The Impact of Computer Usage on Academic Achievement in a University. A Case Study of Crawford University
CHAPTER ONE
Objectives of the study
The main objective of this study is to examine the impact of computer usage on academic achievement in a university, using Crawford University as the case study.
The following are the specific objectives of the study:
- To determine the extent of accessibility of computers to lecturers and students in Crawford University.
- To determine the level of lecturers’ and students’ expertise on computer integration in teaching and learning process in Crawford University.
- To determine the ways in which computer is integrated in teaching and learning process by lecturers and students.
- To determine the extent of implementation of the National Universities Commission policy on computer usage in Crawford University.
CHAPTER TWO
LITERATURE REVIEW
Introduction
This section reviews literature related to the study on computer usage in the teaching and learning process in school education. The review is divided into the following: conceptual review, theoretical review and empirical review.
Conceptual Review
Concept of Computer usage in Education
A computer is basically a tool; it can be a hardware, a software or both. Jackson (2012) advises that lecturers should not replace what they teach, but see computer as a tool just like a calculator, a pen or chalkboard that help them to teach and students to learn. Hodgkison (2016) and Duplessis (2010) note three types of computer usage present in school; the first being, learning about computers without any link to classroom practice. The second is full integration with traditional goals whereby computer is just used as a transmitter of knowledge resulting to just learning “from” the computer and the third is full integration with constructivist learning space and context, implying that computers are taken as mediational or transformational tools resulting to learning “with” or “through” using computers. An analysis of South African Institute of Distance Education (SAIDE) (2013) suggests that the generative mode integration is not the norm in most Sub-Saharan African schools.
Muchiri (2018) (citing Poole 2008) indicate that educators in United States of America (USA) are able to put computers to good use in preparing teaching and learning materials. They are able to produce syllabi, schedules and classroom materials professionally and more efficiently using computers. By use of productivity tools such as word processors, database management software, communication systems and graphic tools educators are able to duplicate excellence in managing the process of teaching and learning. Generally, educators have found computer to be a crucial tool for supporting drills and practice in previously taught skills and concepts in class. Also opportunities for networking and collaborative learning indicate that several principles and theories which promote learner centered constructivist learning can be more easily integrated in teaching. Furthermore, the internet connectivity makes it possible for educational resources to be accessed and exchanged with relative ease.
Nigerian experience on computer usage has been low despite the government and National Universities Commission’s efforts to support computer usage initiatives. Ndiku, (2013) conducted a research on the experience of managers and computer lecturers in eight schools in Uasin Gishu with a focus on problem encountered in implementing computer projects. The research identified the following as the most significant factors: insufficient number of computers and peripheral devices, lecturer lack of adequacy in computer knowledge; inadequate software for instruction and inadequate technical assistance .The research by Ndiku focused on problems encountered in computer implementation but did not capture the extent of computer usage in teaching and learning activities.
Internet Connectivity and computer Equipment in school.
Electronic learning in education is the wholesome integration of modern telecommunication equipment and computer resources in the teaching and learning process and it can be online (synchronous) or offline (asynchronous) (Garrison , Anderson 2013 and Allen 2013)
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
The section covers research methodology used in this study. It is organized under the following sub-headings: research design, target population, sample size and sampling procedure, research instrument, instrument validity, instrument reliability, data collection procedure and data analysis.
Research Design
A research design is the structure of research. It holds all the elements in a research project together. It shows how all the major parts of the research project work together to try to address the central research question Kombo and Tromp, (2016). This study adopted a descriptive survey design. Kombo, (2016) defines descriptive survey as a method of collecting information by administering a questionnaire to a sample of individuals in order to secure evidence concerning all existing situations, and comparing the present conditions for the next cause of action. Descriptive survey was suitable since this study sought to determine the impact of computer usage on academic achievement in Crawford University
Target population
The target population of this study is students and lecturers of Crawford University. Crawford University is a private Christian university in Igbesa, Ogun state in Nigeria, owned by the Apostolic Faith Mission. It was established in 2015 by Paul Akazue, the then leader and third Overseer for the Apostolic Faith work across Africa.
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSIONS
Introduction
This chapter presents the results of data collected from the field. The findings have been presented with respect to each of the specific research questions that guided the study.
Demographic data for respondents
The data presented in this part was obtained from responses by the lecturers students.
