TABLE OF CONTENTS
Title Page
Approval Page
Certification
Dedication
Acknowledgements
Table of contents
List of tables
List of figure
Abstract
CHAPTER ONE: INTRODUCTION
Background of the Study
Statement of the Problem
Purpose of the Study
Significance of the Study
Research Questions
Null Hypotheses
Scope of the Study
CHAPTER TWO: LITERATURE REVIEW
Conceptual Framework
E- learning
Word Processing
Methods of Teaching Word Processing
Synchronous e –learning mode
Asynchronous e – learning mode
Academic Achievement
Skill Acquisition
Theoretical Framework
Constructivist Theories of Learning
Flow Theory
Path – Goal Theory
Related Empirical Studies
Summary of Literature Reviewed
CHAPTER THREE: METHODOLOGY
Design of the Study
Area for the Study
Population for the Study
Sample and Sampling Technique
Instrument for Data Collection
Validation of the Instrument
Reliability of the Instrument
Control of Extraneous Variables
Experimental Procedure
Method of Data Collection
Method of Data Analysis
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA
Research Question One
Research Question Two
Research Question Three
Research Question Four
Testing of Hypotheses
Findings of the Study
Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Restatement of the Problem
Summary of the Procedures Used
Major findings of the Study
Implications of the study
Conclusions
Recommendations
Suggestions for Further Research
REFERENCES
Abstract
The study adopted a quasi – experimental research design. This study was carried out in Nsukka Local Government Area of Enugu State. The population for the study comprised 2,949 JSS1 students in 2015/2016 academic session from 16 secondary schools that offer computer studies in Nsukka Local Government of Enugu State. The study adopted multistage sampling technique. The sample size for this study was 70 JSS1 students from two purposively selected secondary schools using multistage purposive sampling techniques. Two sets of instruments were used for data collection - a 40 items multiple choices Word Processing Achievement Test (WPAT) and five items Word Processing Skill Acquisition Test (WPSAT). The instruments were subjected to face and content validation by three experts. The reliability of the WPAT was established using Kuder Richardson 21 (K–R 21) formula in which a coefficient of 0.95 was obtained while Kendall’s W Test was used to establish the internal consistency of the Skill Acquisition test and a reliability coefficient of 0.94 was obtained. Prior to the commencement of the experiment, all students were subjected to a pre – test in order to obtain the pre – test scores for the study. Community Secondary School Isienu was assigned to Synchronous e – learning mode while Model Secondary School Nsukka was assigned to Asynchronous e- learning mode. The experiment was carried out during the normal school hours using the school time – table for classes. The duration for the experiment was two weeks. At the end of the experiment, the teachers administered the post- test to the students in the two groups. The data collected from the pre – test and post – test using the two set of instruments (Achievement test and Skill acquisition test) were analysed using mean for answering the research questions while analysis for covariance (ANCOVA) was used for testing the hypotheses at 0.05 level of significance. Based on the data collected and analyzed, the study found that the treatments (synchronous and asynchronous e – learning modes) appreciably increased academic achievement and skill acquisition of the JSS1 students in word processing and that gender of the students does have slight influence on their achievement and skill acquisition in word processing in relation to the treatments (synchronous and asynchronous e – learning modes) given. There was significant (p
CHAPTER ONE
INTRODUCTION
Background of the Study
The integration of computers in education has led to the introduction of computer studies in schools at different levels. Computer studies is a subject offered in secondary schools. It is the study of computer science, which includes computer and algorithmic processes, computer principles, hardware and software designs, their applications, and their impact on society. Computer studies is relevant for all students because it incorporates a broad range of transferable problem- solving skills and techniques, including logical thinking, creative design, synthesis, and evaluation. It also teaches generically useful skills in such areas as communication, time management, organization, and teamwork. Computer studies provide the knowledge and skills to understand the underpinnings of current computer technology; and preparation for emerging technologies. A foundation in this discipline will introduce students to the excitement and opportunities afforded by this dynamic field and will begin to prepare them for a range of rewarding careers. The computer studies programme will build a strong foundation for those who wish to move on to further study and train in specialized areas such as computer programming, database analysis, computer science, computer education, computer engineering, software engineering, information technology, game development, and word processing skills.
Word processing is a concept in computer studies that equips the learner with the necessary skills that will help them to fit into this technology driven age. Word processing is an.....
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