Impact of Experiential Learning Strategy on Secondary School Students’ Academic Achievement in Computer Studies in Nnewi Education Zone, Anambra State
DOI:
https://doi.org/10.64420/ijitl.v2i2.306Keywords:
Experiential learning strategy, Secondary School Students, Academic Achievement, Computer StudiesAbstract
Background: The impact of Experience-Based Learning (EBL) on the academic achievement of secondary school students in Computer Science in the Nnewi Education Zone, Anambra State, Nigeria, has become an important issue that needs to be addressed. Objective: The study aims to assess the effect of the Experiential Learning Strategy (ELS) on the academic achievement of secondary school students in Computer Studies. Method: A quasi-experimental design with a pretest-posttest non-equivalent control group was used. Eighteen community secondary schools were selected from 48, with two schools randomly chosen. Intact classes participated, where students were taught Microsoft Word using either ELS or the traditional lecture method (LM). The Computer Studies Achievement Test (CSAT) was used for data collection, and data were analyzed using mean, standard deviation, and ANCOVA. Results: Results showed a significant difference in achievement scores, favouring students taught with the Experiential Learning Strategy (ELS). Conclusion: The study recommended incorporating the Experiential Learning Strategy into the curriculum as a teaching strategy for Computer Studies in the classroom, as it fosters self-development. Contribution: This study provides empirical evidence of ELS's effectiveness in improving academic achievement, offers a framework for enhancing student engagement in Computer Studies, and suggests future directions for integrating innovative teaching strategies into education.
References
Akpur, U. (2020). Critical, reflective, creative thinking and their reflections on academic achievement. Thinking Skills and Creativity, 37, 100683. https://doi.org/10.1016/j.tsc.2020.100683
Andersen, H. V., & Pitkänen, K. (2019). Empowering educators by developing professional practice in digital fabrication and design thinking. International Journal of Child-Computer Interaction, 21, 1-16. https://doi.org/10.1016/j.ijcci.2019.03.001
Anderson, B. N., Coleman-King, C., Wallace, K., & Harper, F. K. (2022). Advancing critical and culturally relevant experiential learning: Preparing future educators in collaboration with cooperating teachers to support STEM engagement in urban schools. The Urban Review, 54(5), 649-673. https://doi.org/10.1007/s11256-021-00633-y
Beukers, E., & Bertolini, L. (2021). Learning for transitions: An experiential learning strategy for urban experiments. Environmental Innovation and Societal Transitions, 40, 395-407. https://doi.org/10.1016/j.eist.2021.09.004
Chang, C. C., & Hwang, G. J. (2023). An experiential learning-based virtual reality approach to fostering problem-resolving competence in professional training. Interactive Learning Environments, 31(8), 4713-4728. https://doi.org/10.1080/10494820.2021.1979049
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students’ academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81. https://doi.org/10.1016/j.edurev.2018.11.001
Cheng, S. C., Hwang, G. J., & Chen, C. H. (2019). From reflective observation to active learning: A mobile experiential learning approach for environmental science education. British Journal of Educational Technology, 50(5), 2251-2270. http://dx.doi.org/10.1111/bjet.12845
Cohen, A., & Baruth, O. (2017). Personality, learning, and satisfaction in fully online academic courses. Computers in Human Behavior, 72, 1-12. https://doi.org/10.1016/j.chb.2017.02.030
Doiz, A., & Lasagabaster, D. (2021). An analysis of the use of cognitive discourse functions in English-medium history teaching at university. English for Specific Purposes, 62, 58-69. https://doi.org/10.1016/j.esp.2020.12.002
Guterman, O. (2021). Academic success from an individual perspective: A proposal for redefinition. International Review of Education, 67(3), 403-413. https://doi.org/10.1007/s11159-020-09874-7
Hsiao, J. C., Chen, S. K., Chen, W., & Lin, S. S. (2022). Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns. Computers & Education, 178, 104403. https://doi.org/10.1016/j.compedu.2021.104403
Kale, U., & Goh, D. (2014). Teaching style, ICT experience and teachers’ attitudes toward teaching with Web 2.0. Education and Information Technologies, 19(1), 41-60. https://doi.org/10.1007/s10639-012-9210-3
Kolb, D. A., & Fry, R. (1975). Toward an applied theory of experiential learning. In C. Cooper (Ed.), Theories of Group Process. London: John Wiley.
