Effects of Computer-Based Instructional Puzzle on Students’ Learning Outcomes and Retention in Social Studies
Adedoja, G. O. (Ph.D); Fakokunde, J. B. (Ph.D)

Introduction
The study determined the effects of computer-based instructional puzzle on students’ learning outcomes and retention in social studies. The study adopted a pretest-posttest and delayed-test quasi-experimental design. Four junior secondary schools were purposively selected within Ilesa metropolis of Osun State. Intact class was used in each of the schools and a total of 141 participants were involved. The instruments for data collection were Students’ Attitude towards Social Studies Questionnaire and Social Studies Achievement Test. Three hypotheses were generated and tested at 0.05 level of significant. The result showed that there is a significant main effect of treatment on students’ achievement in social studies (F(1,128) = 162.00; P<0.05). The study further revealed that there is significant main effect of treatment on students’ retention in social studies (F(1,128) = 111.85; P<0.05) with the experimental group on the higher side. Based on the findings, it is recommended that the use of computerbased instructional puzzles should be encouraged coupled with the provision of all the resources needed for proper implementation.

Full Text: PDF