West African Journal of Education VOL. XXXVII, 2017 ISSN: 0043-2997 C O N T E N T S OFOLE NDIDI MERCY &0M 0LE Remedial Effect of Cognitive Reframing and Self -Acceptance OLAMIDE MARY Therapy on Enhancement of Optimism among Students Diagnosed with Learned Helplessness in Ibadan Metropolis I KM AT 0. JUNAID & ESTHER 0. Effects of Computer Assisted Pedagogy, Time-Management AFOLABI and Students’Attitude on Achievement in Junior Secondary School Civic Education in Oyo State ABDULWAHEED A. OLANLOYE & Interaction Patterns of UBE Teacher Development EUGENIA A. OKWILAGWE Programme Beneficiaries in Junior Secondary Schools in South West, Nigeria ANGELA 0. ADEDOKUN-RAHEEM Student and Teacher Characteristics as Correlates of & M0DUPE M. 0S0K0YA Chemistry Practical Process Skills and Achievement of Senior Secondary School Students in Ibadan AJAYI, KASSIM 0., BAMIRO, Effect of Interactive Whiteboard Usage on Senior Secondary OLADIPUPO A. & OLAOLU, DAVID 0 Students’ Academic Achievement in Mathematics 0L0K 0, OLADELE OLAITAN & Personal Administrative Techniques for Public Senior OYAGIRI, JOYCE Secondary Education Goal Achievement in Rivers State EYAREFE, IBITOLA DEBORAH Influence of School Plant Variables on Examination Malpractices in Kogi State, Nigeria: Implication for Policy and Practice AGBAJEOLA, RACHEALO., Students’ Attitude and Socio-economic Background as AJAYI, KASSIM 0.,&SHANUSI Correlates of Students’ Academic Achievement in Junior MARYO. Secondary Mathematics in Lagos State, Nigeria UGWOJIJACINTA NKECHI Promoting Students’ Performance through School-Based Assessment in Public Secondary Schools in Umuahia North Local Government Area of Abia State SALIHU ABDULLAHI & BALA A Survey of Examination Malpractice in West African Senior BULUS SAKKS School Certificate Examination in Nigeria PUBLISHED BY THE INSTITUTE OF EDUCATION, UNIVERSITY OF IBADAN ON BEHALF OF PARTICIPATING WEST AFRICA UNIVERSITIES AND MINISTRIES OF EDUCATION IBADAN UNIVERSITY LIBRARY V The West African Journal of Education (WAJE) pioneered academic/professional | publishing in the Sub-region in the late 1950s. It has also nurtured the development of a good number of academic journals that have expanded the frontiers of educational research and information exchange over the years. The WAJE, in its revised form maintains the goal of becoming the most widely cited education journal in the sub-region, hence the current efforts that are being made to enhance the quality of reports and other discourses published in it. The WAJE has the tripartite mission of: (a) promoting a culture of excellence in educational research; (b) encouraging the exchange of profound and innovative ideas capable of generating creative practices in education research and practice; and (c) disseminating information on educational development that are not usually easily available to academics and practitioners. The Journal accordingly publishes the following categories of papers: (a) Research papers that move away from orthodoxy and which really break new grounds in terms of methodology and findings; (b) Essays and issues papers that contribute to re-orienting received ideas, values; and practices. (c) Documents emanating from national and international conferences, as well as from large-scale research projects that project emerging trends and thinking in educational development. The WAJE is published twice a year - in any area of education relevant to academics and practitioners. Please note that the conclusions drawn and the opinions expressed in the journal are those of the authors and not necessarily those of the Editorial Board. IBADAN UNIVERSITY LIBRARY EDITORIAL STATEMENT The XXXVII Volume of WAJE is presented to the reading public in this edition. Ten equally exciting, carefully researched and well written articles that span many areas of education and evaluation are contained in the edition. WAJE continues to produce quality articles in order U> maintain her leadership position in the West African sub-region as a repository for academic and scientific information in the field of education and evaluation. The 10 articles covered interesting issues that include: Remedial Effect of Cognitive Reframing and Self-Acceptance Therapy on Enhancement of Optimism among Students Diagnosed with Learned Helplessness in Ibadan Metropolis; Effects of Computer Assisted Pedagogy, Time-Management and Students’ Attitude on Achievement in Junior Secondary School Civic Education in Oyo State; Effect of Interactive Whiteboard Usage on Senior Secondary Students’ Academic Achievement in Mathematics; Student and Teacher Characteristics as Correlates of Chemistry Practical Process Skills and Achievement of Senior Secondary School Students in Ibadan and Students’ Attitude and Socio-economic Background as Correlates of Students’ Academic Achievement in Junior Secondary Mathematics in Lagos State, Nigeria. Other articles addressed issues on Interaction Patterns of UBE Teacher Development Programme Beneficiaries in Junior Secondary Schools in South West, Nigeria; Personal Administrative Techniques for Public Senior Secondary Education Goal Achievement in Rivers State; Influence of School Plant Variables on Examination Malpractices in Kogi State, Nigeria: Implication for Policy and Practice; Promoting Students’ Performance through School-Based Assessment in Public Secondary Schools in Umuahia North Local Government Area of Abia State and A Survey of