School of Education, Department of Educational Foundations, Aminu Saleh College ofEducation Azare, Bauchi State;

Abstract

The study examined the Effect of Webinar Technology on Students’ Academic Achievement in Computer Science,
Federal College of Education, Zaria-Nigeria. The design of the study was quasi-experiment. Specifically, the nonequivalent pre-test and post comparison group design was adopted. The population of the study consisted of all year
II pre-service teachers in Federal College of Education, Zaria-Nigeria. However, 120 year II students were
purposively selected. Instructional package titled “Webinar Technology Instructional Package” (WETIP) and
Lecture Method Instructional Package (LEMIP) were used. The “Teacher-Made Academic Achievement Test”
(TAAT) was used as instrument for data collection. The content, construct and face validity of the instrument were
determined by experts and through table of specification. The reliability coefficient index was determined using
Cronbach alpha formula after conducting pilot study and 0.788 was realised. The data of the study were obtained via
pre-test and post-test administered to the experimental and control groups. The test score were marked over (100).
The research questions were answered using means and standard deviations while the null hypotheses were tested at
0.05 alpha level of significance using two samples t-test. The study found that there is statistically significant
difference between the academic achievement of students taught Computer Science using webinar technology and
those taught using conventional lecture method; and no statistically significant difference existed between the
academic achievement of male and female students taught Computer Science using webinar technology and those
taught using conventional lecture method. The study recommended among others the need for teachers to be
encouraged to use webinar technology in teaching computer science because as it enhances students’ academic
achievement