IMPACT OF TECHNOLOGY INTEGRATION AND GROUP-BASED LEARNING STRATEGIES ON STUDENTS ACADEMIC ACHIEVEMENT IN SOCIAL STUDIES IN OSUN STATE.

Abstract

This study aims to investigate the effects of technology integration and group-based learning strategies on junior secondary school students‟ academic achievement in Social Studies. The study's population consisted of 115,775 students in Osun State, with a sample of 187 Junior Secondary School Two (JSS II) students selected using a multistage sampling method. Two research instruments, the Achievement Test in Social Sciences (ATSS) and a Technology Integration Instructional Guide, were used to assess student performance. A quasi-experimental design with a pre-test and post-test control group was employed, and data were analyzed using descriptive and inferential statistics (ANCOVA).

Findings revealed that the pre-test mean scores for students in the group-based learning group and technology integration group were 12.91 and 14.95, respectively, with a total mean of 14.42. After exposure to the instructional methods, the post-test mean scores increased to 15.51 for the group-based group and 17.25 for the technology integration group, with a total mean of 16.45. ANCOVA results showed no significant difference in students' academic achievement before the interventions (F = 1.101, p > 0.05), indicating homogeneity between the groups.

However, post-test results indicated a statistically significant difference in achievement between students taught using technology integration and those taught using group-based learning (F = 6.002, p < 0.05). These findings suggest that while both strategies enhance learning, technology integration proved to be a more effective instructional method for improving students‟ academic performance in Social Studies.