Modeling Instructional Strategies and Their Transformative Role in Enhancing Engagement and Equity in Computer Studies: A Quasi-Experimental Study
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| Title: | Modeling Instructional Strategies and Their Transformative Role in Enhancing Engagement and Equity in Computer Studies: A Quasi-Experimental Study |
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| Language: | English |
| Authors: | Chukwudum Collins Umoke, Musa Adekunle Ayanwale (ORCID |
| Source: | Discover Education. 2025 4. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Educational Strategies, Teaching Methods, Models, Junior High School Students, Student Interests, Computer Science Education, Interest Inventories, Experiential Learning, Cooperative Learning, Conventional Instruction, Instructional Effectiveness, Gender Differences, Inclusion, Learner Engagement, Equal Education, STEM Education, Evidence Based Practice, Student Centered Learning, Outcomes of Education, Foreign Countries |
| Geographic Terms: | Nigeria |
| DOI: | 10.1007/s44217-025-00648-7 |
| ISSN: | 2731-5525 |
| Abstract: | Innovative instructional strategies are critical for fostering engagement and inclusivity in education, especially in technology-driven fields such as computer studies. Despite their potential, the broader impacts of modeling instructional approaches on student interest remain underexplored, particularly in secondary education. This study investigates the effects of a modeling instructional strategy on junior secondary school students' interest in computer studies in Ebonyi State, Nigeria, using a quasi-experimental pre-test, post-test, non-equivalent control group design. A total of 260 Junior Secondary School 2 (JSS2) students participated, divided into treatment and control groups. The Computer Studies Interest Inventory (CSII), a validated 25-item Likert scale, measured dimensions of academic, vocational, leisure, and general interest. Over eight weeks, the treatment group experienced a modeling-based instructional approach emphasizing hands-on, collaborative learning, while the control group received conventional teaching. Statistical analysis, conducted using Python's data analysis libraries, revealed a significant improvement in student interest within the treatment group (mean post-test score = 69.36) compared to the control group (mean = 49.46), with a large effect size (Cohen's d = 2.49). ANCOVA results confirmed the modeling approach's effectiveness and revealed no significant gender differences, underscoring its inclusivity. By bridging abstract concepts with practical applications, this approach promotes engagement and equitable learning outcomes. We recommend incorporating modeling strategies into curricula and professional development programs to enhance teaching quality and student interest. This study contributes valuable insights for educators and policymakers seeking to improve STEM education through evidence-based, student-centered methodologies. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1476100 |
| Database: | ERIC |
| Abstract: | Innovative instructional strategies are critical for fostering engagement and inclusivity in education, especially in technology-driven fields such as computer studies. Despite their potential, the broader impacts of modeling instructional approaches on student interest remain underexplored, particularly in secondary education. This study investigates the effects of a modeling instructional strategy on junior secondary school students' interest in computer studies in Ebonyi State, Nigeria, using a quasi-experimental pre-test, post-test, non-equivalent control group design. A total of 260 Junior Secondary School 2 (JSS2) students participated, divided into treatment and control groups. The Computer Studies Interest Inventory (CSII), a validated 25-item Likert scale, measured dimensions of academic, vocational, leisure, and general interest. Over eight weeks, the treatment group experienced a modeling-based instructional approach emphasizing hands-on, collaborative learning, while the control group received conventional teaching. Statistical analysis, conducted using Python's data analysis libraries, revealed a significant improvement in student interest within the treatment group (mean post-test score = 69.36) compared to the control group (mean = 49.46), with a large effect size (Cohen's d = 2.49). ANCOVA results confirmed the modeling approach's effectiveness and revealed no significant gender differences, underscoring its inclusivity. By bridging abstract concepts with practical applications, this approach promotes engagement and equitable learning outcomes. We recommend incorporating modeling strategies into curricula and professional development programs to enhance teaching quality and student interest. This study contributes valuable insights for educators and policymakers seeking to improve STEM education through evidence-based, student-centered methodologies. |
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| ISSN: | 2731-5525 |
| DOI: | 10.1007/s44217-025-00648-7 |