Examination Malpractice in West African Senior School Certificate Examination in Nigeria We present the rich XXXVII edition for your research consultation and reading pleasure. Thank you. Eugenia A. Okwilagwe Editor-in-Chief IBADAN UNIVERSITY LIBRARY EDITORIAL BOARD Chairman Professor Folajogun V. Falaye Editor-in-Chief Professor Eugenia A. Okwilagwe Associate Editors: Dr M. N. Odinko Dr B. A. Adegoke Publicity Manager Dr J. O. Adeleke Business Manager and Secretary Dr E. O. Babatunde EDITO RIAL ADVISO RY BOARD Emeritus Professor P. A. I. Obanya, Institute of Education, University of Ibadan, Nigeria Professor T. W. Yoloye, Institute of Education, University of Ibadan, Nigeria Professor C. O. Onocha, Institute of Education, University of Ibadan, Nigeria Professor P. N. Okpala, Institute of Education, University of Ibadan, Nigeria Professor E. Adenike Emeke, Institute of Education, University of Ibadan, Nigeria Professor J. G. Adewale, Institute of Education, University of Ibadan, Nigeria Professor Adams Onuka, Institute of Education, University of Ibadan, Nigeria Dr I. J. Uwadiae, Registrar, West Africa Examination Council, Accra Ghana Professor J. F. Joseph Aboagye, University of Cape Coast, Ghana Professor J. F. Wiredu, University of Ghana, Legon Accra Campus, Ghana Professor Abdul Mansaray, University of Sierra Leone, Sierra Leone IBADAN UNIVERSITY LIBRARY CALL FOR PAPERS The Editor of the West African Journal of Education (WAJE) invites authors to submit manuscripts for consideration in these scholarly journals. The call for paper describes the guidelines for submission. Before manuscript submission, please read and strictly follow the guidelines for authors carefully. This will ensure that the publication of your manuscript is as rapid as possible. Manuscripts could be submitted at any time for publication in any subsequent issue to the following email addresses: moniquengozi@yahoo.com; babatundeezekiell l@gmail.com II iv l| IBADAN UNIVERSITY LIBRARY NOTES ON CONTRIBUTORS Abdullahi, Salihu, Lecturer, Nasarawa State University, Keffi, Nigeria. Adedokun-Raheem, Ph.D Student, ICEE, Institute of Education, University of Ibadan, Ibadan. Afolabi, O. Esther, Ph.D Student, ICEE, Institute of Education, University of Ibadan, Ibadan. Agbajeola, Rachel O., Lecturer, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. Ajayi, Kassim O., Lecturer, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. Bamiro, Oladipupo A., Lecturer, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. Eyarefe, Ibitola Deborah, Staff, National Institute for Educational Planning and Management, Nigeria. Junaid, O. Ikmat, Senior Research Fellow, Institute of Education, University of Ibadan, Ibadan. Ofole, Ndidi Mercy, Lecturer, G&C, Faculty of Education, University of Ibadan, Ibadan. Okwilagwe, Eugenia Aikhamhe, Professor of Evaluation and Social Science Education, Institute of Education, University of Ibadan, Ibadan. Olanloye, Abdulwaheed A., Director of Education, Ministry of Education Science and Technology, Ogun State, Nigeria. Olaolu, David O., Lecturer, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria. Oloko, Oladele Olaitan, Lecturer, Federal Polytechnic, Ile-OIuji, Ondo State. Omole, Olamide Mary, Ph.D Student, G&C, Faculty of Education, University of Ibadan, Ibadan. Osokoya, Modupe M., Associate Professor of Evaluation and Science Education, Institute of Education, University of Ibadan, Ibadan v IBADAN UNIVERSITY LIBRARY Oyagiri, Joyce, Lecturer, Faculty of Education, University of Port-IIarcourt, Rivers State. Sakks, Bala Bulus, Inspector of Education Ministry of Education, Keffi Area Inspectorate Office, Nasarawa State, Nigeria. Shanusi, Mary O., Lecturer, Tai Solarin University of Education, Ijagun, Ogun State, Nigeria Ugwoji, Jacinta Nkechi, Lecturer, Michael Okpara University of Agriculture, Umukide IBADAN UNIVERSITY LIBRARY CONTENTS Remedial Effect of Cognitive Reframing and Self-Acceptance Therapy on Enhancement of Optimism among Students Diagnosed with Learned Helplessness in Ibadan Metropolis OfoleNdidi Mercy’ & Omole Olamide Mary Effects of Computer Assisted Pedagogy, Time-Management and Students’ Attitude on Achievement in Junior Secondary School Civic Education in Oyo State Ikmat O. Junaid & Esther O. Afolabi Interaction Patterns of UBE Teacher Development Programme Beneficiaries in Junior Secondary Schools in South West, Nigeria Abdulwaheed A. Olanloye & Eugenia A. Okwilagwe Student and Teacher Characteristics as Correlates of Chemistry Practical Process Skills and Achievement of Senior Secondary School Students in Ibadan Angela O. Adedokun-Raheem & Modupe M. Osokoya Effect of Interactive Whiteboard Usage on Senior Secondary Students’ Academic Achievement in Mathematics Ajayi, Kassim O., Bamiro, Oladipupo A. & Olaolu, David O. Personal Administrative Techniques for Public Senior Secondary Education Goal Achievement in Rivers State Oloko, Oladele Olaitan & Oyagiri, Joyce Influence of School Plant Variables on Examination Malpractices in Kogi State, Nigeria: Implication for Policy and Practice Eyarefe, Ibitola Deborah 82 Students’ Attitude and Socio-economic Background as Correlates of Students’ Academic Achievement in Junior Secondary Mathematics in Lagos State, Nigeria Agbajeola, Racheal o., Ajayi, Kassim o,, & Shanusi Mary O. 91 Promoting Students’ Performance through School-Based Assessment in Public Secondary Schools in Umuahia North Local Government Area of Abia State Ugwoji Jacinta Nkechi 101 A Survey of Examination Malpractice in West African Senior School Certificate Examination in Nigeria Salihu Abdullahi & Bala Bulus Sakks 110 vii IBADAN UNIVERSITY LIBRARY GUIDELINES FOR AUTHORS General Information Manuscripts submitted to our journals must be written in English. 