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EFFECT OF USING COMPUTER-AIDED INSTRUCTION IN
TEACHING BASIC SCIENCES IN JUNIOR SECONDARY SCHOOL
CHAPTER ONE
INTRODUCTION
1.1 Background
of the Study
Science and technology have greatly
contributed to the convenience and comfort of man. Every manufactured good seen
at home and place of work is a product of science and technology. For instance,
mobile phones, radio and television sets, PC tablets, iPads, iPhones, iPods,
laptops, desktops among other devices are products of science and technology
(Tunde & Anthony, 2010). In the same way, the fruit juices and soft drinks
consumed daily, the cars, the motorcycles and bicycles, the clothes and shoes
are all products of science and technology. In view of these contributions,
Ashiker (2012) opined that concrete steps should be taken to get the Nigerian
citizens well groomed in science and technology for the country’s scientific
and technological advancement.
As the world is
constantly changing and ways in which human beings function at home, place of
work and school are also changing. The speed at which technology is developing
plays a major role in these changes. From offline to on-line classes, computers
are influential in human life, and can enhance the learning process in schools
in various ways. This may be the reason why Keziah, (2011) asserted that, with the increasing popularity of
computer technology, it is essential for school administrators to support and
encourage computer technology in our education system as it has become an
important medium in instructional delivery. In recognition of the importance of
computer in the teaching/learning process in Nigeria, the National Council on
Education introduced computer education in 1987.
Computer-aided instruction involves the use of
computers to supplement classroom instruction. Computer-aided instruction does
not fully replace the teacher in a classroom environment. The computer is
simply an electronic device or machine that accepts data, processes data and
gives out output with great speed and accuracy. Computer-aided instruction uses
a combination of texts, graphics, sound and videos in the learning process.
Computer-aided instruction system is designed to automate certain forms of
drill and practice instruction in delivering basic skills (Tinto, 2007). There
are different types of computer-aided instruction software in science education
including drill and practice, tutorial software, instructional games,
simulations, problem-solving software and discovery environment.
However, this
study is anchored on drill and practice software. This software provides
opportunities for students to work on problems or examples one at a time and
then receive feedback on performance. It is used as a mean to learn or review
new content. It is made up of flashcard activities, branching drills and
extensive feedback activities. Many of these programs are smartphone friendly
so students can access the activities anywhere.
The Federal
Republic of Nigeria (FRN, 2004), in release of educational objectives for
secondary schools, emphases the need to equip students to live effectively in
this modern age of science and technology. The major goal of science education
is to develop scientifically literate individuals that are concerned with high
competence for rational thoughts and actions. The objectives of science
education in this country according to FRN (2004) include the need to prepare
students to observe and explore the environment; explain simple natural
phenomena; develop scientific attitudes including curiosity, critical
reflection and objectivity; apply the skills and knowledge gained through
science to solve everyday problems in the environment; and develop self-confidence
and self-reliance through problem-solving activities in science.
In an effort to
attain these objectives, several strategies and resources have evolved for
science teaching and learning. The resources range from human to materials
including the audio-visual and media materials that can be used to sustain the
attention of the students during the lesson. Towards the end of the 20th century and at the beginning of the 21st century, it became apparent that national
development depends on educational advancement which in turn depends on
technological progress (Onasanya, Shehu, Ogunlade & Adefuye, 2011). It is
in respect of this, that Samba and Eriba (2011) opined that teaching must go
beyond the chalk-and-talk method and it must involve the totality of the
student, the instructions must be prepared in such a way that at any time,
students’ learning must make use of more than two senses.
The roles of
computer-aided instruction in science education are varied and these include
fostering students interest and motivation; promoting students commitment to
learning; making lessons more exciting
and interesting for both teachers and students; making students to do science
effectively and conducting experiments as viewed on screen; and facilitating the process of learning
through interaction with drill and practice software and simulations. The most
important feature in computerized instruction is that it permits a high degree
of individualization. This means that students can proceed at their own pace,
following a path through the curriculum as suited to their particular interest
and talent.
