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Effect of Ethno Based Instructional Approach on Students’ Achievement in Computer Science. 

Chukwu Ebele Georgina; Ijere Carlyster  Nonye 

 

EFFECT OF ETHNO BASED INSTRUCTIONAL APPROACH ON 

STUDENTS’ ACHIEVEMENT IN COMPUTER SCIENCE. 

 
Chukwu   Ebele Georgina 

Chiebele@yahoo.com 

 

Ijere Carlyster  Nonye 

nonyeijere@gmail.com 

 

Department of Education Foundation, 

School of Continuing Education 

Enugu State College of Education (technical) 

E- Library, Enugu State College of Education (technical) 

 

Abstract 

The study was on the effect of ethno based instructional approach on students’ achievement in 

computer science.  The design of the study was a quasi-experimental design.  Two validated 

instruments were administered.   This design was adopted because intact classes were used hence 

no randomization.   The population for the study was all the secondary schools in the Enugu East 

Local Government Area of Enugu State.  The sample size was 317 (160 males and 157 females).  

In each school used for the study, one intact class was assigned to Ethno based Instructional 

Approach while the other intact class was assigned to the lecture method of teaching.  Mean and 

standard deviation were used to analyzed the data obtained for research questions while analysis 

of covariance (ANCOVA) was used to test the hypotheses at alpha level of 0.05.  The study 

revealed that the Ethno based instructional approach is significantly better than the lecture 

method in enhancing students’ achievements in computer science that the lecture method in 

enhancing students’ achievements in computer science, and that method and gender did not 

produce a combined effect on the means achievement scores obtained by students in computer 

science.   Based on the findings, it was recommended that emphasis on the use of Ethnocomputing 

teaching materials should be made in the national computer science curriculum for secondary 

schools, that Nigerian culture (indigenous science) should be a component of our curriculum 

and that teacher training institutions of learning should include the use of ethnocomputing 

teaching materials as a method in the computer science course content. 

 

Background       

Science and technological studies are 

important in modern contemporary 

society and have permeated every aspect 

of human Adeyanju (2013).  A nation’s 

development at any phase is always 

linked with science and technology and 

technology happens when there is 

advancement in science he maintained.  

The application of facts, theories, laws 

and principles provided by the study is 

called technology Ogbu (2005).  

Iwuozor and Ogbu (2005) observed that 

science is an area of learning which 

enhances a Nations development and 

progress.  

 

 



 

 

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Going with the look of things, the 

current trend in teaching and learning of 

computer science globally demands 

conceptual change approach as against 

the traditional educational method.  

Teachers in secondary school need to 

change their approaches to make these 

approaches more effective and relevant 

to a much larger proportion of the 

student population than in the past.  

Modern knowledge-based economies 

are so heavily dependent on technology.  

Porter, Ketels and Deigado, (2007) 

stated that having a better understanding 

of science and technology, and better 

technical problem- solving skills will 

enable people to meet the challenges and 

demands of the work place. 

  

Usman and Nwoye (2010) noted that 

there is need to effectively teach and 

learn computer in this 21st century to 

meet the challenges of better knowledge 

of computing.  The use of computer 

comes with many benefits.  Computer 

makes it possible to empower people 

who are often overlooked when tools to 

build revenue and solve business 

problems are available everyone – it can 

level the playing field.  It accelerates 

health care progress; Healthcare tends to 

be a pretty high priority when you 

consider how to improve people’s lives.  

Genomics and personalized medicine 

are an excellent example of how 

computer science-driven technologies 

are accelerating healthcare progress; 

Furthering education, e-learning 

platforms and applications give students 

new tools to problem-solve and study, 

which has changed the academic world.  

The ability to take classes online is also 

a huge benefit for the world - as it creates 

access to education for students whose 

locations, abilities or finances were a 

barrier.  Predicting and avoiding 

catastrophes, applying computer science 

to prediction can have a huge impact on 

the world.  We are predicting human 

behavior; we are predicting human 

behavior; we are predicting climates, 

seasons, ocean currents, etc. With these 

tools, we can predict everything from an 

incoming tsunami to the outbreak 

pattern of a pathogen; finally, computer 

positively impacting every area of the 

society, computer science is a noble 

profession without which today’s world 

would come to a complete halt. 

