A Comparative study of the teaching of office practice by programmed instruction and conventional methods in Kenyatta University

Abstract

This study investigated whether Programmed Instruction can be integrated with Conventional methods in the teaching of Office Practice.

The design for the study was an experimental one. (Pretest - posttest control group design).

The subjects were thirty-eight university students from Secretarial studies unit of Kenyatta University. There were both Bachelor of Education and Bachelor of Arts Students in each group.

Four instruments and a programme were used to obtain data from students. The instruments were; two pretests and two posttests. The t-test for independent samples was used to test the hypotheses, Hol: and Ho2. Significance level was set at the 0.05 levels.

Findings: 1. The two methods, that is Programmed Instruction and Conventional teaching methods have a positive contribution to students performance.

2. Both methods produced improvement in mean performance.

3. Although after the treatment, the comparison between the experimental B.Ed. Group and the control B.A. group yielded no significant difference in their mean score, the general pattern suggested that Programmed instruction has a more positive contribution to overall performance.

4. The study therefore, shows that Programmed Instruction Produced better mean scores than conventional methods.

The findings and conclusions of this study showed that “ 1. Students taught Office Practice by Programmed Instruction achieved higher score than those taught by Conventional Methods.

2. Programmed Instruction does improve the learning of Office Practice.

3. Programmed Instruction can be integrated with conventional teaching methods in the classroom, as it is an effective teaching method.

4. Well written programmes can be used to train workers on the job.