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International Journal of Innovation and Research in Educational Sciences

Utilization of Whatsapp and Students’ Performance In Geography In Uyo Educational Zone, Akwa Ibom State

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Use of WhatsApp Instructional module, Geography students academic performance, Teachers attitude on the use of WhatsApp chat room
  • Etim, Paulinus J.
  • Udosen, Idongesit N.
  • Ema, Iniobong B.
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. CC BY-NC-SA 4.0 Creative Commons License:
The Study sought to examine the effect of WhatsApp utilization on academic performance of geography students in secondary schools in Uyo Educational Zone, Akwa Ibom State-Nigeria. The study adopted the pre-test-post-test non randomised control group design. Two research hypotheses were formulated to direct the study. 180 geography students were drawn from two schools out of 13 public secondary schools in the study area and used for the study. Two research instruments namely; Geography Performance Test (GPT) and Teachers Attitude Towards the use of WhatsApp Questionnaire (TATWAQ) were used to gain data for the study. The instruments were validated by experts in geography and Measurement and Evaluation and had a reliability co-efficient of .72 and .86 respectively for (GPT) and (TATWAQ). The two experimental groups were treated with WhatsApp instructional module and the other two control groups were taught using expository instructional strategy. The analysis of data showed a significant effect of use of WhatsApp module on academic performance of geography students. The study also showed the Teachers attitude to the use of WhatsApp Instructional module affect students’ academic performance in Geography. Based on the findings, it was recommended among others; teachers should be trained on the use of WhatsApp chat room in their lesson delivery and also that social media resource materials should be provided in schools for teachers and students to use chat rooms in teaching and learning.

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