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Table 1.2: Adjusted Means for Treatment Effects and Critical Thinking Independent Variable Critical Thinking 95% Confidence Interval M SD Std Lower Upper Treatment Error Bound ____ Bound (i) Collaborative task method 58.18 11.14 1.26 55.70 60.67 (ii) Self-directed learning 59.12 9.97 1.23 56.71 61.53 (iii) Collaborative task method & 59.17 9.72 1.13 56.94 61.39 Self-directed learning (iv) Traditional Method 5 ".71 12.75 1.16 55.42 59.99 ix IBADAN UNIVERSITY LIBRARY Table Numbering and Citation Tables in the main body of the text should be numbered consecutively and be referred to in text according to their appearance in the text. Ensure that your tables flow with the text in one piece after they have been created. Figure Caption Each figure should have a caption. The caption should be concise and typed below the figure, not on the figure area or above the figure. If figures have parts (for example, A and B), authors should ensure that all parts are explained in the caption. 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The reviewer should as a matter of urgency notify the editor of any similarities between the manuscript under review and another article either published or under consideration by another journal. The reviewer should also immediately call the editor’s attention to a manuscript containing plagiarized or falsified material or data. Professor Eugenia A. Okwilagwe Editor-in-Chief at geniaokwilagwe2004@yahoo.com IBADAN UNIVERSITY LIBRARY Effects of Computer Assisted Pedagogy, Time-Management and Students’ Attitude on Achievement in Junior Secondary School Civic Education in Oyo State IKMAT O. JUNAID and ESTHER O. AFOLABI driojunaid@gmail.com; estoyin2014@gmail.com Abstract Effects o f computer assisted pedagogy, time management and students ’ attitude to achievement in junior secondary school civic education in Oyo State were investigated. The study adopted pre­ test, post-test and control group quasi-experimental design using a 3x2x2 factorial matrix. Multi­ stage sampling procedure was adopted to select two local government areas, eight junior secondary schools, 385 JSS II students and eight civic education teachers for the study. Seven null hypotheses and four validated instruments were used to collect data for the study. These are: Civic Education Achievement Test (r = 0.83); Civic Education Attitudinal Scale (a — 0.89); Time Management Observation Scales for Teachers (r = 0.75) and Operational Manual of Instruction on Computer Assisted Pedagogy (r = 0.73). Data were analysed using analysis of covariance (ANCOVA) and multiple classification analysis (MCA). Major findings of this research work show that there is a significant effect of treatment on students' achievement; a significant effect of students' attitude on students ’ achievement and a significant interaction effect of treatment and student attitude towards students ’ achievement. There is no significant main effect of teachers ’ time management on students’ achievement at F(U27> = 46.793 P < 0.05 and no significant interaction effect of teachers’ time management and students’ attitude towards students’ achievement at F(, 372)0.301; P > 0.05. Thus, it is recommended that teachers as implementers of curriculum, must diversify in the use o f instructional strategies, upgrade continually in knowledge, skills and abilities, inculcate the use of ICT in the classroom setting and learn to be effective time managers in classroom management and dissemination of instructions. Keywords: Computer assisted pedagogy, Time-management, Students’ attitude, Civic education Introduction Civic education plays a significant role in the development of a nation which because of its emphasis on g<5od and effective citizenship. No nation can thrive beyond the civic values and traits demonstrated by her citizens as civic values constitute the necessary foundation of a virile nation. Martin Luther, cited in Adeyemi (2012) affirms that the prosperity of a nation depends not on the abundance of its revenue, the strength of its fortifications, the beauty of its public buildings, but on the number of its cultivated citizens. Agu (2010) argued that although Nigeria is blessed with abundant human and natural resources, there is not much meaningful development because many citizens are IBADAN UNIVERSITY LIBRARY IfalWLQ: Junaid & Esther Q, Afolabi_______________________________________________ 19, intellectually and socially deficient. According to Okan and Lawal (2011), the problems of negative citizenship values have gravely militated against Nigeria’s march towards effective and sustained socio-economic and political development. The retrogression and dilemmas which have engulfed the country since independence strongly underscore the need for value re-orientation through a commitment to the ideals rooted in civic education which will, in turn, foster growth, development and national transformation. Starkey (1992) defines civic education as the explicit and continuing study o f the basic concepts and values underlying a democratic political, community