Influence of Computer-Aided Instruction on the Academic Performance of Senior Secondary School Students in Economics in Gwagwalada Area Council, Abuja
Abstract
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).
Chapter one
Introduction
Background of the study
Technological improvements have brought about a change in the teaching methods and instructional approaches used in schools. The entire course of human existence has altered due to technology. The invention of the computer and its widespread application in all spheres of life are the biggest contributions of cyber era technology. Pritchard (2005) defines a computer as a general-purpose device that, when given instructions called a program, accepts, stores, manipulates, and produces data as numbers, text, graphics, voice, video files, or electrical signals. Computers are typically composed of digital circuitry. A computer’s two main features are its ability to execute a prerecorded list of instructions (a programme) and its ability to respond to a specific set of instructions in a well-defined manner. Crucially, it also considers how these various uses can interact to improve teaching and learning as well as the standard of living for people worldwide (Pritchard, 2005).
An instruction is a declaration or justification of a task that has to be completed, frequently provided by a higher authority. According to Pratt (2008), instruction is the process of imparting information or skills through written or verbal instructions on how to complete a task or carry out a procedure. Visual components that illustrate and explain the text, such as images, diagrams, and flowcharts, are frequently included in effective instructions. Computerassisted instruction (CAI) is the process by which written and visual information is presented in a logical sequence to a learner through a computer. The student learns by reading the text material presented or by observing the graphic information displayed. Some of the programmes provide audio-visual presentation with an option to the student to select audio presentation in addition to the visual media. Each segment of text is followed by questions, 2 for student‘s response. Feedback on response is indicated immediately (Locatis & Atkinson, 1984; Wang & Sleeman, 1993). CAI can be characterized as interactive and individualized learning as it usually involves a dialogue between one student and a computer programme, and a student can learn at his own pace and time frame (Curtis & Howard, 1990). There may be one student or several in a class, the students can be young or old, bright or below average intelligence, “normal” or physically challenged, highly motivated or “turned off,” rich or poor, male or female. The subject can be easy and straightforward or difficult and complex. The teacher may not be physically present, as with televised or computer-assisted instruction (CAI). Instruction takes place somewhere, in some specific context. The institution may be highly selective, or “open door” in its admissions policies. The climate for learning may be favourable or destructive, supportive or frustrating. The resources, both physical and human, may be lavish or meager. Instruction involves a teacher trying to teach someone something somewhere.
The artistic aspect of teaching has been likened to the activity of a symphony conductor (Eisner, 2004). The teacher, like the conductor, draws upon a repertoire of skills and orchestrates a highly complex process. Teaching, Eisner (2004) argues, is much more like the work of the artist than the scientist. Teaching involves complex judgments that unfold during the course of instruction. Teachers must deal creatively with the unexpected. Furthermore, the most important goals of teaching are those events (for instance; critical thinking, analytical reasoning and written/oral communication) that occur during the process. The outcomes are often embedded in the learning process itself. Educational systems around the world are making efforts for the effective use of computer to teach students the knowledge and skills they need in the 21st century which will enhance students‘ learning of subject matter very fast and convenient to both the teachers and learners. 3 The impact computer assisted instruction (CAI) has on traditional teaching and learning has been described as; it predicted the transformation of the teaching-learning process and the way teachers and learners gain access to knowledge and information. With the emerging new technologies, the teaching profession is evolving from an emphasis on teacher-centred, lecture-based instruction to student-centred, interactive learning environments (UNESCO, 1998 World Education Report).
The designing and implementing a successful computer assisted instruction into teacher education programmes, is the key to fundamental, wide-range educational reforms (UNESCO, 1998). The use of computer is gradually taking roots in the educational system, especially in the pedagogical aspect; this has not left the economics education aspect out. CAI is being used as an instructional strategy at all grade levels from pre-primary to higher education. Children are also learning 3Rs (Reading, wRiting, aRithmetic) through CAI. Chauhan (1994) mentions that CAI system has been utilized at all levels of education ranging from elementary school, secondary school, teachers training college, undergraduate, post graduate studies and on the job training in almost all subjects. Developed countries (for example; USA, Brazil, Japan, France, Germany, et cetera) have been using CAI for more than three or four decades. A lot of research on various aspects of CAI has been conducted (such is that of Shlechter, 1991) which studied the effect of using Computer technology in economics classes and found that traditional teaching are important for transmitting information about economic theory, but CAI holds the potential to enhance dramatically students‘ learning of economic theory) in these countries. They have refined this mode of instruction in the light of findings of researches and are still looking for better use of it. Developing countries (for instance; Bangladesh, South Africa, Nigeria, Malaysia, Botswana, Zimbabwe, Namibia et cetera) are also introducing CAI to their education systems. They have planned and are making efforts for the effective use of this innovative application.
Computer-assisted instruction provides a good base for students to work at their own pace with immediate feedback (Carlson and Schodt, 1995, p.24). Animated graphs and flowcharts help the students to better understand the shift of the curves or the relationship between different sectors of the economy (Welford 1986, p.132). Therefore, computer assisted instruction (CAI) provides rich opportunities for helping students to move beyond being ―problem-set smart‖ toward ‗thinking like economists‘. The actual use of computer technology in economics education is still limited due to obstacles related to teaching staff members and students, technical potentials and available financial resources. Also, arts and social science students have not been applying Computer skills with their teaching learning process which is at the core, to enhance the teaching process, which can be a stepping stone in developing and equipping the learners with skills in Computer applications in their future endeavours, with little or no assistance.
