Vulnerability of Educationally Atrisk Students on Computer Instructions in English Language

Okwara-Kalu Chidinma Eberechukwu, Dr. Otolehi Kingsley Ugochukwu, Nwanesi Ogechi Comfort, Evely C. Nnadozie, Obinna-Akakuru Annabel Uchechukwu and Njoku Uzoma Benedict
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Okwara-Kalu Chidinma Eberechukwu: Alvan Ikoku Federal University of Education, Owerri, Nigeria
Dr. Otolehi Kingsley Ugochukwu: Alvan Ikoku Federal University of Education, Owerri, Nigeria
Nwanesi Ogechi Comfort: Alvan Ikoku Federal University of Education, Owerri, Nigeria
Evely C. Nnadozie: Alvan Ikoku Federal University of Education, Owerri, Nigeria
Obinna-Akakuru Annabel Uchechukwu: Alvan Ikoku Federal University of Education, Owerri, Nigeria
Njoku Uzoma Benedict: Alvan Ikoku Federal University of Education, Owerri, Nigeria

International Journal of Research and Scientific Innovation, 2025, vol. 12, issue 6, 176-184

Abstract: The present study determined vulnerability of educationally at risk students on computer instructions in English Language. The study was carried out in Owerri Municipal Council. The researcher raised two research questions and formulated two hypotheses. The design of the study was ex-post-facto research design. The population of the study was 160 senior secondary school students from eleven senior secondary school in Owerri Municipal Council. The sample of the study was 100 vulnerable – educationally at-risk students from SS2 strata. These students were purposively selected because of their peculiar features. Instruments used for the study were: Adopted Vulnerability Rating Scale (SVRS) and English Language Continuous Assessment PROFOMA for 2022/2023 assessment year. The instruments were validated by specialists from Faculty of Education, Imo State University. Reliability of the instrument was 0.72. The findings of the study was that vulnerable – educationally at risk students were demotivated in attending computer facilitated instruction, and that vulnerable-educationally at-risk students performed poorly in English Language assessment test for 2022/2023 academic year. Another finding was that female students perform better than male students in the assessment test for 2022/2023 academic year. Impliedly the findings suggest that computer instructions although widely sought for in many institutions of learning its use may not benefit the advantage vulnerable-educationally at risk students. the researcher recommended that educationally at-risk students should not receive instructions through computer facilitated programmes for effective learning to take place.

Date: 2025
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