ICT, Learners’ Attitude, and Entry Mode as Correlate on the Academic Performance of Social Studies Students in Universities in South-South, Nigeria
Keywords:
ICT, Learners’ Attitude, Entry Mode, Academic Performance, Social Studies Students, Universities, South-SouthAbstract
The study investigated ICT, learners’ attitudes, and entry mode as correlates of the academic performance of social studies students in universities in South-South Nigeria. The study employed a descriptive research design with the ex post facto approach to eliminate the need for manipulation and establish the relationship among the variables. The study sample involved six hundred and seventy-two students. The study utilised a questionnaire as the main instrument to generate data. The data generated from the samples were subjected to descriptive statistics of the mean score for the research questions. Pearson Product-Moment Correlation (PPMC) was employed to test the null hypotheses at an alpha level of 0.05 significance. The result of the study established a association between the utilisation of ICT by direct entry mode students and their performance, a confirmed significant association exists between UTME entry type and Social Studies students’ academic performance, and a substantial correlation between learners’ attitudes in the employment of ICT by direct entry mode and Social Studies students’ performance. It was recommended, among others, that universities should adopt the usage of ICT models such as the computer interactive smart board and mobile phones for instruction, students in universities should maintain a positive attitude towards ICT facilities for their learning, and universities should place emphasis on entry modes of students involving the UTME and direct entry. This is because UTME students are comparable to their counterparts in the direct entry mode in the usage of ICT facilities by Social Studies Education students.
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