Effect of Computer-Science-Unplugged Strategies on Junior Secondary School Students’ Academic Performance in Computer Studies’ Concepts in Kwara State

Abstract

Computer-science-unplugged is a method of teaching Computer Studies in an engaging and entertaining way through free learning activities without using computers. Lack of computer facilities, inadequate systems, and unreliable power supply in Nigerian secondary schools had deprived students of practical activities. This method effectively taught computer studies concepts without relying on computers. This study assessed the academic performance of junior secondary school students in selected computer studies concepts using two unplugged strategies. Determined the impact of the interactive activity strategy on students' comprehension; evaluated storytelling and analogies' impact on understanding; examined students' attitudes towards unplugged methods. A quantitative research design, specifically a quasi-experimental approach was adopted for the study. The sample consisted of 30 students from two schools. Data gathered using a validated questionnaire, and reliability confirmed with coefficients of 0.72 and 0.78 for the performance test and attitude questionnaire, respectively. The findings revealed that the two strategies improved comprehension, problem-solving skills, and student attitude towards the learning of certain concepts in computer studies. In conclusion, the strategies collectively support enhanced learning environment where storytelling emerged more effective, achieving higher average post-test scores of 16.90, which significantly improved students' comprehension. The study recommended among others that, schools in Kwara State should adopt these approaches to create a more interactive, accessible and engaging learning environment in computer studies for junior secondary school students.