EFFECTS OF COMPUTER GRAPHICS AND ANIMATION INSTRUCTIONAL MODES ON JUNIOR SECONDARY STUDENTS’ SKILLS ACQUISITION IN BUSINESS STUDIES IN IBADAN, NIGERIA

Abstract

The level of students’ skills in Business Studies at the Junior Secondary School Certificate Examination is poor in Nigeria. The curriculum specifies that the skills aspect should be taught practically, using a computer, reports have, however shown, that these aspects of the subject are taught and examined theoretically. Extant studies on how to improve students’ skills in Business Studies have focused largely on other teaching methods, but with little attention paid to the use of Computer Graphics Instructional Mode (CGIM) and Computer Animation Instructional Mode (CAIM).  The study, was therefore, designed to investigate the effects of CGIM and CAIM on Students’ Skills Acquisition in Business Studies (SABS). The moderation effects of Students’ Interest (SI) were also examined.  Purposive sampling was used to select two Local Government Areas from Ibadan city and one Local Government Area from Ibadan less city.  Purposive sampling technique was used to select nine schools that had functional computers (six from Ibadan city, three from Ibadan less city).  Two hundred and seventy junior secondary school students participated (Thirty JSS – students were selected from each school).  Ninety students were randomly assigned to each group CGIM, CAIM and Control.  Instruments used were business studies skills acquisition scale (r=0.86) and business studies interest scale (r=0.84). The treatment lasted eight weeks. Data were analyzed using analysis of covariance and Sidak post-hoc test at 0.05 level of significance. There was a significant main effect of treatment on SABS (F _{(2,257) =}14.99, partial ?²=0.10).  Students in CAIM had the highest mean score (47.36) in SABS, followed by students in control (44.90) and CGIM (42.88) groups. There was a significant main effect of SI (F _(2,257) =9.14, partial ?²=0.034) on SABS. Students with high interest had the higher mean (45.38) than low interest group (44.71). The highest mean score was from CAIM (47.83), followed by CGIM (46.92) and control (45.80) groups The computer graphics and animation instructional modes enhanced junior secondary school students’ academic achievement and skill acquisition in Business Studies.  These instructional modes should be employed by teachers.