COMPARATIVE STUDY ON THE USE OF STUDENTS’ WORKBOOK ON LEARNERS’ ACADEMIC PERFORMANCE IN TERTIARY INSTITUTIONS
Abstract
This study investigated the impact of students’ workbook usage on the academic performance of learners in tertiary institutions. The study utilized a variation-finding comparison research design on a year 1 course. Systematic differences were created among students in different academic sessions by introducing the use of a workbook to all students in a particular session (experimental group), while students in another session never made use of the workbook (control group). The workbook was purposively used to vary the level of connection and collaboration (team-based learning) amongst year one students. The data used for this paper was collected over three academic sessions (2013/14, 2014/15 and 2015/16). The students were from five different Departments and each department is taken as a cohort. The 2013/14 academic set serves as the control group and their results were compared with 2014/15 and 2015/16 separately using differentiating comparative analysis method. Both descriptive and inferential statistics were used to analyse the data result. The grouped data were analysed using the Independence t-test, the student’s grade was used to categorize students’ population in each academic session into five (5) groups and the mean was calculated. The data were grouped, and the mean () of their result was graded from A-F and the standard deviation (s) were calculated and n=5, p=0.05, df=4. Tcal =1.853, while Tc. The result revealed that there was a significant difference in the academic performance of students who used workbooks and those students that did not use workbooks.
