CLASSROOM TECHNOLOGICAL INTERVENTIONS AS CORRELATES OF STUDENTS’ ACADEMIC PERFORMANCE IN UNITY SECONDARY SCHOOLS IN SOUTHEAST NIGERIA

Abstract

This study investigated the relationship between classroom technological interventions as correlates of students’ academic performance in unity secondary schools in South East Nigeria. The study adopted a correlation survey research design. The sample of the study comprised 280 students drawn from Federal Government Colleges in South East, Nigeria. The sample size was determined using the Taro Yamane sampling formula while the sampling technique adopted was a multi-staged sampling procedure. The instruments for data collection were a 36-item researcher developed questionnaire titled: Classroom Technological Interventions Questionnaire (CTIQ) and a 10-item Students’ Academic Performance Questionnaire (SAPQ). The instruments were validated by three experts while Cronbach Alpha statistic was used to determine the internal consistency of the two instruments which yielded reliability indices of 0.71 and 0.80 for CTIQ and SAPQ respectively. Ten well-briefed research assistants helped in the administration and collection of the instrument. Out of the 280 copies of the questionnaires administered, 267 copies each representing 95 percent return rate were collected and used for data analysis. Pearson product moment correlation was used to answer the seven research questions raised for the study while linear regression analysis was used to test the null hypotheses that guided the study at 0.05 level of significance. The findings showed among others that Technological interventions significantly to a very high positive extent relate to students’ academic performance in unity secondary schools in South East, Nigeria. It was also found that WhatsApp application significantly to a very high positive extent relate to students’ academic performance in unity secondary schools in South East. Based on the findings, it was recommended among others that Government as well as other stakeholders such as the Alumni and Parent Teachers’ Association should provide the necessary technological intervention tools and infrastructures that could facilitate teachers’ effective use of technological intervention tools in teaching