EFFECT OF KYAN MACHINE-ASSISTED INSTRUCTION ON STUDENTS’ ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS IN JIGAWA STATE, NIGERIA
Keywords:
Kyan Machine, digital instructional technology, academic performance, secondary education, Jigawa State.Abstract
The integration of digital instructional technologies in secondary education has become an important strategy for improving teaching effectiveness and student learning outcomes. This study examined the effect of Kyan Machine–assisted instruction on students’ academic performance in selected secondary schools in Jigawa State, Nigeria. A quasi-experimental research design was adopted to compare the academic achievement of students taught using Kyan Machine–supported lessons with those taught using conventional teaching methods. The study involved a sample of 300 senior secondary school students selected from ten public secondary schools, comprising five Science Secondary and five Non Science secondary schools. The sample size was determined using the Taro Yamane formula, and students were divided into experimental and control groups. Data were collected using a Students’ Achievement Test designed to measure academic performance in core subjects taught during the instructional period. The instrument was validated by experts in educational technology and measurement, while reliability testing using the Kuder–Richardson (KR-20) method produced a coefficient of 0.78, indicating acceptable internal consistency. Data were analysed using descriptive statistics and an independent sample t-test at a 0.05 level of significance. The results revealed that students exposed to Kyan Machine–assisted instruction achieved higher mean scores (M = 68.4, SD = 8.2) compared with students taught using conventional teaching methods (M = 56.3, SD = 9.5). The independent sample t-test indicated a statistically significant difference in academic performance between the two groups (t(298) = 9.87, p < 0.05), suggesting that the use of the Kyan Machine positively influenced students’ learning outcomes. The findings highlight the potential of multimedia-supported instruction to enhance conceptual understanding and improve classroom learning experiences. The study concludes that Kyan Machine–assisted instruction can significantly improve students’ academic performance when effectively integrated into classroom teaching. It therefore recommends increased adoption of digital instructional technologies, teacher training on multimedia-based pedagogy, and improved technical support systems to maximise the benefits of educational technology in secondary schools.
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