and a constitutional order. It also involves development of skills in making decisions about public issues and participating in public affairs. Civic education is a compulsory subject in primary and secondary schools. It draws on social studies curriculum content, government, law and citizenship and is concerned with the development of values, social norms, skills and democratic ideas and citizenship. The success of the civic education curriculum can only be achieved by providing qualified teachers, a challenge which educators, the nation’s colleges of education, polytechnics and universities have risen up to, by reviewing their teacher preparation programmes in the context of knowledge of the subject matter, teaching skills and competencies. The computer has become a tool for programme instruction. The use of computers in education is referred to as Computer Aided Instruction (CAI); Computer Assisted Learning (CAL); Computer Based Education (CBE); Computer Based Instruction (CBI); Computer Enriched Instruction (CEI) and Computer Managed Instruction (CMI). There are also new terminologies currently used in education, these are Web Based Training, Web Based Learning and Web Based Instruction. CBE and CBI are terms that can be referred to as computer use inany educational setting. Computer aided instruction is a narrower term that is often used to refer to drill and practice, tutorial or simulation activities. CMI is used to provide learning objectives, resources, record keeping, programme tracking and assessment of learner performance. Computer assisted pedagogy is an interactive instructional technique in which a computer is used to present the instructional material and monitor the learning that takes place. It uses a combination of text, graphics, sound and video to enhancing the learning process. The computer is used as a tool to facilitate and improve instruction using problem solving approaches to present topics and test students’ understanding. Computer Assisted Pedagogy and Learning (CAPL)promotes learner’s ability to take intelligent and wise decision. Learning civic education through this approach will relate abstract topics to reality with the use of pictures, images and animations in solving difficult questions and moving students from known to unknown. For the teacher to be able to achieve his objectives under this approach, the ability to use time judiciously is crucial. No matter how creative a teacher is, if he cannot effectively manage his time in such a way as to inculcate classroom activities into his given time, it may affect the effectiveness of his instruction to learners and render the whole process a waste of precious time. This is why time management is considered along treatment in this study IBADAN UNIVERSITY LIBRARY 20 West African Journal o f Education _____________ _________________________ Time management skill is an important skill that a teacher should possess to carry out the computer assisted pedagogy approach successfully. It involves effective and judicious use of time in planning, preparing for lessons, presentation and class control (Onuka, Virgy & Junaid, 2008). The teacher must create a classroom culture that increases achievement and decreases disruptions and distractions without eating into instruction time and inhibiting students’ creativity or desire to learn. The teacher must create a learning focused environment, minimise off task behaviours, increase student engagement time, reduce every form of distraction, give clear instructions, create clearly defined class rules, build positive classroom culture and check that students understand the lesson. All these will prepare learners for success. Teachers should realise that time management starts at the first minute of the first day and the learner should be the centre of it all. Teachers should also be proactive and not reactive as this leads to productive learning. More than 50% of lesson time should be spent on interactive activities. Also of greater importance is students’ attitude in this study. The civic education teacher’s success in carrying out classroom instruction depends on his or her ‘creative efforts’ sustained by a spirit of inquiry and exploration that brings into harmony the dynamic and unique relationship among students, the teacher and the subject. In this age of technological development, teachers have entered a period of professional competency. Teachers should master the skills required for successful teaching using the techniques which were introduced in this study. The computer assisted civic education pedagogy approach encourages and creates an environment in which students will actively participate in the learning process, take responsibility for learning, become better learners in terms of time management skills, are able to access the computer and evaluate their validity. The nature of civic education places high demand on the student as the principal actor. How well he plays this role will directly or indirectly affect his achievement in civic education. In spite of this varying degree of deficiencies in learning, if the students are made to realise that what is desired of them as problem solvers is not only passing civic education in BECE but also turning out to be good, self-reliant and confident problem solvers and citizens, they will most likely work to meet this target. These can be described as learning outcomes which cannot