TY  - JOUR
T1  - Effect of Programmed Instruction on the Academic Achievement of Students in Introductory Technology
AU - , F.E. Iserameiya AU - , F.I. Anyasi 
JO  - The Social Sciences
VL  - 3
IS  - 5
SP  - 371
EP  - 375
PY  - 2008
DA  - 2001/08/19
SN  - 1818-5800
DO  - sscience.2008.371.375
UR  - https://makhillpublications.co/view-article.php?doi=sscience.2008.371.375
KW  - Programmed instruction
KW  -academic achievement
KW  -introductory technology
KW  -Nigeria
AB  - This research investigated the effect of programmed instruction on the academic achievement of students in introductory technology. To this end 3 hypotheses were formulated and samples of 80 JSSII students were involved in the study. The t-test statistic method was used for the analysis of the data collected. When the analyised data were compared with the standard students t-distribution table (table D), for a degree of freedom (df) of 78, at the significance level of 0.05 with 2-tailed test has a critical t-value of 1.960, it revealed a significant difference in all the tested hypothesis, confirming that Programmed Instruction is effective on students academic performance. It helps the students to be creative, develop new learning ideas and skills independently. It promotes active participation of the learner. Both methods of instructions contribute to high academic achievements as the mean scores were above average.
ER  -