Pertaining the age of the respondent as shown on table 4.2 the findings indicate that cumulatively most respondents are 30yrs and below, 106 (50.5%) and only a small proportion of respondents 42 (20%) was above 40yrs. According to Muchiri (2018) younger people are more open to use of computer than most but not all older people.
CHAPTER FIVE
SUMMARY OF RESEARCH FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter presents summary of the study, research findings, conclusions drawn and the recommendations for the study and suggestions for further research.
Summary of the study
The purpose of the study was to examine the impact of computer usage on academic achievement in a Crawford University. The objectives of the study were:- To determine the extent of accessibility of computers to lecturers and students, to determine the level of lecturers’ and students’ expertise on computer integration, to determine the ways in which computer is integrated in teaching and learning process and to determine the level of implementation of the National Universities Commission policy on computer usage. Literature reviewed on computer usage laid the background for the study. The main data collection method used was questionnaire administered to lecturers and students in form 3 and form 4. An observation checklist was used as a confirmatory tool.
The study employed descriptive survey design. 179 students and 31 lecturers were sampled for the study in Crawford University, where purposively included for the study. Research instruments were appraised by my supervisor to enhance validity. Test- retest method was used to determine instrument reliability where two schools were sampled. The coefficient of reliability of the instrument were 0.96 and 0.82 for the lecturers and students respectively, the responses from the questionnaires were included in the main study. Data collected from the respondents was both quantitative and qualitative in nature. Quantitative data was analyzed using descriptive statistics such as frequencies and percentage while qualitative data for open ended questions was coded and transcribed per research question item. The data was analyzed and summarized to identify the main research finding and there after conclusions and recommendations were made.
Conclusion
From the research findings it is clear that Crawford University had installed computers and related peripherals. However they were not adequate for full computer usage in the teaching and learning process due to the fact that some computer equipment were very few for instance desktop and laptops computers and LCD projectors. The majority of lecturers and students alike reported to have had some form of computer training however, they demonstrated low level of confidence in performance of several skills. Generally, there is low extent of computer usage by both lecturers and students and the implementation of computer usage policy was hampered by various challenges that need to be addressed.
Recommendations of the study
The following are the recommendations of the study: –
- School authorities need to create more facilitation for more computer usage not only in the school but also in the classrooms including ensuring that all the classes have appropriate infrastructure like sockets for computer equipment as well as replacing blackboards with whiteboard or smart boards so as to reduce dusty classrooms and improver projection of the work from the computer.
- Teacher’s Training Colleges and universities should not only incorporate and strengthen computer usage training in their lecturer education programs but should also ensure that such training is based on equipping the student lecturers with skills on actual integration of computer in their respective disciplines.
- Head lecturers, policy makers and other education stakeholders in Crawford University should develop strategies concerning increasing the use of computer in teaching and learning through addressing the various challenges identified that are inhibiting full implementation of computer usage.
- There is still need for more intensified government as well as private sector support to secondary school towards acquisition of and maintenance of computer equipment and facilities especially multimedia computers and broadband internet.
- There is also need for a curriculum that is not reliant on text book and course coverage but one that allow room for deep enquiry which is supported by computer as well as need to avail more relevant digital content for use in universities.
REFERENCES
- Aydin C. and Tasci D (2015) measuring readiness for e-learning; Reflections from emerging country [electronic version] education Technology and Society vol. 8 pp 224-257
- Ayere A, Odera and Agak J. (2010) E-learning in secondary schools in Nigeria: a case of NEPAD E-Schools. Education Research and Reviews Vol 5 (pp 216-223) http//www.academicjournals.org/errrs
- Allen M.W (2013) Guide to e-learning; Building interactive, fun and effective learning for any company John Wiley and Sons, New Jersey.
- Best and Kahn (2015) Research in Education University of Illinois, Chicago.
- Blurton C (1999) New directions in Education World communication and information 1999-2000 Paris UNESCO
- Borg W.R and Gall M.P (2019) Educational Research and Introduction (5th Edition) Newyork Longman
- Brassford F.D. Brown Al and cooking Eds (1999) How people learn: Brain mind experience and school: committee and development in science of learning National Research Council, National Academic press.
- Cuban (2001) Oversold and under used computers in the classroom London,Havard University Press.