easily be achieved using only conventional instruction method or the lecture methods which are teacher centered. A more learner centered approach is required. This has prompted the present study which will purposefully increase students’ learning and achievement through creativity and planning on the part of the teacher. Civic education in the junior secondary school is a compulsory subject that has a core curriculum designed to broaden students’ knowledge and outlook. Hence, there is need for a close study of the statistics of performance at the junior secondary school certificate examination level. It is believed that CAP, time management and students’ attitude will bring a total view of students’ achievement in junior secondary school civic education in Oyo State. The objectives of civic education include the acquisition of relevant knowledge, skill, and problem-solving competencies. They also include inculcating in the learners, IBADAN UNIVERSITY LIBRARY Ikmal O. Junaid & Esther O. Afolabi_____________________________ .__________ZL boldness and value re-orientation towards life in particular and the society in general. Naturally, students appreciate learning new things from one another especially through the use of computers, role play and demonstration in groups at different levels of discussion. Several studies have looked at the effect of computer assisted instruction in other subjects, other than civic education, but have not investigated the effects of computer-assisted civic education pedagogy, time management and attitude on students’ academic achievement in civic education in selected secondary schools in Oyo State. Therefore, the study sought to determine the effects of computer assisted civic education pedagogy, time management and attitude on students learning outcome in junior secondary school Civic Education in selected junior secondary schools in Oyo State. Research Hypotheses The study provides answers to the following null hypotheses: Hoi: There is no significant main effect of treatment on students’ academic achievement in civic education. Ho2 There is no significant main effect of time management on student’s academic achievement in civic education. Ho3: There is no significant main effect of students’ attitude on academic achievement in civic education. Ho4: There is no significant interaction effect of treatment and time management on students’ academic achievement in civic education. Ho5 There is no significant interaction effect of treatment and student’s attitude on students’ achievement in civic education. Ho6; There is no significant interaction effect of time management and students’ attitude on students’ academic achievement in civic education. Ho7: There is no significant interaction effect of treatment, time management and students’ attitude on student’s academic achievement in civic education. Methodology (i) Research Design The study adopted non randomized pre-test and post-test, control group quasi­ experimental design with 3x2x2 factorial. Experimental Group one = Oi Xi 0 2 Experimental Group two = Oi X2 0 2 Control Group = Oi Xq 0 2 Where Oi, represents pre-test scores for experimental group 1 and 2 0 2, represents post-test scores experimental group 1 and 2 Xi = Treatment 1 (Computer Assisted Pedagogy) X2 = Treatment 2 (Computer Assisted Pedagogy + Lecture) X3 = Control Group (Conventional Method) IBADAN UNIVERSITY LIBRARY 22 West African Journal o f Education________ _______________________________ (ii) Sampling Technique and Sample The target population is made up of all junior secondary school II students in Oyo State and their teachers. Multistage sampling technique was adopted for the study. At the first stage, Oyo state was clustered into three senatorial districts from which 33.3% was sampled. At the second stage, 33.3% of educational zones from the selected senatorial district were randomly selected and from the selected educational zone 55.0% of the Local governments were randomly selected. At the third stage, eight junior secondary schools from the selected local Government were purposively selected for the study, based on the availability of functional computers in the schools. Selected schools in Ibadan South West Local Government served as experimental group I & II using Computer Assisted Pedagogy while sampled schools in Iddo Local Government Area were used as the control group, using the conventional method. The next stage was the selection of intact classes of JSS II Civic Education students and their teachers. A total of 377 JSS II students and eight teachers were used as sample for the study. (iii) Instrumentation Four instruments, developed by the researchers, guided the study, namely: Civic Education Achievement Test (CEAT, r=0.83) for student, Civic Education Attitudinal Scale (CEAS, =0.89) for students; Time Management Observation Scales (TMOS, r=0.75) for teachers and Operational Manual of Instruction on Computer Assisted Pedagogy (OMICAP, r = 0.73). (iv) Data Analysis The information collected was analysed using analysis of covariate (ANCOVA), at 0.05 level of significance. Results Table 1: Pre-test and Post-test Mean Scores of Students’ Achievement in Civic __________ Education through Learning Techniques_____________________________ Learning N Pre-test Post-test Mean Techniques Mean Standard Mean Standard gain deviation deviation "c a p 150 18/73 A423 2A05 1422 5.32 CAP+Lecture 100 18.86 5.335 