Impact of Technology Enhanced Learning on Academic Performance of high School Students’ in Physics in Anambra State, Nigeria

Nkiru Treasure Okoye; Amarachukwu Nkechi Nwoye; Izunna Shedrack Nwuba

doi:10.54392/ajir2442

Authors

Nkiru Treasure Okoye Nnamdi Azikiwe University, Awka, Anambra State, Nigeria Author
Amarachukwu Nkechi Nwoye Nnamdi Azikiwe University, Awka, Anambra State, Nigeria Author
Izunna Shedrack Nwuba Nnamdi Azikiwe University, Awka, Anambra State, Nigeria Author

DOI:

https://doi.org/10.54392/ajir2442

Keywords:

Academic Performance, Physics, Technology Enhanced Learning (TEL)

Abstract

The study evaluated impact of technology enhanced learning on the academic performance of students in physics in Anambra State. The study guided by four research objectives employed a descriptive survey research design. Multistage sampling procedure was employed to obtain a sample of 200 senior secondary year two (SS2) students, from the 1586 physics SS2 students in Anambra State. A 20-item structured questionnaire, with 4-point Likert-like response options, developed by the researchers from literature review and years of teaching experience with ICT tools was employed to collect data. The instrument, validated by three curriculum experts, from Science Education, and Measurement and Evaluation Departments, all in Nnamdi Azikiwe University, Awka was subjected to pilot testing using Cronbach Alpha formula, a reliability co-efficient of 0.81 was obtained. Mean and Grand mean were employed in to answer the research objectives. The results obtained agreed that technology enhanced learning had significant impact on the academic performance of students in physics positively.

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