Effect of Technology-Enhanced Competitive Learning Environment (TECLE) on Students’ Academic Achievements and Interest in Junior Secondary Schools
Abstract
The study examined the effect of technology-enhanced competitive learning environment (TECLE) on the academic achievement and level of interest of students in junior secondary schools in Delta State. The study utilised a quasi-experimental design. This design commonly utilised two cohorts: one cohort received the intervention (TECLE), while the second cohort served as a control without access to the intervention. The study focused on a specific group of individuals, namely 174,570 public junior secondary two (JSII) students studying Information Technology in Delta State. The study's sample consisted of 382 students in six intact classes. Data gathering involved the utilisation of two instruments: Information Technology Achievement Test (ITAT) and Information Technology Interest Scale (ITIS). The instruments underwent face validation by three specialists. The reliability of ITAT was determined through the utilisation of the Kuder-Richardson 21 method, resulting in a reliability coefficient of 0.73. The reliability of ITIS was determined by the use of Cronbach alpha, resulting in a reliability coefficient of 0.79. The ITAT and ITIS were administered as a pretest and posttest, respectively, both before and after the intervention. The pretest and posttest scores were collected and analysed using ANCOVA. The results indicated a significant difference in the mean achievement and interest scores of students who were exposed to a technology-enhanced competitive learning environment compared to those who were exposed to a traditional learning environment. The technology-enhanced learning environment was shown to be more favourable in terms of achievement. The study's findings indicated that the integration of technology-enhanced competitive learning environments has a beneficial effect on students' achievement and stimulates their interest for Information Technology. The study recommended, among other things, the implementation of technology-enhanced competitive learning environment for Information Technology instruction.
Downloads
References
Burleigh, T. J., & Meegan, D. V. (2018). Risky prospects and risk aversion tendencies: does competition in the classroom depend on grading practices and knowledge of peer-status? Social Psychology of Education, 21(2), 323–335. https://doi.org/10.1007/s11218-017-9414-x.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2014). A review of technological pedagogical content knowledge. Educational Technology & Society, 17(4), 332-355.
De Backer, F., De Corte, E., Engels, N., & Erstad, O. (2020). Exploring learning in a digital age: Be different, be creative, be critical. USA: Springer.
Egbule, E. O. (2020). Social determinant of rural secondary school students’ choice of agricultural career and its implication for counselling services: Acase study of Delta State. Asian Journal of Agriculture and Rural Development, 10(1), 515-527
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275–285. https://doi.org/10.1016/j.susoc.2022.05.004
Harris, J. L., Al-Bataineh, M. T., & Al-Bataineh, A. (2020). One to one technology and its effect on student academic achievement and motivation. Contemporary Educational Technology, 7(4), 368–381. Available at: https://doi.org/10.30935/cedtech/6182.
Hsu, Y. S., Wu, H. K., Hwang, F. K., Hsu, H. Y., & Hwang, G. J. (2017). Effects of a technology-enhanced interactive learning environment on science learning. Journal of Computer Assisted Learning, 33(6), 619-633.
Iroriteraye-Adjekpovu, J. I. (2022). Interactive radio response (IRR) effectiveness in small-class size chemistry achievement. Journal of Education, Society and Behavioural Science, 35(3), 32-38.
Iroriteraye-Adjekpovu, J. I. (2013). Quality information and communication technology (QICT) in the classroom: Implication for virtual classroom for national values and development. DELSU Journal of Educational Research and Development, 12(1), 108-115.
Iroriteraye-Adjekpovu, J. I. (2012). Blended-teaching methodology for quality assurance in education for adult and youth of basic education system in Nigeria. Research in Education, 18(1), 138-142
Lawrence, K. C. &Egbule, E. O. (2021). Can emotional intelligence training cause a cease in tobacco smoking among school-going adolescent? International Journal of Adolescence and Youth, 26(1), 356-366.
Schmid, R. F., Bernard, R. M., Borokhovski, E., Tamim, R. M., Abrami, P. C., Wade, C. A. & Mansfield, C. D. (2020). Activity theory analysis of the effectiveness of educational technology interventions in formal K-12 contexts: A systematic review. Review of Educational Research, 90(5), 560-600.
Tamim, R. M., Bernard, R. M., Borokhovski, E., Abrami, P. C., & Schmid, R. F. (2011). What forty years of research says about the impact of technology on learning: A second-order meta-analysis and validation study. Review of Educational Research, 81(1), 4-28.
Usman, Y. D., & Madudili, C. G. (2019). Evaluation of the effect of learning environment on student’s academic performance in nigeria. Online Submission, 1, 1–9.
The authors and co-authors warrant that the article is their original work, does not infringe any copyright, and has not been published elsewhere. By submitting the article to GPH-International Journal of Business Management, the authors agree that the journal has the right to retract or remove the article in case of proven ethical misconduct.
