TECHNOLOGY-SUPPORTED TOOLS AS A CORRELATE OF SENIOR SECONDARY SCHOOL STUDENTS' COGNITIVE SKILLS IN RIVERS STATE
This paper examined technology-supported tools as a correlate of senior secondary school students’ cognitive skills in Rivers State. Correlation research design was utilized for the study. Three research questions guided the study. The study population comprised 63,486 SS1 students in Rivers State. The sample size consisted of 400 SS1 students, selected through a simple random sampling technique. A self-designed instrument titled 'Technology-Supported Tool and Cognitive Skills' (TSTCS) was used for data collection. An expert in Measurement and Evaluation validated the instrument. The reliability of the instrument was established using Cronbach's Alpha for a measure of internal consistency, which yielded a reliability coefficient of 0.85. Pearson’s Product-Moment Correlation was used to answer the research questions and test the null hypotheses at the 0.05 level of significance. The study's findings revealed a strong positive correlation between learning, training, communication, collaboration, coding, and programming tools, and the cognitive skills of senior secondary school students in Rivers State. Based on the findings, it was recommended that schools in Rivers State should adopt technology-supported adaptive learning platforms that cater to individual learning styles and paces. Schools should incorporate coding and programming courses that emphasise logical thinking, problem-solving and creativity.
Keywords: Technology-supported Tools, Learning/training Tools, communication/collaboration Tools, Coding/programming Tools, and Cognitive Skills.
Nna-Kue, Nbame Letam (Ph.D)
TECHNOLOGY-SUPPORTED TOOLS AS A CORRELATE OF SENIOR SECONDARY SCHOOL STUDENTS' COGNITIVE SKILLS IN RIVERS STATE
This paper examined technology-supported tools as a correlate of senior secondary school students’ cognitive skills in Rivers State. Correlation research design was utilized for the study. Three research questions guided the study. The study population comprised 63,486 SS1 students in Rivers State. The sample size consisted of 400 SS1 students, selected through a simple random sampling technique. A self-designed instrument titled 'Technology-Supported Tool and Cognitive Skills' (TSTCS) was used for data collection. An expert in Measurement and Evaluation validated the instrument. The reliability of the instrument was established using Cronbach's Alpha for a measure of internal consistency, which yielded a reliability coefficient of 0.85. Pearson’s Product-Moment Correlation was used to answer the research questions and test the null hypotheses at the 0.05 level of significance. The study's findings revealed a strong positive correlation between learning, training, communication, collaboration, coding, and programming tools, and the cognitive skills of senior secondary school students in Rivers State. Based on the findings, it was recommended that schools in Rivers State should adopt technology-supported adaptive learning platforms that cater to individual learning styles and paces. Schools should incorporate coding and programming courses that emphasise logical thinking, problem-solving and creativity. Keywords: Technology-supported Tools, Learning/training Tools, communication/collaboration Tools, Coding/programming Tools, and Cognitive Skills.