Kwelle, C. O., Onyeka, E. C., & Okafor-Agbala, U. C. (2023). Experiential learning strategy and students’ performance in mathematics on the cognitive domain of Bloom’s taxonomy in Rivers State, Nigeria. UNIZIK Journal of STM Education. Nnamdi Azikiwe University Journals
Leal-Rodriguez, A. L., & Albort-Morant, G. (2019). Promoting innovative experiential learning practices to improve academic performance: Empirical evidence from a Spanish Business School. Journal of Innovation & Knowledge, 4(2), 97-103. https://doi.org/10.1016/j.jik.2017.12.001
Mbuba, F. (2022). The Bravo of Human Capital Development and Empolyee Productivity in the Ministry of Information, Awka. International Journal of Academic Information Systems Research (IJAISR). 5(2). 82-92 https://dx.doi.org/10.2139/ssrn.4187189
Muogbo, U. F., Okafor , T. U., Okafor, C. F., (2025). Experiential Learning Strategy as a Predicator of Male and Female Students Interest in Computer Studies in Nnewi Education Zone, Anambra State, Nigeria. IRASS Journal of Arts, Humanities and Social Sciences,2(5)112-116. https://doi.org/10.5281/zenodo.15420874
Nsabayezu, E., Habimana, O., Nzabalirwa, W., & Niyonzima, F. N. (2025). Leveraging multimedia-supported flipped classrooms approach to modernize organic chemistry instruction: Exploring students' engagement and motivation. Education for Chemical Engineers.
Nwuba, I. S., & Osuafor, A. M. (2021). Effect of experiential learning approach on secondary school students’ academic achievement in biology in Awka Education Zone. South Eastern Journal of Research and Sustainable Development, 4(2). GPH Journal+2SEJRS School District+2SEJRS School District+2
Okafor, C. J. (2018). Effect of experiential learning strategy on students' academic achievement and retention in Computer Studies. Nigerian Journal of Educational Technology, 18(1), 55-63.
Okekeokosisi, J. O. C. & Okigbo, E. C. (2021). Effect of activity-based instructional strategy on secondary school students’ interest in computer studies in Anambra State, Nigeria. Puissant-A Multidisciplinary Journal, 2;133-143 https://puissant.stepacademic.net/puissant/article/view/45
Okekeokosisi, J.O. C &Anaekwe, M. C.(2024). Impact of individualized learning strategy on students’ interest in data processing in Nnewi education zone of Anambra State, Nigeria. Nigerian Online Journal of Educational Sciences and Technology (NOJEST), 6(2), 15-25 https://nojest.unilag.edu.ng/article/view/2269
Onu, V. C., & Eze, P. A. (2020). Gender and experiential learning in secondary school science classrooms: An empirical analysis. African Journal of Science Education, 7(2), 122–134.
Sangwan, K. S., & Singh, R. (2022). An experiential learning-integrated framework to improve problem-solving skills of engineering graduates. Higher Education, Skills and Work-Based Learning, 12(2), 241-255. http://dx.doi.org/10.1108/HESWBL-02-2021-0033
Vitores, A., & Gil-Juárez, A. (2016). The trouble with ‘women in computing’: a critical examination of the deployment of research on the gender gap in computer science. Journal of Gender Studies, 25(6), 666-680. https://doi.org/10.1080/09589236.2015.1087309
Wang, M., Wu, B., Kirschner, P. A., & Spector, J. M. (2018). Using cognitive mapping to foster deeper learning with complex problems in a computer-based environment. Computers in Human Behavior, 87, 450-458. https://doi.org/10.1016/j.chb.2018.01.024
Yang, D., & Baldwin, S. J. (2020). Using technology to support student learning in an integrated STEM learning environment. International Journal of Technology in Education and Science, 4(1), 1-11. https://ijtes.net/index.php/ijtes/article/view/1592
Zaini, A. (2018). Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations. Computers & Education, 120, 112-126. https://doi.org/10.1016/j.compedu.2018.01.014
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Muogbo Uchenna Favour, Okafor U. Theresa, Okafor Chinyere Francisca
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
IJITL Visitors Statistic