  

Despite the importance of computer 

listed above, students’ performance in 

external examination in the subject is 

very poor.  For example, analysis of the 

SSCE computer results shows that 

though enrolment of the West African 

Senior Secondary Certificate 

Examination (WASSCE) and the 

National Examination Council NECO 

by candidates may be high, the 

percentage failure also remained 

consistently high since year 2012.  Both 

WAEC and NECO have reported low 

achievement in computer.  The Chief 

Examiner noted in his report that poor 

performance has become the trend in 

recent years NECO (2015). 

 

One of the major reasons for this poor 

performance was attributed to 

ineffective methods of computer 

instruction adopted by Nigerian 



 

 

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Effect of Ethno Based Instructional Approach on Students’ Achievement in Computer Science. 

Chukwu Ebele Georgina; Ijere Carlyster  Nonye 

 

Secondary School teachers Orji and 

Ebele, (2006).  Nwagbo (2001 reported 

that reported that teachers shy away 

from the more effective activity-oriented 

teaching methods in preference to 

traditional lecture method which is easy 

and mostly inadequate and 

inappropriate.  The manner in which 

computer science subject is presented to 

students can negatively affect their 

achievement and there is need to depart 

from the traditional lecture method of 

teaching emphasis on socio- cultural 

environment of the learner.  

Development of a learning that is 

cultural complete encourage all 

individuals – not minding age, gender, 

ethnicity, religious affiliation socio-

economic status, sexual orientation or 

political beliefs – to develop effective 

intercultural skills and personal contacts 

to work harder and achieve better 

results. 

 

On the other hand, lecture teaching 

method is a “one-way traffic” type of 

classroom interaction in which the 

teacher talks and writes notes on the 

board while the students listen and copy 

down notes.  Ogbu, (2005) in her study 

in chemistry observed that lecture 

method is students listen and copy down 

notes.  Ogbu, (200 that) in her study in 

chemistry observed that lecture method 

is a student peripheral teaching approach 

in which the teacher delivers a pre-

panned lesson to the students with or 

without use of instructional materials.  

Student participation are minimal and 

they are not given opportunity to give 

feedback to the teacher and of course 

this method has been widely reported as 

supporting academic achievement of 

low performing students Okoro, (2011). 

  

Enhancement of computer learning 

experiences demands that computer 

science be   taught through practical 

activities using concrete materials 

Douglas, It (2013).  It is in this regard 

that this study is carried out with 

ultimate intention to find out the effect 

of ethno computing teaching materials 

on students’ achievement in computer 

which will in turn guarantee wealth 

creation of the individual citizens and 

national development: 

Literature search revealed 

insufficient research reports on the 

use of concrete teaching materials 

such as ethnocomputing teaching 

materials in teaching computer 

science concepts Unodiaku, 2012), 

more literature search revealed 

insufficient reports concerning 

influence of sex on student’s 

achievement in computing.  It 

appears that studies on gender 

differences in computing are 

inconclusive and need further 

enquiry in this study to clarify this 

notion of the students.  It is against 

this background that this study 

intends to determine the effect of 

ethnocomputing teaching 

materials on student achievement 

in computer science. 

 

Statement of problem.   

Computer is very important in so many 

ways like production, medicine, 

building; transport etc (Ababio, 2010)    



 

 

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Despite these importances, students 

achievements in the subject is 

consistently poor in external 

examinations.  (WAEC 2016), 

Educators are seeking alternative ways 

to teach computer science so as to 

change the situation.  The state of affairs 

has been blamed on the ineffective 

teaching methods adopted by teachers in 

impacting scientific knowledge to 

students. The traditional lecture is not 

effective enough. 

 

Some studies have established the 

efficacy of the ethno based instructional 

methods in computer science teaching 

and learning.  However, there appears to 

be paucity of research evidence 

available to the research on the 

application of such teaching strategy.  

There is no consensus that senior 

secondary school male and female 

students will respond in a similar 

manner to both ethnocomputing and 

lecture instructional method on students’ 

achievements in computer science? 

 

Purpose of the study 

Was to find out the Effect of ethno based 

instructional approach on students’ 

achievement in computer science.  

Specifically, the study tried to 

determine: 

1. the effect of ethnocomputing 

teaching materials on the mean 

achievement score of students 

taught data structure 

2. the effect of ethnocomputing 

teaching material on the mean 

achievement score of male and 

female students. 