20.92 6.485 2.06 Conventional 13 5_______ 17.28_____5.438_______17.65 5.886_______ 037____ As shown in Table 1, computer assisted pedagogy had the highest mean score ( *' = 5.32) followed by computer assisted pedagogy + lecture (* = 2.06) and conventional method ( jv=0.37). The three treatment groups indicated improved mean scores in the post-test, as compared to the pre-test mean scores. Computer assisted pedagogy had the highest post­ test mean score (*=24.05), followed by computer assisted pedagogy + lecture (*=20.92), while the conventional method group had (*=17.65).The highest mean gain score IBADAN UNIVERSITY LIBRARY Ikmat O. Junaid & Esther O. Afolabi________________________________________23_ recorded by the computer assisted pedagogy group shows that the treatment had the highest positive impact on this group, followed by computer assisted pedagogy + lecture and the conventional group respectively. Table 2: Pre-test and Post-test Mean Scores of Students’ Achievement in Civic _________ Education through Teachers’ Time Management_____________________ Teachers’ Time N Pretest Post-test Mean Management Mean Standard Mean Standard gain ____________ ______________________deviation.___________ deviation__________ Effective 240 18.36 5.038 21.20 5.861 2.84 Ineffective 145 18.08 5.153 20.99 5.920 2.91 Table 2 shows the pre-test and post-test mean scores of students’ achievement in relation to teachers’ time management. The mean score of students who were taught by teachers with ineffective time management (*=2.91) was higher than that of students of teachers with effective time management (*=2.84).The mean scores of the two levels of teacher’s time management at the post- test were higher than the pre-test scores. The margin of increase in the mean recorded by students who were taught by teachers with ineffective time management was more than those taught by teachers with effective time management. Table 3 shows the pre-test and post-test mean scores of students’ achievement in civic education based on positive and negative attitudes towards civic education. The mean score of positive attitude students (*=3.58) was higher than that of students with negative attitudes (*=1.44). The post-test mean scores of both positive and negative attitude students were higher than the pre-test scores. It was also observed that both the pre-test mean score (*= 18.50) and the post- test mean score (*=22.08) of the positive attitude students were higher than those of the negative attitude students (*=17.87) and (* = 19.31) respectively. The higher mean gain recorded by students with positive attitude shows that the learning techniques benefited them more than students with negative attitude towards civic education. IBADAN UNIVERSITY LIBRARY 24 West African Journal of Education . Testing the Hypotheses Hypotheses l:There is no significant main effect of treatment on students’ achievement in civic education. Table 4: ANCOVA of Post-test Achievement by Treatment, Time Management and Students’ Attitude . Source Type III Df Mean F Sig Partial Eta sum of Square Squared squares Corrected Model 6.139.888a 12 511.657 26.013 0.000 0.456 Intercept 3267.094 1 3267.094 166.099 0.000 0.309 Pre-test 2477.867 1 2477.867 125.974 0.000 0.253 Treatment 1840.800 2 920.400 46.793 0.000* 0.201 Time Management 4.778 1 4.778 .243 0.622 0.001 Attitude 282.785 1 282.785 14.377 0.000* 0.037 T reatment*Time 42.223 2 21.111 1.073 0.343 0.006 Management Treatment* Attitude 136.203 2 68.102 3.462 0.032* 0.018 Time Management* 5.930 1 5.930 0.301 0.583 0.001 Attitude Treatment*Time 38.177 2 19.088 0.970 0.380 0.005 M anagement* Attitude Error 7317.089 372 19.670 Total 183116.000 385 Corrected Total 13456.977 384 R Squared = 0.456(Adjusted R Squared = 0.439) Table 4 gives a summary of the effect of treatment, teacher time management and students’ attitude on students’ achievement in civic education. The table also indicates the significant main effect of treatment on students’ achievement in civic education. It shows that, after adjustment for the covariate, civic education pre-test scores, the F(2s372) 46.793; p < 0.05 was significant on students’ achievement in civic education since, p value (0.000) was less than 0.05 alpha levels, there is a significant main effect of treatment on students’ achievement in civic education. The partial eta squared estimated was 0.20%. This implies that learning techniques accounted for 20.1 percent of the variance observed in the post- test achievement test in civic education. IBADAN UNIVERSITY LIBRARY IBADAN UNIVERSITY LIBRARY Ibnat O. Junaid & Esther O. Afolabi________________________________________ 25 30 25 20 15 10 5 0 CAP CAP+Lecture Convectional Figure 1: Pattern of Interaction of Treatment on Academic Achievement Figure 1 is a pictorial representation of the difference among the three treatment groups. Students in computer assisted pedagogy group had a lower mean score in the pre-test, compare to CAP+lecture group, while students in the convectional group had the lowest mean score. At the post-test students in the computer assisted pedagogy group had the highest mean score while the control group had the lowest mean score. This signifies that students in the computer assisted pedagogy group achieved most through the treatment given to them. Table 5(a): Bonferroni Post-hoc Multiple Comparison of Students’ Achievement in Civic Education 1. Treatment (J) Treatment