# Solomon Iheonunekwu ; Onyemaechi Kevin Egesi and Ogbenyealu Uche Uchechi

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5 Information and Communication Technology and Students Academic Performance in Business Studies in Junior Secondary Schools in Arochukwu L.G.A. of Abia State regards to academic ability before the business studies topics were presented to them. Their mean scores were statistically the same. Hypothesis 1 There is no significant difference between the mean scores of students taught business studies with ICT presentation and those taught using the conventional method of presentation. To test this hypothesis, the post-test means scores of the experimental and control groups were presented and compared using the t-test statistics. The result is shown in Table 2 Table 1: t-test Comparison of the Mean Scores of Experimental and Control Groups Variable N df Mean SD t-cal t-crt p-value Remarks Experimental groups * Not significant Control groups * Not significant at.0 5. Table 2: t-test comparison of the post-test mean scores of experimental and control groups Variable N df Mean SD t-cal t-crt p-value Remarks Experimental groups * Significant Control groups * Significant at p< Table 3: t-test showing the post-test performance of male and female students in the experimental group Variable N df Mean SD t-cal t-crt p-value Remarks Males * Not Significant Females * Not Significant at p<0.05. The result (of the t-test analyses) in table 2 shows that there was significant difference between the post-test mean scores of the experimental and control groups at 0.05 level of significant (t = 15.54, df = 118, p < 0.05). Hypothesis I was therefore not accepted. This means that there was significance at 0.05 level of significance between the performances of students taught business studies with the ICT presentation and those taught conventionally. Students taught with the computer package performed better than those who were taught without computer; hence, the ICT software enhanced the learning of Business Studies. Hypothesis 2 There is no significance difference between the mean achievement scores of male and female students taught business studies with the computer-aided learning software. To test this hypothesis, the post-test mean scores of male and female students in the experimental group were computed. The analysis was carried out using the t-test statistics and the result shown in Table 3 From the result, in Table 3, it can be seen that there was no significant difference between the posttest mean scores of male and female students in the experimental group at 0.05 level of significant (t = 0.29, df = 58, p > 0.05). Null hypothesis 2 was therefore not rejected. The performances of the male 40

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8 Solomon Iheonunekwu ; Onyemaechi Kevin Egesi And Ogbenyealu Uche Uchechi Olarinoye R.D. (1987). The inquiry and discovery method of teaching science. Journal of STAN, 21: Omosewo, E.O. (1997). Impact and discovery method of teaching on students achievement in physics. Journal of Nigerian Association of Teachers Technology 3: Onasanya, S.A. (2002). The impact of computer in a developing country like Nigeria. Nigeria. Journal of Research Production., 1: Orisaseyi, S. (1977). A critical look at the attitude of secondary schools of STAN, students to physics. Journal Philip, B. (1987). Author Languages for Computer Aided Learning. London. UK: Macmillan Education Ltd. Udousoro, U. J. & Abimbade, A. (1997). The place of computer assisted instruction in mathematics. Proceedings of the Conference on Ajumogobia Memrial STAN, pp: WAEC (West African Examinational Council), (2000). Examination Report in Science Subjects. Logos: WAEC, 43

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