Impacts of Google Classroom-Assisted instruction on Secondary-School Students’ Academic Performance and Retention 41 23
Keywords:
impacts, google assisted, instruction, performance, retentionAbstract
This study investigated the effects of Google Classroom–assisted instruction on secondary-school students’ academic performance and retention in Social Studies in the Calabar Education Zone of Cross River State, Nigeria. Quasi-experimental pretest–post-test non-equivalent control-group design was adopted. Two hundred (200) Junior Secondary Two (JSS 2) students drawn from eight secondary schools participated in the study. Four schools constituted the experimental group taught via Google Classroom, while four used traditional methods. A researcher-developed Social Studies Achievement Test (SSAT) that was validated by experts in Social Studies and Educational Tests and Measurement was used for the study. (KR-20 = 0.82) was used to test the reliability of the instrument. Descriptive and inferential statistics (t-test and analysis of covariance (ANCOVA)) were used to analyse data at 0.05 significance level. Findings indicated that students exposed to Google Classroom performed significantly better than those taught traditionally. The study concluded that Google Classroom positively influences Social Studies learning outcomes and recommends its integration into secondary-school pedagogy through teacher training and infrastructural support.Downloads
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