Statement of the problem
The ability to use Computer is necessary just as formal education; as reading, writing, and arithmetic. As jobs become increasingly oriented towards the use of Computer, society demands and rewards individuals who know how to use Computer systems, by giving them 5 special preference over those who doesn‘t know how to use computer. Learning any skill without the necessary equipment and facilities negates Aristotle‘s saying that one learns to be a good flute player by filing the flute. From the researcher‘s observation in Gwagwalada area Council Abuja public senior secondary school students who are furthering their studies in higher institutions of learning are unable to carry out simple operations on a computer such as using the computer software for econometrics, simple browsing and word processing, caught the researcher attention. The researcher became curious to carry out an investigation on why these students are unable to carry out such simple computer operations. Also, the researcher‘s interaction with most students from various Senior Secondary Schools, especially in the three Senatorial District of the state, where teaching learning takes place, are lacking skills in computer application and usage, they cannot browse and can‘t surf the net‘ effectively without assistance. There seems to be poor or non-existence internet connectivity, inadequate learning resources in most secondary schools in the country, including related educational tools, and other learning materials. Also, there seems to be a missing link between the practical applications of Computer in teaching of Economics in Senior Secondary schools in Gwagwalada area Council Abuja. It is on the basis of this problem that this study will be carried out. This study seeks to determine the effect of computer assisted instruction (CAI) on students‘ performance in Economics in senior secondary schools 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
Research Hypotheses
H1: there are no 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
H2: there is no performance of male and female Economics students when exposed to computer assisted instruction in senior secondary schools in Gwagwalada area Council Abuja
Significance of the study
This study will be very useful to teachers of Arts and Social Science Education (especially Economics) in senior secondary schools in Gwagwalada area Council Abuja, who know the importance of computer in their pedagogical applications, since it is gradually taking over the place of the traditional method of teaching. Furthermore, it will give them insight into the various pedagogical knowledge related to CAI. The study will be of great significance to computer programmers and school administrations of secondary schools in the sense that, this study will give an insight of what is expected of them in planning for the students and teachers in the future, if they want to turn out trained teachers for the 21st century classroom and labour market. Also, the design, planning and developing of software will reflect the principles and practical application of CAI with the classroom context and help them to provide for individualized instruction to meet special needs. The study will be of great significance to the Ministry of Education, as well as Ministry of Science and Technology, as they are the principal determinants in the pedagogic aspect of computer and secondary school education in Nigeria. The findings of the study will enable them to understand the situation and position of CAI towards quality of education as it will offer students various degrees of control over their own learning, enable instruction to be tailored according to individual student‘s needs, and enable the ministry to get feedback on student performance and store it for further reference. This study will further provide the needed frame work in the full implementation of CAI in teaching and learning; and thereby enhancing the quality of learning in students. The study will be of great significance to the Curriculum Planner as it will afford them the opportunity of streamlining many educational tasks. It will provide them with the vision to plan for a wide range of fields, including all the main disciplines in elementary, secondary and tertiary institutions. More so, the findings will help the curriculum planner to integrate and enhance the skills of search and development of in-class activity into the curriculum content. The study will help them to easily plan for a higher order thinking skills, critical thinking skills, and problem solving skills. Also, the inculcation of CAI into education system will be of great value to the curriculum planners in the sense that it will equip them with the innovative skill of planning for people with physical limitations, learning disabilities and language limitations.
Scope of the study
The scope of the study covers influence of computer aided instruction on the academic performance of senior secondary school students in economics in Gwagwalada area Council Abuja. The study will be limited to selected secondary schools is Gwagwalada area Council Abuja
Limitation of the study
- Sample Size and Selection Bias:
The study might have a relatively small sample size, potentially limiting the generalizability of findings. Additionally, there may be a risk of selection bias if certain students or schools are more likely to participate in CAI programs.
- Duration of the Intervention:
The study’s timeframe may be limited, providing a snapshot of the impact of CAI over a specific period. Long-term effects might not be fully captured within the study duration.
- Teacher Variables:
The study may not thoroughly consider variations in teacher competency, comfort with technology, and pedagogical approaches. These factors can influence the effectiveness of CAI in the classroom.
Definition of terms
- Computer-Aided Instruction (CAI):
Computer-Aided Instruction refers to the use of computers and educational software to enhance the teaching and learning process. In the context of this study, CAI involves the integration of technology into the economics curriculum to support and supplement traditional instructional methods.
- Academic Performance:
Academic Performance refers to the measurable outcomes of students’ learning experiences in a given subject or set of subjects. In this study, academic performance specifically pertains to achievements and progress in the field of economics among senior secondary school students.
- Senior Secondary School Students:
Senior Secondary School Students are individuals typically in the later years of their secondary education, often in grades 10 through 12. In this study, the focus is on students in these grades who are studying economics.
- Economics Education:
Economics Education involves the instruction and learning of economic principles, theories, and concepts. It encompasses the development of economic literacy and analytical skills among students.
References
- Bruce, R. & Levin, B. R. (1997). Educational Technology: Media for Inquiry, Communication, Construction, and Expression.
- Butler, D. L. & Selbom, B. (2003). Barriers to Adopting Technology for Teaching and learning. Educause Quarterly Vol. 8 No. 4.
- Carlson, J. A. & Schodt, D. W. (1995). Beyond the lecture: Case teaching and the learning of economic theory. Journal of Economic Education 26 (Winter): 17-28.
- Carlson, S. & Firpo, J. (2001). Integrating computers into teaching: Findings from a 3-year program in 20 developing countries. In L. R. Vandervert, L. V. Shavinina and R. A. Cornell (Eds.), Cyber education: The future of Distance Learning. Larchmont, NY: Mary Ann Liebert, Inc, 85-114.
- Chambers, A. J. & Sprecher, J. W. (1983). Computer Assisted Instruction. Prentice Hall, Inc. Englewood cliffs, N. J., USA. P.92-93
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