondary school students. Thus, the use of the computer is increasingly perceived as a tool to enhance students' learning experiences, their understanding of the lesson, memory of knowledge, and academic achievement.
Furthermore, the increased focus on the use of computers in secondary education in Nigeria is consistent with the country's national agenda of enhancing educational quality through digital innovation and technology enhanced teaching. There has been greater focus on better comprehending the relationship between student access to computers, digital learning resources and technology-based learning in various educational contexts throughout the country and how this affects student outcomes. Halima and Titilayo (2025) opined that compliance in school and usage of ICT-based learning materials are significant factors that have an impact on students' academic performance in senior secondary schools. Similarly, Isah et al. (2025) assert that access to computers in schools positively impacts students' academic achievement as it enhances learning opportunities beyond traditional classroom teaching. To this end, Salami and Spangenberg (2024) agree that the provision of ICT facilities enhances students' mathematics performance through provision of inclusive and engaging learning environments. Moreover, Brenda et al (2023) point out that the results of computer studies indicate the growing significance of digital competence in secondary education. In this context, the present study will specifically examine the impact of computer usage on students' academic achievement in the senior secondary schools of Bomadi Local Government Area of Delta State, Nigeria based on the following aspects; students improved learning experience, students' lesson comprehension, students' retention ability, and students' academic performance, within the context of the local education system.

1.2 Statement of the Problem
The increasing integration of computers into secondary school education is expected to enhance students' learning experiences, deepen their comprehension of lessons, improve knowledge retention, and ultimately translate into higher academic achievement. Good use of computers should enable pupils to have active learning, critical thinking, learning independently and maintaining good academic standards with interactive learning experiences. Computer-assisted instructional package improve students' academic achievement to a greater extent because it makes them understand more about the instructional content (Okwuoza and Olajumoke, 2023). Likewise, Nura (2021) stated that computer as learning materials helps to improve students' learning performance in practical and learner oriented learning. Similarly, Halima and Titilayo (2025) revealed that a positive relationship exists between the level of ICT compliance and academic performance of senior secondary school students in the schools with high level of ICT compliance and the utilization of digital learning resources. Even in instructional settings where computers are becoming more prevalent, however, there is evidence that suggests that learning experiences, understanding of lessons, retention, and academic performance of students vary. From this situation, it is clear that while the potential educational benefits of computer use are not always achieved, there is an need for an empirical study of the relationship between computer utilization and students' academic achievement in specific educational settings.
Existing empirical studies have examined computer usage from different perspectives, including computer-assisted instruction, computer simulation, computer animation, computer-based testing, access to computers, and technology-supported learning strategies (Alake & Olojo, 2020; Abanobi et al., 2023; Isah et al., 2025). Other studies have considered digital fluency, ICT compliance and technology enhanced learning as predictors of students' academic performance (Nwagwu, 2025; Badamasi & Chinonso, 2024). These studies have made significant impacts in the literature but most of these studies are carried out in states like Oyo, Ekiti, Kano, Kaduna, Abuja, Anambra etc. with little empirical work done on senior secondary schools of Bomadi Local Government Area, Delta State. In addition, a number of prior research studies focused on the overall academic achievement, but at the same time did not simultaneously try to analyze the specific dimensions of improved learning experience, understanding of learning, learning retention ability, and academic achievement from a single conceptual framework. This gap in context and conception results in the lack of evidence pertinent to the educational stakeholders in the study area. Hence, an attempt is made in this study to bridge this gap by proposing to examine the empirical effect of computer use on academic achievement of the students of senior secondary school in Bomadi Local Government Area of Delta State focusing on its effect on the learning experience, lesson comprehension, retention ability and academic performance.
1.3 Objectives of the Study
The main objective of this study is to examine the impact of computer on students' academic achievement in senior secondary schools in Bomadi Local Government Area of Delta State, Nigeria. The specific objectives are to:
1.Examine the effect of computer usage on students' improved learning experience in senior secondary schools in Bomadi Local Government Area of Delta State;
2.Assess the influence of computer usage on students' comprehension of lessons in senior secondary schools in Bomadi Local Government Area of Delta State;
3.Determine the effect of computer usage on students' retention ability in senior secondary schools in Bomadi Local Government Area of Delta State; and
4.Evaluate the influence of computer usage on students' improved academic performance in senior secondary schools in Bomadi Local Government Area of Delta State.
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
LITERATURE REVIEW (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 concept of computer, the types and uses of computers, the impact of computers on teaching and learning, the role of computers in students' academic achievement, challenges associated with computer usage in secondary schools, etc. The chapter is sub-grouped into the following major headings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

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 all senior secondary school students taught with computers in selected senior secondary schools in Bomadi Local Government Area of Delta State, Nigeria.
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, to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as T-test, were used to test the hypotheses.
Full outline for chapter three;
3.0 Introduction
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 usage positively influences students' improved learning experience in senior secondary schools in Bomadi Local Government Area of Delta State, as evidenced by the mean scores of all six items, which ranged from 3.60 to 3.72, exceeding the acceptance benchmark of 3.00. The corresponding hypothesis test showed a calculated t-value of 0.74 and a p-value of 0.460 (p > 0.05), leading to the acceptance of the null hypothesis. This indicates that there is no significant gender difference in the improved learning experience of students taught using computers.

ii. The study found that computer usage positively influences students' comprehension of lessons in senior secondary schools in Bomadi Local Government Area of Delta State, as evidenced by the mean scores of all six items, which ranged from 3.61 to 3.67, exceeding the acceptance benchmark of 3.00. The corresponding hypothesis test showed a calculated t-value of 0.56 and a p-value of 0.576 (p > 0.05), leading to the acceptance of the null hypothesis. This indicates that there is no significant gender difference in the comprehension of lessons among students taught using computers.

iii. The study found that computer usage positively affects students' retention ability in senior secondary schools in Bomadi Local Government Area of Delta State, as evidenced by the mean scores of all six items, which ranged from 3.60 to 3.67, exceeding the acceptance benchmark of 3.00. The corresponding hypothesis test showed a calculated t-value of 0.81 and a p-value of 0.419 (p > 0.05), leading to the acceptance of the null hypothesis. This indicates that there is no significant gender difference in the retention ability of students taught using computers.

iv. The study found that computer usage positively influences students' improved academic performance in senior secondary schools in Bomadi Local Government Area of Delta State, as evidenced by the mean scores of all six items, which ranged from 3.60 to 3.65, exceeding the acceptance benchmark of 3.00. The corresponding hypothesis test showed a calculated t-value of 0.69 and a p-value of 0.491 (p > 0.05), leading to the acceptance of the null hypothesis. This indicates that there is no significant gender difference in the improved academic performance of students taught using computers.

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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