3. the interaction effect of teaching 

method and gender on student’s 

achievement in computer science. 

 

Research Questions 

The following research questions were 

posed to guide the study. 

Ho1: There is no significant difference 

between the mean achievement 

scores of students taught data 

structure with ethnocomputing 

teaching materials and those 

taught with lecture method. 

 

Ho2: There is no significant difference 

in the means achievement scores 

of male and female SSE students 

taught data structure using 

ethnocomputing materials. 

 

Ho3: There is no significant 

interaction between teaching 

methods and gender on students’ 

achievement in Computer 

Science? 

 

Research Method/Design  

The design of the study was quasi-

experienced research design.  

Specifically, the design is pretest-

posttest non-equivalent control group 

design.  The study was carried out in 

Enugu East Local Government Area of 

Enugu State. 

 

The population for the study comprised 

all the two thousand eight hundred and 

fifty-one (2851) Senior Secondary 

School class one (SSI) students made up 

of 1416-educational males and 1433 

females, who offer computer science in 



 

 

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Effect of Ethno Based Instructional Approach on Students’ Achievement in Computer Science. 

Chukwu Ebele Georgina; Ijere Carlyster  Nonye 

 

all the co-educational secondary schools 

in Enugu East Local Government Area.  

The samples for the study were 317 

computer science students selected from 

four (4) secondary schools.  For the 

ethnocomputing method (experimental 

group), a total of 160 (80) males and 80 

females SSI computer science students 

were used, while the lecture method 

comprised of 157 (77 males and 80 

females) computer science students. 

 

The instrument used for data collection 

was called Ethnocomputing 

Achievement Test (ETHNOCOMAT).  

The ETHNOCOMAT was a forty item 

instrument consisting of multiple-choice 

questions.  The time allowed was one 

hour thirty minutes.  The 

ETHNOCOMAT faced two forms of 

validation – face and content 

validations.  Mean and standard 

deviations were used in answering the 

research questions.  Research 

hypotheses posed were tested using the 

analysis of covariance (ANCOVA) at P     

0.05 significant level. 

 

Result 

The results of the study were presented 

in accordance with the research 

questions and hypotheses. 

 

Research Questions I: 

What is the difference between the mean 

achievement scores of students taught 

data structure with ethnocomputing 

teaching materials and those taught with 

lecture method? 

 

Table I:  mean achievement scores of students taught data structure with ethno 

computing teaching materials and those taught with lecture method as measured by EAT. 

Group                “                   Pre-test                  Post=test            Mean 

                                                Mean SD                 Mean SD           gain 

 

Experimental     160           12.05     7.15            22.21       5.91            10.16 

  Control             157           9.45      5.23            16,37       5.23              6.92 

Total                  317  

Mean       

Difference             2.6          5.84    3.24  

 

Table I shot.ws that the mean scores of 

students taught Computer science using 

the experimental method were 12.05 and 

22.21 respectively in the pretest and 

post-test, with standard deviation of 7.15 

and 591 respectively.  On the other hand, 

he control group had the mean scores of 

9.45 and 16.37 and standard deviation   

of 5.63 and 5.23 respectively in the 

pretest and post-test. 

 

Table I also reveals that the 

ethncomputing teaching method group 

got a gain score of 10.16, while the 

conventional method group had a gain 

score of 6.92. The ethnocomputing 

teaching method group differed with the 



 

 

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Effect of Ethno Based Instructional Approach on Students’ Achievement in Computer Science. 

Chukwu Ebele Georgina; Ijere Carlyster  Nonye 

 

lecture method group in the mean 

computer science Achievement gain 

score by 3.24.  This indicates that 

students taught with ethncomputing 

teaching method achieved higher than 

students taught with lecture method.  

However, the standard deviation scores 

of the students in the Post test for the 

ethnocomputing teaching method.  

However, the standard deviation scores 

of the students in the Post test for the 

ethnocomputing teaching method group 

was 5.91 while for the lecture group it 

was 5.23, indicating that the students 

individual scores were more clustered 

around the mean with lecture method 

than with the ethnocomputing teaching 

method. 

 

Research Question 2  

What are the mean achievement scores 

of male and female students taught data 

structure using ethnocomputing? 

 

 

Table 2:  The Mean achievement scores of male and female SSI students taught  data 

structure using ethnocomputing materials. 

