IIARD International Institute of Academic Research and Development

JOURNAL OF HUMANITIES AND SOCIAL POLICY (JHSP )

E-ISSN 2545-5729
P-ISSN 2695 2416
VOL. 10 NO. 1 2024
DOI: https://doi.org/10.56201/jhsp.v10.no1.2024.pg148.156

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Working Memory Capacity as a Predictor of Academic Achievement in Computer Studies among Secondary School Students in Onitsha Education Zone

EGBO Faith Nnenna & OKOLI Josephine Nwanneka

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Abstract

The study determined working memory capacity as a predictor of academic achievement in Computer studies among secondary school students in Onitsha Education Zone. Two research questions and two null hypotheses guided the study. The study adopted the Predictive correlational research design. The population of the study comprised 5, 455 senior secondary year two (SS2) students offering computer studies out of which a sample of 1,000 students drawn using random and purposive sampling techniques were used. The instruments for data collection were Figural Intersection Test (FIT), Reading Span Test (RST) validated by experts. The reliability of The reliability of FIT is as established with the Cronbach Alpha reliability coefficient ranging from 0.84-0.93 while that of the RST was 0.88. The students’ achievement scores in Computer studies for two terms were obtained and the average scores were used as the students’ achievement in Computer studies. The data obtained were analyzed using simple and multiple linear regressions. The findings of the study revealed among others that 0.4% of the variance in achievement in Computer studies was predicted by working memory capacity. Also, achievement scores in computer studies was significantly predicted by students’ working memory capacity. It was recommended that learning instruction should be organised into learning bits, units or modules and taught sequentially proceeding to the known to the unknown.

keywords:

Working-Memory, Achievement, Computer, Predictor, Regression

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References:

Ahami, A., Mammad, K., Azzaoui, F.-Z., Boulbaroud, S., Rouim, F.-Z. & Rusinek, S. (2017).
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Blamkenship, T.L., O’Neill, M., Ross, A. & Bell, M.A. (2016). Working memory and
recollection contribute to academic achievement. Learn Individ Differ, 1(43), 164-169.
doi: 10.1016/j.lindif.2015.08.020 on 17/05/2022

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