Impact of Computer-Assisted Instructional Strategy on Schoolchildren’s Social Skills

Abstract

The use of computers has revolutionised teaching and learning in various educational institutions across the world more than ever before. Despite the improvement computers have brought to teaching and learning, most schools in developing nations have focused on using computers to improve students’ achievement and attitudes and overlooked other learning outcomes such as social skills that could foster functional citizenship skills in students. It is in light of the foregoing that this study evaluated the impact of computer-assisted instructional strategy on schoolchildren’s social skills in a developing context. The study is underpinned by the constructivist learning theory which provided the theoretical support for computer-assisted instructional strategy evaluated in this research. The data analysed shows that there was no significant main effect of computer-assisted instructional strategy on schoolchildren’s social skills. However, male schoolchildren benefitted more from the computer-assisted instructional strategy than female schoolchildren. The study recommended the use of computers to complement traditional lecture methods in fostering the social skills of schoolchildren in developing countries. Future research could focus on blending computer-based instructional strategies with traditional teaching methods.