Group                    N            Pre-test                                 Post=test 

                                               Mean  SD                                Mean  SD   

Experimental  

               Male        80          12.05      11.73          22.93    5.10 

  

            Female       80          11.50      09.85       21.49     6.57  

  

Table 2 shows the difference in mean 

scores of male and female students.  In 

the post ethnocomputing achievement 

test, the male students’ achievements 

score was 22.93 while that of the female 

counter part was 21.49.  This shows that 

the male students slightly achieved 

higher than the female students in the 

post test.  Similarly, the standard 

deviations for the male and female 

students are 5.10 and 6.57 respectively, 

indicating that the individual scores of 

the male students are more clustered 

around the mean than those of their 

female counterparts that had more 

extreme scores. 

 

Research Questions 3 

What is the interactive effect of teaching 

method and gender on students’ 

achievement in computer? 

 

Table 3:  The mean achievement scores of SSI students showing the interaction between 

teaching method and gender as measured by EAT. 
GROUP STATISTICS MALE FEMALE OVERALL 

Treatment Mean 22.93 21.49 22.21 

 SD 

n 

5.10 

    80         

6.57 

   80 

5.91 

160 

130 



 

 

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Effect of Ethno Based Instructional Approach on Students’ Achievement in Computer Science. 

Chukwu Ebele Georgina; Ijere Carlyster  Nonye 

 

Control Mean 

SD 

n 

17.18 

4.51 

   77 

   16.56 

     5.75 

         80 

 17.36 

   5.23 

     157 

53Overall Mean 

SD 

n 

  20.11 

  3.60 

    157 

     19.53 

     6.84 

      157 

19.92 

    6.30 

      317 

 

Table 3 reveals the mean achievement 

scores of male and female students in the 

treatment group as 22.93 and 21.49 with 

standard deviation of 5.10 and 6.57 

respectively.  For the control group the 

mean scores were 17.18 and 16.56 for 

the male and female students with 

standard deviations of 4.51 and 5.75 

respectively.   This shows that both the 

male and female students of the 

treatment group achieved better than 

their counterparts in the control group.  

But within the treatment group, the male 

students achieved slightly higher than 

their female counterparts.  The standard 

deviations show that there are extreme 

scores with more in the female group of 

both treatment and control groups.  The 

table also revealed that the overall 

achievement scores of male and female 

students in both treatment and control 

groups were 20.11 and 19.53 with 

standard deviations of 5.60 and 6.84 

respectively.  The standard deviation 

shows extreme scores, with more 

extreme scores in the female groups than 

in male group. 

 

Hypotheses 

Hypotheses one and two were tested at 

0.05 level of significance using analysis 

of covariance (ANCOVA) the results are 

shown in Table 4. 

 

Table 4:  Result of the ANCOVA: Tests of Between-subjects Effects 

Source of Variation Type of 

sum Square 

df Mean 

Square 

F-cal Sig Dec. 

Corrected Model 

Intercept  

Pretest(covariate) 

Method 

Gender 

Method X Gender 

Error 

Total 

6294.81 

1739.56 

 466.57 

86.98 

42.16 

22.86 

6234.89 

130721.00 

4 

1 

1 

1 

1 

305 

317 

372.26 

1737.56 

466.57 

86.98 

42.16 

22.88 

20.44 

27.99 

85.00 

22.82 

 4.26 

2.06 

1.12 

0.00 

0.00 

0.00 

0.04 

0.15 

0.29 

S 

S 

S 

S 

NS 

NS 

 

a. R Square – 400 (Adjusted R Squared = 380) 

S = significant at P 0.05, NS = Not significant at P  0.05 

 

 

 

 

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Effect of Ethno Based Instructional Approach on Students’ Achievement in Computer Science. 

Chukwu Ebele Georgina; Ijere Carlyster  Nonye 

 

HO1 :  There is no significant difference 

in the mean achievement scores of 

students taught computer science using 

ethnocomputing method and those 

taught using lecture method. 

Table 4 shows that the calculated F-

value for the effect of treatment 

(method) on students’ achievement in 

EAT is 4.26 at 0.04 level of significance, 

which is less than 0.05 set for the study.  

And as such, the null hypothesis is 

rejected. 

