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Effects of Synchronous and Asynchronous E-Learning Modes on Students' Achievement and Skill Acquisition in Word Processing in Secondary Schools

Effects of Synchronous and Asynchronous E-Learning Modes on Students' Achievement and Skill Acquisition in Word Processing in Secondary Schools

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DEDICATION

This research material, titled “Effects of Synchronous and Asynchronous E-Learning Modes on Students' Achievement and Skill Acquisition in Word Processing in Secondary Schools” is dedicated to God for His boundless grace and guidance. It is also a tribute to all computer enthusiasts whose contributions made my research journey smoother and enriched my documentation process, making the experience truly fulfilling.



ACKNOWLEDGEMENT

I am profoundly grateful to everyone who contributed to the successful completion of this project. I am especially grateful to my Supervisor (Name), the Head of Department (Name), and the Lecturers in the Department of Education for their invaluable guidance and support. I also acknowledge the contributions of authors and scholars whose works on Effects of Synchronous and Asynchronous E-Learning Modes on Students' Achievement and Skill Acquisition in Word Processing in Secondary Schools provided essential insights. Special thanks go to my study area (and any funding organizations, if applicable) for their financial assistance. I am equally thankful to stakeholders, including mentors, teachers, and colleagues, for their encouragement and support. Finally, I deeply appreciate my family and friends for their patience and unwavering support throughout this journey. Your contributions have been instrumental in making this research a reality.



TABLE OF CONTENTS

PRELIMINARY PAGES

CHAPTER ONE

INTRODUCTION

    CHAPTER TWO

    LITERATURE REVIEW

    • 2.1 Introduction
    • 2.2 Conceptual Review
    • 2.3 Theoretical Framework
    • ⋮
    • 2.4 Empirical Studies
    • 2.5 Research Gaps
    • 2.6 Summary of Literature Review

    CHAPTER THREE

    RESEARCH METHODOLOGY

    • 3.1 Introduction
    • 3.2 Research Design
    • 3.3 Population of Study
    • 3.4 Sampling and Sampling Technique
    • 3.5 Validation of Research Instrument
    • 3.6 Method of Data Collection
    • 3.7 Method of Data Analysis
    • 3.8 Questionnaire Administration
    • 3.9 Ethical Consideration
    • 3.10 Statistical Analysis

    CHAPTER FOUR

    DATA ANALYSIS, RESULT AND DISCUSSION

    • 4.1 Introduction
    • 4.2 Presentation and Analysis of Data
    • 4.3 Re-statement of Research Questions
    • 4.4 Test of Hypotheses
    • 4.5 Discussion of Findings

    CHAPTER FIVE

    SUMMARY, CONCLUSION AND RECOMMENDATION

    • 5.1 Introduction
    • 5.2 Summary of Findings
    • 5.3 Conclusion
    • 5.4 Recommendation
    • 5.5 Suggestion for Further Study

    REFERENCES

    APPENDIX A - “QUESTIONNAIRE”


    ABSTRACT

    The study adopted a quasi − experimental research design. This study was carried out in Nsukka Local Government Area of Enugu State. The population for the study comprised 2,949 JSS1 students in 2015/2016 academic session from 16 secondary schools that offer computer studies in Nsukka Local Government of Enugu State. The study adopted multistage sampling technique. The sample size for this study was 70 JSS1 students from two purposively selected secondary schools using multistage purposive sampling techniques. Two sets of instruments were used for data collection − a 40 items multiple choices Word Processing Achievement Test (WPAT) and five items Word Processing Skill Acquisition Test (WPSAT).

    The instruments were subjected to face and content validation by three experts. The reliability of the WPAT was established using Kuder Richardson 21 (K− R 21) formula in which a coefficient of 0.95 was obtained while Kendall’s W Test was used to establish the internal consistency of the Skill Acquisition test and a reliability coefficient of 0.94 was obtained. Prior to the commencement of the experiment, all students were subjected to a pre − test in order to obtain the pre − test scores for the study. Community Secondary School Isienu was assigned to Synchronous e − learning mode while Model Secondary School Nsukka was assigned to Asynchronous e- learning mode. The experiment was carried out during the normal school hours using the school time − table for classes. The duration for the experiment was two weeks. At the end of the experiment, the teachers administered the post- test to the students in the two groups.

    The data collected from the pre − test and post − test using the two set of instruments (Achievement test and Skill acquisition test) were analysed using mean for answering the research questions while analysis for covariance (ANCOVA) was used for testing the hypotheses at 0.05 level of significance. Based on the data collected and analyzed, the study found that the treatments (synchronous and asynchronous e − learning modes) appreciably increased academic achievement and skill acquisition of the JSS1 students in word processing and that gender of the students does have slight influence on their achievement and skill acquisition in word processing in relation to the treatments.


    Effects of Synchronous and Asynchronous E-Learning Modes on Students’ Achievement and Skill Acquisition in Word Processing in Secondary Schools

    CHAPTER ONE

    Introduction

    1.1 Background of the Study

    The integration of computers in education has led to the introduction of computer studies in schools at different levels. Computer studies is a subject offered in secondary schools. It is the study of computer science, which includes computer and algorithmic processes, computer principles, hardware and software designs, their applications, and their impact on society. Computer studies is relevant for all students because it incorporates a broad range of transferable problem- solving skills and techniques, including logical thinking, creative design, synthesis, and evaluation. It also teaches generically useful skills in such areas as communication, time management, organization, and teamwork.

    Computer studies provide the knowledge and skills to understand the underpinnings of current computer technology; and preparation for emerging technologies. A foundation in this discipline will introduce students to the excitement and opportunities afforded by this dynamic field and will begin to prepare them for a range of rewarding careers. The computer studies programme will build a strong foundation for those who wish to move on to further study and train in specialized areas such as computer programming, database analysis, computer science, computer education, computer engineering, software engineering, information technology, game development, and word processing skills.

    …

    CHAPTER TWO

    2.0 Literature Review

    2.1 Introduction

    This chapter focuses on the review of related literature. A literature review includes the current knowledge as well as theoretical and methodological contributions to a particular topic. It documents the state of the art with respect to the topic you are writing. It surveys the literature in the topic selected. In this research work the literature review includes the conceputal review, theoretical framework, the review of related literature …

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