Influence of Computer-Aided Instruction on the Academic Performance of Senior Secondary School Students in Economics in Gwagwalada Area Council Abuja
Objective of the study
This study was set out to achieve the following objectives:
- to determine the effects of CAI on students‘ performance in Economics as compared to the traditional method of instruction in senior secondary schools in Gwagwalada area Council Abuja.
- to determine the performance of male and female Economics students when exposed to computer assisted instruction in senior secondary schools in Gwagwalada area Council Abuja.
- to determine the effects of computer aided instruction (CAI) on the pre-test and post-test mean performance scores of the experimental group of students in senior secondary schools in Gwagwalada area Council Abuja
CHAPTER TWO
REVIEWED OF RELATED LITERATURE
INTRODUCTION
Computer-assisted instruction can be a great asset to the classroom and curriculum as long as they are not overused. Too much of any mode of teaching can lead to boredom and frustration in the students (Kim, and Axelrod, 2005). An attempt will be made in this chapter to review related literature on aspects of Computer application in education. Thus, the review was presented under the following sub headings: Theoretical Framework, Conceptual framework: Nature of Computer Assisted Instruction, Mechanism of CAI Drill and Practice, Characteristics of Computer-Assisted Instruction, Economics as a Subject, Computer Assisted Instruction and Senior Secondary School Male and Female, Students‘ Performance in Economics, Rationale for CAI in Teacher Education, Classroom Trainer Resistance to CAI (E-Learning), Work roles, Practice and Beliefs about Teaching, Beliefs about Quality of Elearning, Personality Factors, Visions into the future by Teachers, Types of Technology and their Educational Applications, Obstacles to the use of CAI in Nigerian School, Cost of computer hardware and software, Weak Infrastructure, Lack of skills, Lack of relevant Software, Limited access to the internet, Empirical Studies, and Summary.
Theoretical Framework
The theoretical framework that informs this study is the Engagement theory, this is because it is a theory which has relevance with application of technology and development of skills and knowledge of learners. This was first propounded by Kearsley, and Shneiderman, (1999) stating that: Engagement theory is a schema for building learning activities that evoke engaged learning. Engaged learning occurs when active cognitive processes, such as problem-solving, decisionmaking and evaluating, are involved. Engagement theory’s focus on the learner as constructor allies with those in the 12 Constructivist domain; and by championing experiential learning and self-direction (pg5). The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a framework for technology-based learning and teaching. Shneiderman, (1994) asserted that: Although not directly derived from other theoretical frameworks for learning, it has much in common with many such frameworks. For example, with its emphasis on meaningful learning, it is very consistent with constructivist approaches. Because it emphasizes collaboration among peers and a community of learners, it can be aligned with situated learning theories. Because its focuses on experiential and selfdirected learning, it is similar in nature to theories of adult learning (pg8). By engaged learning, we mean that all students activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities. Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. The three components, of the engagement theory according to Shneiderman, (1994) as summarized by Relate-Create-Donate, imply that learning activities: occur in a group context (that is, collaborative teams); are project-based; have an outside (authentic) focus. The first principle (the “Relate” component) emphasizes team efforts that involve communication, planning, management and social skills. The modern workplace demands proficiency in these skills, yet historically students has been taught to work and learn on their own. Research on collaborative learning suggests that in the process of collaboration, students 13 are forced to clarify and verbalize their problems, thereby facilitating solutions. Collaboration also increases the motivation of students to learn, a significant consideration in settings with high drop-out rates (for example, teen-agers, distance learners). Furthermore, when students work in teams, they often have the opportunity to work with others from quite different backgrounds and this facilitates an understanding of diversity and multiple perspectives (Shneiderman, 1994). Shneiderman (1994) explained the second principle (the “Create” component) which makes learning a creative, purposeful activity. Students have to define the project (problem domain) and focus their efforts on application of ideas to a specific context. Conducting their own projects is much more interesting to students than answering sterile textbook problems. And because they get to define the nature of the project (even if they don’t choose the topic), they have a sense of control over their learning which is absent in traditional classroom instruction. According to Barrows and Tamblyn (1980), project orientation is the essence of Problem-Based Learning (PBL) approaches which are often used in medical and other types of professional education. The third principle (the “Donate” component) stresses the value of making a useful contribution while learning. Ideally each project has an outside “customer” that the project is being conducted for. The customer could be a campus group, community organization, school, church, library, museum, government agency, local business, or needy individual. In many cases, the projects can be work-related, that is, an activity that fits into a team’s occupational or career interests. The authentic learning context of the project increases student motivation and satisfaction. This principle according to Jacoby and Associates, (1996) is consistent with the emphasis on school-to-work programs in many schools systems and colleges, as well as the “service” philosophy of contemporary corporate training efforts. 14 Engagement theory is different from many older models of computer-based learning in which the emphasis was on individualized instruction and interactivity. Engagement theory does promote interaction, but human interaction in the context of group activities, not individual interaction with an instructional program.
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitutes of individuals or elements that are homogeneous in description.
This study was carried to examine influence of computer aided instruction on the academic performance of senior secondary school students in economics in Gwagwalada area Council Abuja. Selected secondary schools in Gwagwalada area Council Abuja form the population of the study.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain influence of computer aided instruction on the academic performance of senior secondary school students in economics in gwagwalada area Council Abuja. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing an influence of computer aided instruction on the academic performance of senior secondary school students in economics in Gwagwalada area Council Abuja
Summary
This study was on influence of computer aided instruction on the academic performance of senior secondary school students in economics in Gwagwalada area Council Abuja. Three objectives were raised which included: to determine the effects of CAI on students‘ performance in Economics as compared to the traditional method of instruction in senior secondary schools in Gwagwalada area Council Abuja, to determine the performance of male and female Economics students when exposed to computer assisted instruction in senior secondary schools in Gwagwalada area Council Abuja and to determine the effects of computer aided instruction (CAI) on the pre-test and post-test mean performance scores of the experimental group of students in senior secondary schools in Gwagwalada area Council Abuja. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Gwagwalada area Council Abuja. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
Since the use of computer packages is clearly a strategy that reflects modern business and industry practices and provides students with a learnable tool for creative thinking and problem solving abilities, it is hoped that if Computer Assisted Instruction is employed as one of the methods for teaching Economics to students in the secondary schools in Ekiti State; the students will improve on their learning and passing the senior secondary school certificate (SSC) Examinations with better grade. They will also be able to contribute their quota to maintain peace and order in the nation as a result of CAI collaborative learning
Recommendation
Since students taught with Computer Assisted Instruction method perform better than those taught using traditional method of teaching, the use of CAI method in teaching of Economics should be encouraged and imbibed by teachers of Economics in secondary schools in Ekiti State. Emphasis should be placed on the pedagogy behind the use of CAI by teachers of Economics for teaching of Economics and other subjects in the educational system. 2. Material resources are very crucial for an effective implementation of CAI in teaching of Economics in secondary schools. The Federal, State and Local governments and private organizations and other stakeholders in education should provide computers, and other CAI infrastructures in all the secondary schools in Ekiti State so as to encourage teachers and students to apply them in their teaching. Adequate fund should be provided by government both at the Federal and State levels for secondary schools for proper management of available CAI accessories. There should also be alternative power supply like solar power and stand-by generators provided by the school authorities through purchases of power plant to supplement electricity source from the 88 Power Holding Company, since electricity is a very crucial factor for the proper execution of teaching of Economics using CAI enhanced method
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