Practical Application of Computer Assisted Instruction in Nigerian Classroom (original) (raw)
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In recent years, Information and Communication Technology (ICT) has been growing quickly and seems to become an integral part of individual life. Since the dawn of the twenty first century, technology has crept into learning and teaching environment. With the growing rate of technology, the education framework must be improved, and ICT be integrated into school activities. This may be the thought of the State of Osun in introducing computer into senior high schools to assist delivery of instructio ns. However, the effect of the introduction of computer on students' performance has to be considered. Therefore, this study investigated the effects of Computer Assisted Instruction (CAI) in science subjects (Biology, Chemistry and Physics) on senior school students' academic achievement. One school in each senatorial district was supplied with computer by the state government of Osun ahead other schools. These schools were purposively selected for the study. An intact Senior Secondary School Two science class was randomly selected from each school supplied with computer. In all, 152 students participated in the study. Pretest-posttest quasi experimental design was used for the study. Students' examination scores served as instruments. The examination questions were validated, and the reliability stood at r = 0.82. Data collected was analysed using descriptive and inferential statistics. Results showed difference between the mode of instruction and students' achievement in each of the subjects. The difference was highest in biology; physics and chemistry trailed behind respectively. It was recommended that computer be used in aiding the teaching of science subjects. Introduction Since ancient times, various techniques have been devised for communicating thoughts, needs, desires, etc among human beings. Communication being an integral part of everyday life of an individual has span through the entire world. Today, in this civilized dispensation of the twenty-first century, the communication system has advanced to carrying voice, text, pictures and many other types of information with the advent of Information and Communication Technology (ICT). ICT according to Adomi and Kpanghan (2010) are electronic technologies used for information storage and retrieval. Asli, Berrado, Sendide and Darhmaoui (2015) refer ICT to a large field that includes radio and television, as well as newer digital technologies such as computers and internet. The rapid rate at which ICT is growing has led to globalization and the world becoming a global village. The recent advances of ICT have led computers to become recognized and widely available to many people. According to Adomi and Kpanghan (2010), ICT has a significant impact on all areas of human activity. It has found its use in every area of human endeavour. With communication being an integral part of education, the education system is not left out of the ICT move. When used appropriately, different ICTs are reported to foster access to education, strengthen the relevance of education to the increasing digital workplace and raise educational quality by teaching and learning in an engaging, active process connected to real life. The use of ICT is fast gaining prominence and becoming one of the important elements of defining the basic competence of students. The ICT breakthrough has made a landmark in globalizing education. Agari and Singh (2013) submit that the use of ICT in teaching is a relevant and functional way of providing education that will assist in
International Journal of Scientific Development and Research (IJSDR), 2023
This study aimed at finding out the effects of computer-aided instruction on junior secondary students' achievement and retention in basic science in Ado local government area of Ekiti State, Nigeria. The study utilized a nonrandomized pretest post-test quasi-experimental design. The population for this study consisted of all JS II students in secondary schools in Ado Local Government Area. The sample for this study was made up of 120 JS II basic science students drawn from four sampled junior secondary schools. Multi-stage sampling procedures was used in selecting sample for this study.. Thirty students were selected from each school taken cognizance of equal representation of samples in the target population. Basic science Achievement and Retention Test (BSART) developed by the researcher was the instrument for data collection. The Basic Science Achievement and Retention Test (BSART) was used to test students' achievement and retention in basic science. The instrument, BSART was validated by 2 specialists in science education at the Bamidele Olumilua University, Ikere-Ekiti and the general criticisms and suggestions were used for improving the instrument. The data collected from the two groups were analyzed using Kuder Richardson's (KR21) formula to establish the reliability coefficient of the instrument. This instrument gave a reliability coefficient (r) of 0.78. The data collected from Basic Science Achievement and Retention Test were presented and analyzed using the ANCOVA to test the hypotheses at 0.05 level of significance. Based on the findings of this research, it was concluded that computer-aided instruction in basic science enhances achievement and retention of the junior secondary students. On the basis of findings from this study, it was recommended among others that: Computer literacy programme should be provided for both students and teachers for full integration of ICT resources in Science Education Programme. Government, Non-Governmental Organization and Parents Teacher Associations should fund development of CAI packages in the schools, equip the schools with necessary ICT facilities and train manpower to produce software for science education in Nigerian
Shodh Sari- An International Multidisciplinary Journal, 2023
The study examined the effect of computer assisted instruction (CAI) on secondary students' achievements in Basic science and technology in Ekiti state, Nigeria. It also investigated the influence of gender on the achievement of students exposed to computer assisted instruction. The study was a quasiexperimental of non-equivalent, pretest, posttest control group design (two experimental and control group) with one hundred and twenty. Junior secondary school class two students as sample. Computer assisted instruction {animation and onscreen test, animation, on screen test and narration} was used as treatment while the instrument used to gather data is Basic Science and Technology Achievement Tests (BASATAT). The items of the instrument were subjected to face and content validity. The reliability of the instrument was established using test-retest method and a reliability coefficient of 0.75 was obtained. Analysis Of Covariance (ANCOVA) was used in analyzing Data collected. The study found that, there was a significant difference between the posts-test mean score of the experimental groups and control group. The study also indicates no gender influence in the use of Computer Assisted Instruction (CAI) and student achievement.
