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Article Title:
LONGITUDINAL EFFECTS OF PROGRAMMED STRATEGY ON STUDENT ACADEMIC PERFORMANCE IN SENIOR SECONDARY SCHOOL PHYSICS AND MATHEMATICS
| Abstract: The study investigates the longitudinal effects of programmed strategy on student academic performance in physics and mathematics in senior secondary school in Ekiti State. The studies aimed at discovering experimentally the effects of programmed strategy on students’ academic performance in secondary school physics and mathematics and also determine the best strategy between programmed and traditional chalk and talk strategy. The study employed the quasi -experimental design, a non-randomized pre-test and post-test control group design. Two groups were selected, one experimental group and the other one is control group. The first group was thought with programmed strategy while control group was taught with traditional chalk and talk method. The sample for the study consisted of 240 SSS 2 Physics and mathematics students from eight senior secondary schools in Ekiti State. The multistage random sampling technique was adopted in selecting the needed sample for the study. The findings of this study show the enhancement of students’ performance in physics and mathematics. |
| Keywords: Programmed Instruction, Traditional Method, Physics, Mathematics, Academic Performance |
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