Effects of Computer-Mediated Multiple Intelligence Instructional Method on Basic Technology Students’ Achievement and Interest in Lagos State.

Abstract
This study investigated effects of Computer-mediated Multiple Intelligence Instructional Method on students’ achievement and interest of Basic Technology in Lagos state, Nigeria. The study was a pretest, posttest, non-equivalent control group quasi-experiment which involved groups of students in their intact classes randomly assigned to experimental and control groups. Three research questions and three hypotheses, tested at 0.05 level of significance guided the study. The sample size was 112 Junior Secondary School II (JSS2) students from which 67 students constituted the experimental group taught using Computer-mediated Multiple Intelligence Instructional Method, and 45 students constituted the control group taught with Conventional Instructional Method. The instrument used for data collection was Basic Technology Achievement Test (BTAT) and Basic Technology Interest Inventory (BTII). The data collected were analyzed using Mean to answer research question while ANCOVA and T-test statistics were used to test the four hypotheses. The study found that students taught Basic Technology using Computer-mediated Multiple Intelligence Instructional Method had a higher mean achievement score, than those taught with Conventional Instructional Method had a higher mean achievement score, than those taught with Conventional Instructional method. The mean difference was found significant. Students taught Basic Technology using Computer-mediated Multiple Intelligence Instructional Method had a higher mean interest score, than those taught with Conventional Instructional method. The mean difference was not found significant. The study also found that there was no significant influence of Gender on the interest and achievement of students taught with Computer-mediated Multiple Intelligence Instructional Method in the interest inventory and achievement test respectively. Hence, teachers of Basic Technology should structure the presentation of lessons in a manner that engages most or all of the intelligences of the students in the classroom.