The study adopted a descriptive survey where questionnaire were used to sample opinions of Lecturers/Instructors and students in science and technical education courses on the use of technologies for teaching and learning. 24 course Lecturers/Instructors and 110 students participated in the study. Two sets of structured questionnaires containing 27 items each in 5 points Likert scale were used for the course Lecturers/Instructors and Students. Analyses of the questionnaire were done using frequency counts and percentage. Finding reveals that aside computer/laptop, mobile phone and the use of Virtual Interactive Classroom (VIR) no other technologies were used for teaching and learning of science and technical education courses. Recommendations were suggested at the end of the study such as equipping college classroom with digital tools like computer screen board, projector, and wireless internet facilities with standby generators.
Book Titled "Nigerian Educational Systems and Contents: Paradoxes to Dimension of Development, Productivities and Self-reliance". Published by Usmanu Danfodiyo University Press. ISBN-978-978-948-147-7, 2015
In order to understand the impact of technology on education, it is helpful to consider the purposes to which technology is applied. One distinction that we have found particularly helpful comes from Reeves (1998) who describes learning "from" computers as different than learning "with" computers. According to him:
Computer-assisted instruction (CAI) is an interactive instructional technique whereby a computer is used to present the instructional material and monitor the learning that takes place. This study was designed to see the effect of computer-assisted instruction as a supplementing strategy on the academic achievement of secondary school students in the subject of science. The major objectives of the study were: (1) To find out the relative effects of computer-assisted instruction as a supplementing strategy on academic achievement in science; and (2) To investigate the difference between treatment effects on male and female students. To achieve the objectives of the study, the following null hypotheses were tested: (1) There is no significant difference between the mean scores of the students taught science with CAI as supplementing strategy and without CAI; and (2) There is no significant difference between the mean scores of male and female students of experimental and control groups. Secondary school students studying science subjects constituted the population of the study. The students of 9 th class of The City School, H-8, Islamabad, were selected as Language in India www.languageinindia.com
The views of science and technology teachers about computer assisted instruction
Mevlana International Journal of Education, 2013
The purpose of the study is to present the views of the teachers of Primary Science and Technology course about computer assisted instruction. Qualitative research was used in the study. In qualitative researches, the sampling group is small in order to examine the sampling in-depth. Semi-structured interviews were used in the study as data collection tools. The interviews were carried out with the teachers of Science and Technology Course. The participants were chosen from the primary schools located in the city centre of Bayburt. When the findings of the study, which aimed at revealing the views of the teachers of Science and Technology Course about computer assisted instruction, were examined, it was revealed that the teachers had basic knowledge about the benefits of computer assisted instruction practices. In the light of the findings, it was found that most of the teachers did not use computer assisted instruction practices in their lessons. The recent research about the effects of computer assisted instruction is limited in terms of duration and content. Therefore, extended studies in the long run and covering many courses are required.
International journal of education and development using information and communication technology, 2020
The objective of this study is to determine the impact of computer assisted instruction (CAI) on teaching and learning in Nigeria. The methodology adopted for the study is secondary data analysis. Two research questions were used to guide the study to a logical conclusion. The concept of CAI is discussed together with a review of some of the related literature on its impact on teaching and learning in Nigeria. CAI was assessed as having powerful features that could positively improve the performance of teachers and learners in Nigeria and thus transform the education system. However, the study identified some factors militating against the adoption and efficient use of CAI in Nigeria, such as, inadequate funding of the education sector, a poor maintenance culture and the lack of a constant supply of electrical power. Given the findings, the recommendations include the need for adequate funding of the education sector, proper training of staff on the application of CAI and regular su...