Abstract: This research investigated the effect of programmed instruction on the academic achievement of students in introductory technology. To this end 3 hypotheses were formulated and samples of 80 JSSII students were involved in the study. The t-test statistic method was used for the analysis of the data collected. When the analyised data were compared with the standard students t-distribution table (table D), for a degree of freedom (df) of 78, at the significance level of 0.05 with 2-tailed test has a critical t-value of 1.960, it revealed a significant difference in all the tested hypothesis, confirming that Programmed Instruction is effective on students academic performance. It helps the students to be creative, develop new learning ideas and skills independently. It promotes active participation of the learner. Both methods of instructions contribute to high academic achievements as the mean scores were above average.
F.E. Iserameiya and F.I. Anyasi , 2008. Effect of Programmed Instruction on the Academic Achievement of Students in Introductory Technology. The Social Sciences, 3: 371-375.