In view of the
relevance of computer technology in science education, the study of effect of
computer-aided instruction on junior secondary basic science students’
achievement and retention in Benue State is undertaken. Two groups of learners
studying the same curriculum will be compared; one group will use
computer-aided instruction; and the other will use modified lecture method.
Achievement is
the performance of students in a test or examination. In determining the
students’ achievement using computer-aided instruction, Ash (2005) found that
computer-aided instruction packages enhanced students’ academic achievement in
an aspect of mathematics in middle schools. Study conducted by Kingsley and
Boone (2008), revealed that students who used computers in addition to
textbooks in instruction scored higher on a standardized State test.
Computer-aided strategy could expose science in active data based form and
allow students and teachers to fully participate in the teaching-learning
process. This may help to reduce the long time stigma of the chalk-and-talk
approach to science teaching.
As the growth of educational programs
continues to rapidly accelerate, concern over the retention of the students’
knowledge is increasing. Retention is the ability of a student to hold and
bring to mind a memory of the previously learned skills, knowledge and
experience during and after examination. Retention is significantly important,
not just for student success, but also for the success of academic
institutions. Nnaobi (2013) found that computer-aided instruction has the
ability to sustain students’ interest, encourage them to participate actively
in the lesson and retain concepts learnt for a long time.
Astin (2006)
asserted that the higher the school Grade Point Average (GPA) and the
Scholastic Aptitude Test (SAT) examination scores of a college student, the
stronger the chance that the same student will retain knowledge in schools.
Deducing from this, school managers should benchmark their students’ scores and
GPA higher to increase students’ retention abilities. The true art of memory
and retention is the skill of attention (Tinto, 2007). For effective retention
of the learnt concepts, principles, theories, laws, ethics and assumptions of science in students’ short and long term
memories, science teachers should get, use, link and picture the learning
experience through the use of the computer.
Gender issues in
students’ achievement and retention have caused a lot of concerns to
educationists. Gender is the biological anatomy that differentiates a male from
female. Gender issues have been linked with students’ achievement and retention
in academic tasks in several studies without any definite conclusion. But there
is a general conclusion that there is a little or no gender imbalance in
computer use, access, career and attitude. This is why Davies, Klawe, Ng,
Nyhus, and Sullivan (n.d.) suggested that the role that technology will play in
the future should be a concern for men and women, practitioners, policy makers
and parents. This study is out to compare the achievement and retention of male
and female students in basic science exposed to computer-aided instruction.
The integrated science (now basic
science) curriculum is a broad field curriculum in which subject matter from
different subject areas of biology, chemistry, physics, astronomy, geology and
environment are synthesized to provide a holistic and unified nature of science
(Adejoh, 2006). It is a three-year course developed in spiral to form themes
whereby topics get increasingly more detailed as the year progresses. The aim
of basic science is to begin to teach students what science is and how a
scientist works. To realize this objective, it is expected that students carry
out the kind of activities scientists carried out in their works, which is the
beginning of the acquisition of series of skills, attitudes, principles,
knowledge, assumptions and ethics of science.
Conventional teaching methods such as
chalk-and-talk known as a traditional teaching method in which teachers address
students by using board to provide examples or illustrations have been
continually used by the science teachers despite its criticisms by the experts
in science education. It is an oral presentation intended to teach students
about concepts, theories, history, background and equations which places
students in passive rather than an active role.
Nevertheless,
the Nigerian Educational Research and Development Council (NERDC, 2007)
stipulates the use of activity-based and guided inquiry approaches to basic
science teaching, but the adoption and application of these methods are still
an illusion because of paucity of instructional materials and unwillingness of
the science teachers to improvise alternative materials locally to improve
instructional delivery. Consequently, teachers resort to conventional lecture
method, walk into the classroom with a key-point text for one-way
communication; and copy a few points on the chalkboard. Lessons are rarely been
planned and instructional materials are hardly been used by these teachers.
