ABSTRACT

The study examined the effect of pre-lesson assignment and lecture method of teaching on the achievement of senior secondary 11 students in computer studies. The study adopted a quasi-experimental research design. The population of the study comprised 3,304 of senior secondary two (SS2) students that offered computer studies in all the government owned secondary schools in Bende Local Government Area of Abia Sate. 120 students from the two intact classes from the two sampled schools were used for the study. Out of 120 students, 50% (60) students were males while 50% (60) students were females. Since intact classes were used, there was no sampling. Four computer concepts were prepared and taught to both the treatment and controlled groups for four weeks. Mean and standard deviation were used to analyse the research questions while Analysis of Co-variance (ANCOVA) was used to test the hypotheses formulated at 0.05 level of significance. The difference between the mean achievement of male and female students in the three groups was determined using t-test statistics. The instrument used was computer achievement test (CAT). The groups were tested with the set of 20 item question. The result showed that students exposed to pre-lesson assignment (Group 1) had higher mean achievement than those administered using lecture method (Group II) and conventional teaching method (Group III) 52.53, 45.50, 46.23, 1>11<111. Findings also showed that gender has no effect on achievement scores of students in computer studies. Based on the findings, it was recommended that computer teachers should use pre-lesson assignment to enhance 1 Findings also showed that gender has no effect on achievement scores of students in computer studies. Based on the findings, it was recommended that computer teachers should use pre-lesson assignment to enhance students' achievement in computer studies.