Effects of a Collaborative Online Learning Strategy on NCE Students' Interest and Academic Performance in Computer Science: A Quasi-Experimental Study in Kaduna State, Nigeria

Abstract

Collaborative Online Learning (COL) is a learner-centered instructional approach that promotes interaction, knowledge sharing, collaborative problem-solving and active engagement through digital technologies. This study examined the effects of COL on students’ interest and academic performance in Computer Science among NCE students in Kaduna State, Nigeria. A quasi-experimental pre-test–post-test non-equivalent control group design was adopted. A sample of 120 NCE II Computer Science students was selected using purposive and intact class sampling techniques. Data were collected using the Computer Science Performance Test (CSPT) and Computer Science Interest Scale (CSIS), which yielded a reliability coefficient of 0.86. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that students exposed to COL achieved higher academic performance and demonstrated greater interest in Computer Science than those taught using the conventional teaching method. ANCOVA results showed significant differences in academic performance, F(1,117) = 68.42, p < .001 and interest, F(1,117) = 73.09, p < .001, in favour of the experimental group. The study concludes that Collaborative Online Learning is an effective instructional strategy for enhancing students’ interest and academic performance in Computer Science. It is recommended that teacher educators integrate collaborative online learning platforms into instruction and that institutions provide adequate technological infrastructure and training to support effective implementation.