Differential Effects of Synchronous Virtual E-Learning and Conventional Strategies on Academic Achievements in Basic Technology Curriculum Implementation in Ibadan, Nigeria
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The choice of appropriate instructional strategies remains a crucial factor in the delivery of a curriculum and on the learning outcomes of the recipients. Despite the instructional efforts by teachers of basic technology in Nigerian secondary schools to effectively instill in learners basic technological skills, the inadequacies in the teaching methodology are still a perennial problem. This study, therefore, examined the differential effects of synchronous virtual e-learning and conventional strategies on secondary school students’ academic achievement in basic technology curriculum implementation. The study adopted a quasi-experimental pre-test and post-test design was adopted. A total of 100 junior secondary school III basic technology students participated in the study. The study findings established that there were significant differences between the students taught with Synchronous Virtual E-Learning Strategy (SVE-LS) and those taught with a Conventional Strategy (CS) (SVE-LS – x=38.50; CS – x=26.61; F2, 95=456.632, P<.05). It was recommended that Synchronous Virtual E-Learning Strategy should be used in teaching basic technology.
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