The Effect of Constructivist ICT-Mediated Instruction and Programmed Instruction on Children’s Learning Outcomes in Science


ABSTRACT This paper studied the effect of constructivist ICT-mediated instruction and programmed instruction on the learning outcomes of children in science. The research employed a quazi-experimental design using a 3x2x2 factorial method. The design involved three groups; pretest, posttest and control group. Forty (40) pupils from both MOCPED International Nursery and Primary school and SPEB Demonstration Primary School, at Epe Local Government Area of Lagos State were purposively sampled. The instrument used were a researcher designed Programmed Instructional Package (PIP,) Science Achievement Test (SAT); and Science Attitude Questionnaire (SAQ). The experimental groups were instructed using the PIP and a constructivist ICT-mediated instruction while the control group was not introduced to any treatment. The pretest and post-test scores of the groups were analyzed using the Analysis of Variance (ANOVA) and T-test statistics at 0.05 level of significance. Interaction effect was controlled using the Analysis of Covariance (ANCOVA). The result shows that children taught using the constructivist ICT-mediated instruction performed better than both students in the Programmed instruction and the traditional group. There was a significant effect of the treatment on the gender of the students. Also, the attitude of the children to learning science in the constructivist group was better than those in both the Programmed instruction and the traditional group. It is recommended that PIP and constructivist ICT- mediated instructions be introduced into the science curriculum as a media of instruction among other things.

Author Information
BAMIDELE T DELPHONSO, Michael Otedola College of Primary Education, Nigeria
TIJANI OLUDIPE OLADELE, Michael Otedola College of Primary Education, Nigeria

Paper Information
Conference: ECTC2014
Stream: e-learning and collaborative learning

This paper is part of the ECTC2014 Conference Proceedings (View)
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Posted by James Alexander Gordon