Assessment of Students’ Comprehension of Binary Concepts using Computer Science Unplugged.

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dc.contributor.authorNuhu, K. M.
dc.contributor.authorAdedokun-Shittu, N. A.
dc.contributor.authorShittu, A. J. K.
dc.date.accessioned2021-11-26T10:51:52Z
dc.date.available2021-11-26T10:51:52Z
dc.date.issued2018
dc.description.abstractComputer-Science-Unplugged (C-S-Unplugged) is a method of teaching Computer Science in an interesting, engaging, and entertaining way through a collection of free learning activities without using a computer. Lack of computer facilities, inadequate computer systems, and epileptic power supply in Nigerian Secondary Schools have deprived students of practical and hands-on activities. The C-S-Unplugged method can be used to teach computer studies concepts without using a computer. This study focused on the assessment of students’ comprehension of Binary concepts using the computer-science-unplugged approach in a selected Secondary School in Ilorin, Kwara State. The study investigated the students’ comprehension level of Binary concept using the C-S-Unplugged method performance test and determined students’ Self-Assessment of their learning with it. The researchers demonstrated the use of this method with the teaching of the Binary concept by engaging students in class activities to ensure that they understand the concept of this method and assess their comprehension level before attempting the survey. The study adopted a mixed method design, which comprised of one-short case pre-experimental design and descriptive research design of survey type. Fifteen Senior Secondary School One students were purposively selected as an intact class from the selected school. Mean, standard deviation and percentage values were used to answer the research questions, while t-test with value of 1.04 was used to test the only hypothesis: Ho1. There was no significant difference between male and female students’ self-assessment of learning with the C-S-Unplugged method at 0.05 level of significance. These implied that students comprehended the Binary concept using this method and had a positive assessment of their learning with it. There were no gender differences in the students’ self-assessment using Statistical Product and Service Solution. It was recommended, among others, that secondary school teachers should employ the C-S-Unplugged method since the students enjoyed learning with it.en_US
dc.identifier.citationNuhu, K. M., Adedokun-Shittu, N.A. & Shittu, A. J. K. (2018): Assessment of Students’ Comprehension of Binary Concepts using Computer Science Unplugged. Fountain University Journal of Natural and Applied Sciences. 7(2); 1-7, Published by College of Applied and Natural Sciences, Fountain University, Osogbo. Available online at: https://www.fountainjournals.com/index.php/FUJNAS/article/view/232en_US
dc.identifier.urihttps://uilspace.unilorin.edu.ng/handle/20.500.12484/7013
dc.language.isoenen_US
dc.publisherPublished by College of Applied and Natural Sciences, Fountain University, Osogbo.en_US
dc.relation.ispartofseriesVol. 7, No 2, 2018;
dc.subjectGame-based learningen_US
dc.subjectC-S-Unplugged methoden_US
dc.subjectBinary Concepten_US
dc.subjectComputer studiesen_US
dc.titleAssessment of Students’ Comprehension of Binary Concepts using Computer Science Unplugged.en_US
dc.typeArticleen_US

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