Mean Std. P Difference Error (I-J) CAP, CAP+Lecture 3.346* 0.626 0.000 Control 5.641* 0.585 0.000 CAP+Lecture, CAP -3.346* 0.626 0.000 Control 2.296* 0.619 0.000 Control CAP -5.641* 0.585 0.000 CAP+Lecture -2.296* 0.619 0.000 *= The mean difference is significant at P<0.05 Table 5(b): Bonferroni Post-hoc Test of Achievement Score on Treatment Treatment N Subset 1 2 3 Control 135 18.00 CAP+Lecture 100 20.29 CAP 150 23.64 ___________ 1.000 1.000 1.000 IBADAN UNIVERSITY LIBRARY 26 West African Journal o f Education_________________________________ Table 5b shows that the two experimental groups are significantly different from the control group. For example, the CAP is significantly different (Mean = 23.64) from the control. Also the CAP + lecture, with a Mean of 20.29, is significantly different from the control group. Two methods contributed to the observed significant effect of treatment on students’ achievement in civic education. Moreover, the experimental groups are significantly different from each other. Thus, all the methods jointly contributed to the main effect of treatment on achievement in civic education. Table 6(a): Bonferroni Post-hoc Multiple Comparison of Students’ Achievement in Civic Education Based on Students’ Attitude (I) Attitude (J) Attitude Mean Std. P Difference Error (I-J) Positive Negative 1.887* 0.498 0.000 Negative Positive -1.887* 0.498 0.000 *= The mean difference isi significant at P<0.05 Table 6(b): Bonferroni Post-hoc Homogeneous Test Showing the Means in the Academic Performance of the Student’s Attitude Treatment N Subset 1 2 Positive 234 21.59 Negative 151 19.71 Sig. 1.000 1.000 The multiple classification analysis further revealed that students that had positive attitudes obtained higher achievement scores with a mean of 21.59 compared with their counterparts with negative attitudes who had a mean of 19.71. Discussion The finding with respect to main effect of treatment on students’ achievement in civic education indicated that there was a significant main effect of treatment on students’ achievement in civic education. This means that computer assisted pedagogy have influence on students’ academic achievement in civic education. Various studies have affirmed a clear difference between a computer-assisted class and a conventional class (Liu, 1992; Chun, 2006, Demrel, 2011). They argued that learning in these two different environments are clearly different. While the teacher’s role is minimal in the computer classroom, the opposite is found in the conventional class. Hence, the study has revealed the effects of the use of computers in classroom. This finding is in line with that of Yusuf (2005) who posited that the field of education has been greatly affected by the use of computers which have undoubtedly affected learning and research. Demrel (2004) also IBADAN UNIVERSITY LIBRARY Ikmat O. Junaid & Esther O. Afolabi________________________________________ 27_ noted that it increased their level of attention and makes students understand their subjects better and greater. The findings in terms of the main effect of time management on students’ achievement in civic education, indicated that after the adjustment for the covariate, the F (1,372) = 0.243; p>0.05 indicating the main effect of teachers’ time management on students’ achievement in civic education. This implies that since the p-value (0.622) is greater than 0.05 alpha level, there is no significant main effect of teacher’s time management on students’ achievement in civic education. The result of the partial eta squared estimation was 0.001, which means that teacher’s time management accounted for 0.1% of the variance observed in the post-test achievement test in civic education. Hence, we do not reject the null hypothesis. The findings in terms of main effect of teachers’ time management indicated that there is no significant main effect of teachers’ time management on students’ achievement in civic education. Reasons for this can be attributed to the computer assisted pedagogy which has increased students’ level of attention in the classroom and enhanced understanding of the subject matter. This finding contradicts Adamson, Covic and Lincoln (2014) that time management is positively related to academic performance. Eilam and Aharon (2003) found out that time management skill of planning and organisation are positively related to students’ course grade. However, Britton and Tesser (1991) reported that exposure of teachers to time management training can lead to improved use of time and completion of tasks. With regards to the effect of students’ attitude on achievement in civic education, findings indicated that after the adjustment for the covariate, F (1,372) =14.377; p<0.05, indicating the main effect of students’ attitude on students’ achievement in civic education. Since p-value (0.000) is less than 0.05 alpha level, then there is a significant main effect of students’ attitude on students’ achievement in civic education. The partial eta squared estimated was 0.037. The implication of this is that students’ attitude accounted for 3.7% of the variance observed in the post-test achievement score in civic education. Hence, we reject the null hypothesis. The result of the main effect of students’ attitude towards civic education indicated that there was a significant main effect of students’ attitude on achievement in civic education. This finding corroborates that