Effect of Problem-Based Learning with Simulation on Secondary School Students’ Digital Literacy in Computer Studies in Imo State

The effect of problem-based learning with simulation on secondary school students’ digital literacy in Computer studies in Imo state, Nigeria was investigated. Guided by two research questions and three hypotheses tested at 0.05 significance level was used. The study adopted the quasi-experimental design. A total of 94 senior secondary school two (SS2) students offering Computer studies drawn using purposive and random sampling techniques were involved in the study. The instrument for data collection was Digital Literacy Test (DLT) validated by three experts. The reliability DLT was established using Kuder-Richardson Formula 20 which yielded coefficient of internal consistency of 0.84. Students in the experimental group were taught Computer studies using problem-solving with simulation whereas the control group was taught using lecture method. Data were generated for the study by administering the DLT as pretest and posttest. The data obtained were analyzed using mean, standard deviation and analysis of covariance. The findings of the study revealed among others that there is a significant difference in the mean digital literacy scores of students taught Computer studies using problem-based learning with simulation (PBLWS) and lecture method in favour of PBLWS. Significant difference was observed between male and female students’ digital literacy scores when taught with PBLWS in favour of males. It was concluded that PBLWS is more effective than the lecture method in enhancing students' digital literacy. It was recommended among others that, state ministry of education and schools should provide professional development for teachers to effectively implement PBLWS and other technology-enhanced pedagogies in their classroom.