ASSESSMENT OF ICT-BASED INSTRUCTION ON STUDENTS’ INTEREST IN EDUCATIONAL STATISTICS IN A NIGERIAN UNIVERSITY https://doi.org/10.83151/3m6j-bz89
The integration of Information and Communication Technology (ICT) into higher education has transformed traditional pedagogy, offering innovative strategies to enhance student engagement and learning outcomes. Despite its importance, Educational Statistics remains a course that many Nigerian university students perceive as abstract and challenging, resulting in low levels of interest and engagement. This study assessed the effect of ICT-based instruction on students’ interest in Educational Statistics. Using a pre-test-post-test control group, 225 third-year education students (121 male, 104 female) were assigned to experimental and control groups. The experimental group received ICT-based instruction using multimedia presentations, statistical software (SPSS, Excel), online learning platforms, and interactive simulations, while the control group received traditional lecture-based instruction. Data were collected via pre-test and post-test interest inventories, classroom observation checklists, and semi-structured instructor interviews. Quantitative data were analyzed using descriptive statistics, independent samples t-test, and ANOVA, while qualitative data from the interviews were thematically analyzed. Results indicated that students in the ICT-based instruction group demonstrated significantly higher interest in Educational Statistics (M = 78.16, SD = 6.21) compared to the control group (M = 65.44, SD = 6.89), t(223) = 10.48, p < .05. ANOVA results confirmed a significant main effect of instructional method on interest, irrespective of gender. Qualitative findings highlighted enhanced students’ participation, improved conceptual understanding, and implementation challenges, such as limited ICT infrastructure and varying digital literacy among the students. The study concludes that ICT-based instruction substantially increases students’ interest in Educational Statistics and recommends integrating interactive, technology-driven approaches in quantitative courses to foster motivation, participation, and academic achievement in Nigerian universities.
Keywords: ICT-based instruction, Educational Statistics, student interest, higher education, instructional innovation, student participation.
Idika, Delight Omoji, Orji, Evelyn Ijeoma, Akpan, Emem Edem, Etim, Asuquo David, Uko, Esther Etim
ASSESSMENT OF ICT-BASED INSTRUCTION ON STUDENTS’ INTEREST IN EDUCATIONAL STATISTICS IN A NIGERIAN UNIVERSITY https://doi.org/10.83151/3m6j-bz89
The integration of Information and Communication Technology (ICT) into higher education has transformed traditional pedagogy, offering innovative strategies to enhance student engagement and learning outcomes. Despite its importance, Educational Statistics remains a course that many Nigerian university students perceive as abstract and challenging, resulting in low levels of interest and engagement. This study assessed the effect of ICT-based instruction on students’ interest in Educational Statistics. Using a pre-test-post-test control group, 225 third-year education students (121 male, 104 female) were assigned to experimental and control groups. The experimental group received ICT-based instruction using multimedia presentations, statistical software (SPSS, Excel), online learning platforms, and interactive simulations, while the control group received traditional lecture-based instruction. Data were collected via pre-test and post-test interest inventories, classroom observation checklists, and semi-structured instructor interviews. Quantitative data were analyzed using descriptive statistics, independent samples t-test, and ANOVA, while qualitative data from the interviews were thematically analyzed. Results indicated that students in the ICT-based instruction group demonstrated significantly higher interest in Educational Statistics (M = 78.16, SD = 6.21) compared to the control group (M = 65.44, SD = 6.89), t(223) = 10.48, p < .05. ANOVA results confirmed a significant main effect of instructional method on interest, irrespective of gender. Qualitative findings highlighted enhanced students’ participation, improved conceptual understanding, and implementation challenges, such as limited ICT infrastructure and varying digital literacy among the students. The study concludes that ICT-based instruction substantially increases students’ interest in Educational Statistics and recommends integrating interactive, technology-driven approaches in quantitative courses to foster motivation, participation, and academic achievement in Nigerian universities. Keywords: ICT-based instruction, Educational Statistics, student interest, higher education, instructional innovation, student participation.