 

Ho2::: There is no significant difference 

in the mean achievement scores of male 

and female SSI students taught data 

structure using ethnocomputing 

materials. 

 

Table 4 shows that the calculated F-

value for the effect of gender no 

student’s achievement in the Unit of life 

taught is 2.06 significant at 0.15 level of 

significance which is greater than 0.05 

level set for the student.  The null 

hypothesis is not rejected.  This means 

that there is no significant difference in 

the mean achievement scores of male 

and female students in Post Ethno-

computing Achievement Test. 

 

HO3: There is no significant difference 

in the interaction effect of method and 

gender as measured by EAT. 

 

Table 4 shows that the calculated F-

value for the effect of the interaction 

between gender and treatment on 

students’ achievement in the posttest is 

1.12 at 0.29 level of significance.  This 

is greater than 0.05 level set for the 

study.  The null hypothesis is therefore 

accepted. 

 

Findings 

Based on the analysis of data as 

presented in this study, the following 

major findings were made: 

 

1. Students taught with 

ethnocomputing teaching method 

achieved higher than students taught 

with lecture method 

2. There was no significant difference 

between the mean achievement 

scores of male and female students 

in the experimental post-test. 

3. There is no significant interaction 

between method and gender as 

measured by Ethnocomputing 

Achievement Test. 

 

Discussions of findings 

Table 1 revealed that Student taught 

with ethncomputing teaching method 

achieved higher than the students taught 

using lecture instructional method.  The 

finding has confirmed the relative 

effectiveness of the use of 

Ethnocomputing method over lecture 

method.  This made students in the 

group to record significant higher 

achievement scores compared to their 

counterparts in lecture method.  The 

finding is in agreement with Unodiaku, 

(2013), who found that ethno-based 

learning approach was effective in 

enhancing students’ academic 

achievement.  This finding also confirms 

NCTM (2013) view that ethno-based 

learning aim is to draw from the cultural 

experience and practices of the 

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individual learners, the communities, 

and the society at large, in using them as 

vehicles to not only make computer 

science learning more meaningful, but 

more importantly, to provide learners 

with the insights of computer knowledge 

as embedded in their social and cultural 

environment. 

 

The data analysis in Table 2 has shown 

that there is no significant difference in 

the means achievement scores of male 

and female students taught ethno-

computing using demonstration.  This 

finding is in agreement with the finding 

of Eze (1995), Hoputaife (2001), Eze 

(2001) and Ndukwue (2000) who found 

no significant difference in the 

achievement of the male and female 

students.  This is in disparity with the 

findings of Ibe and Nwosu (2003). 

Asoegwu (2008), Atsua and Abdullahi 

(2015), who observed, in the science and 

other science related courses 

 

The finding in table 3 has shown that 

there is no significant interaction effect 

of treatment and gender on students’ 

mean scores in the post ethnocomputing 

achievement test.  The finding of this 

study is in agreement with Hoputaife 

(2011) who found no interaction effect 

between gender and instructional model.  

However, this finding disagrees with 

Eze (2012) Who found an interaction 

effect exists between male and female 

students in science achievement.  The 

achievement.  The achievement of male 

and female students may not vary due to 

variation in the instructional method, 

especially with the ethnocomputing 

method. 

 

Conclusions 

The results of this study have clearly 

indicated that the use of ethnocomputing 

teaching approach enhances students’ 

achievement in computer science.  Thus, 

the use of native groundnut pyramid to 

teach the concepts of data structure 

enhances students’ performance in 

computer science.  The results of the 

study also suggest that students in the 

computer science classes are composed 

of different sexes with varied ability 

levels and as such strategies that will 

encourage and enhance maximum 

achievement by in such classes be 

adopted.  To this end ethnocomputing 

teaching method can be included as one 

of the major teaching approaches to data 

structure in secondary school’s 

computer science classroom. 

 

Recommendations 

Based on the findings of the study the 

following recommendations were made: 

1. Emphasis on the use if 

Ethnocomputing teaching materials 

should be made in the National 

computer science curriculum for 

Secondary Schools, as technique to 

be used in teaching of data structure. 

2. Teacher training institutions of 

learning should include the use of 

ethncomputing teaching materials as 

method in the computer science 

method course content. 

 

 

 

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https://www.researchgate.net/publication/303001934
https://www.researchgate.net/publication/303001934