of Nicolaidon and Phillipou (2003), Diedrich (2010); Lipnevic and McCann (2011) who discovered that students display positive attitudes and behaviours that improve their performance when teachers create classroom routines, teach desired behaviours and establish normal perceived reinforcement and punishment that can also be utilised to trim down unwanted attitudes among students. In terms of the interaction effect of treatment and time management on students’ academic achievement in civic education, findings indicated that the interaction of treatment and teachers time management was not a significant contributor to students’ achievement in civic education. Interaction effect of treatment and teachers’ time management on students’ achievement in civic education is indicated by F (2,372) = 1.073; p> 0.05. Since p (.343) is greater than 0.05 alpha levels, it can be concluded that there is IBADAN UNIVERSITY LIBRARY 28 West African Journal o f Education________________________ no significant interaction effect of treatment and teacher’s time management on students’ achievement in civic education. Hence, we do not reject the null hypothesis. Research findings on the effect of time management interaction in adults are mixed. Some researchers have found out that time management training does not lead to differences in time management behaviours (Onuka, Virgy & Junaid 2008) while other researchers have reported that exposure to such trainings can lead to improved use of time and completion of tasks. With regards to the interaction effect of treatment and student’s attitude on students’ achievement in civic education, findings indicated that the interaction effect of treatment and student’s attitude towards civics on students’ achievement in civic education is F (2,372), 3.462; P<0.05. Since p (0.032) is less than 0.05 alpha level, it could be concluded that there is a significant interaction effect of treatment and students’ attitude towards civics on students’ achievement in civic education. The partial eta squared estimated was 0.018. This implies that interaction effect of treatment and student’s attitude towards civics accounted for 1.8% of the variance observed in the post- test achievement score in civic education. Therefore, we reject the null hypothesis. The finding is in line with that of Nicolaidon and Philippou (2003), who identified a positive correlation between students’ attitude and students’ academic achievement. Mato and De-la Toure (2010) and Diedrich (2010) also in separate studies in mathematics also confirm that the positive attitude of students lead to higher academic performance and achievement. In terms of interaction effect of treatment, time management and students’ attitude on students’ achievement in civic education, the finding indicated that there is no significant interaction effect of teachers’ time management and student’s attitude towards civic education on students’ achievement in the subject. Though, there is a dearth of research on time-management and academic performance, however, there is a growing body of research that suggests that time management is positively related to students’ academic performance (Adamson, Covic & Lincoln, 2014). With regards to interaction effect of treatment, time management and students’ attitude towards civic on students’ achievement in civic education, findings revealed that the interaction effect of treatment, teachers’ time management and students’ attitude towards civics on students’ achievement in civic education is 0.970; p>0.05. Having considered 0.380 to be greater than 0.05 alpha levels, it could be concluded that there is no significant interaction effect of treatment, teachers’ time management and student’s attitude towards civics on students’ achievement in civic education. Conclusion Based on the findings of this study, it can be concluded that the treatment, that is computer assisted pedagogy approach was a potent determinant of students’ academic achievement in civic education. Each of the variables did not significantly contribute to students’ academic achievement on their own. It was noted that the interaction of the treatment, computer assisted pedagogy and students’ attitude is a significant determinant of students’ achievement in civic education. IBADAN UNIVERSITY LIBRARY Ikmat O. Junaid & Esther.Q. Afplabi Recommendations The following recommendations are made based on the findings of the study: i. Teachers, as implementers of the curriculum must, diversify in the use of instructional strategies, upgrade continually in knowledge and skills, inculcate the use of ICT in the classroom setting and learn to be effective time managers in the dissemination of instructions. ii. Parents and guardians should encourage their wards to be computer literate and buy personal computers with which their wards can get familiar and obtain current information. iii. Employers of teachers should make computer literacy a prime consideration, in addition to paper qualification. They should encourage in-service training and other development programmes to help improve teachers’ performance. They should encourage, motivate and inspire students to be creative as this will transform them to be superior achievers in academics. iv. Government being the sole provider of funds for public schools should make positive changes in the school system in Nigeria. 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