The purpose of this study was to explore the effect of Web-Quest package as an instructional tool on the academic achievement of senior secondary school students learning QBASIC programming language. The study adopted a pretest-posttest quasi-experimental design involving 80 students of senior school II computer science students. The independent variable was Web-Quest instruction package on one level (lecture method) as the control group. Data were collected using QBasic achievement test (QBAST). Analysis of variance (ANOVA) and analysis of covariance (ANCOVA) was used for analyzing the obtained data. Our findings on mean achievement scores of students exposed to QBASICWQ showed that there are no significant differences in the mean achievement scores of students exposed to QBASICWQP, Post-test (61.78) and Pre-test (53.83). Findings on effects of Web-Quest package to that of lecture methods on SSII students’ achievement scores in learning programming (QBASIC) showed significant effects (f-cal= 3.341, df= 79, significant level = 0.00, P < 0.05). Finding based on the achievement level of the respondents was significant (High (70.63), Medium (54.60), and Low (39.00)). This showed that 50% of the students scored higher, which implies that WebQuest had an effect on students’ performance level because a large number of students performed better. Finding between male and female students’ performance after being exposed to (QBASICWQP) showed significant difference (F-cal= 51.550, df= 39, sig. level = 0.000, P < 0.05) in favour of the male students. Based on the findings, it was recommended that curriculum planners should work hand in hand with teachers to develop and evaluate the use of WebQuests for teaching QBasic programming language among others.
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