Computers are
capable of improving and contributing to growth in students’ achievement and
retention in basic science. The interest of this study is the input of
computer-aided instruction to enhance students’ achievement and retention in
Nigerian schools.
1.2 Statement of
the Problem
Studies have shown that students’
achievement and retention in basic science are unimpressive (Ibraheem, 2004;
& Ncharam, 2008). Instructional strategies and cognitive factors have been
identified majorly as being responsible for poor achievement and retention in
the sciences. Factors such as absence of computers and software packages,
fluctuating internet connectivity, arbitrary charges of data bundles, epileptic
power supply, computer illiterate teachers and students and gender are
hindrances to the use of computer in schools.
Researchers,
educators, administrators, Science Teacher Association of Nigeria (STAN) and
other relevant educational agents have tried to develop various teaching
strategies, yet schools have continually produced students with poor results in
basic science as well as other science subjects. These efforts have not yielded
desired results in students’ achievement and retention as conventional teaching
methods have been used in teaching sciences. This has been attributed to the
use of inappropriate teaching strategy in teaching science subjects. Both male
and female students of basic science perform poorly.
Mofeed (2011) opined that
computer-aided instruction has the ability to empower teachers and learners,
and transform teaching and learning processes from being highly
teacher-dominated to student-centered. This transformation will result in
increased students’ performance; create opportunities for learners to develop
their creativity, problem-solving abilities, informational reasoning and
communication skills. Consequently, computer-aided instruction could be an
adequate strategy in teaching and learning of basic science. Specifically, the
problem of this study is how could computer-aided instruction affect JS II
students’ achievement and retention in basic science?
1.3 Purpose of
the Study
The purpose of this study is to
investigate the effect of computer-aided instruction on junior secondary basic
science students’ achievement and retention in Benue State. It would aim at the
following objectives:
1. To find out if the use of computer in
teaching basic science enhances students’ achievement in the subject better
than the lecture method.
2. To determine whether students’ retention in
basic science is improved by the use of computer-aided instruction when
compared with lecture method.
3. To compare the achievement scores of male
and female students in basic science exposed to computer-aided instruction.
4. To compare the retention scores of male and
female students in basic science exposed to computer-aided instruction.
1.4 Research
Questions
The following research questions will
guide the study:
1. What is the difference in the mean
achievement scores of the students taught using computer-aided instruction and
those taught using modified lecture method in basic science?
2. What is the difference in the mean
retention scores of the students taught using computer-aided instruction and
those taught using lecture method in basic science?
3. What is the difference between the mean
achievement scores of male and female students in basic science exposed to
computer-aided instruction?
4. What is the difference between the mean
retention scores of male and female students in basic science exposed to
computer-aided instruction?
1.5 Hypotheses
This study will be guided by the
following null hypotheses which will be
tested at 0.05 level of significance:
Ho1. There is no
significant difference in the mean achievement scores of students taught using
computer-aided
instruction and those taught using modified lecture method.
Ho2. There is no
significant difference in the mean retention scores of students taught using
computer-aided
instruction and those taught using lecture method.
Ho3. There is no
significant difference in the mean achievement scores of male and female
students exposed
to computer-aided instruction.
Ho4. There is no significant difference between
the mean retention scores of male and female
students in
basic science exposed to computer-aided instruction.
1.6 Significance
of the Study
The widening gap between developed and
developing nations in terms of overall development and wealth creation could be
traced to the acquisition and utilization of scientific skills and principles.
For Nigeria to close this gap with priority and vigour, the result of this
study may serve as a useful tool for students, teachers, policy makers and
administrators, for a functional and impact-oriented computer-aided instruction
in science education programme.
The study could
allow students to study basic science concepts while advancing at their own
pace, enabling them to spend the necessary time on each concept. The teacher’s
role in this environment is to provide targeted help to students when they need
additional assistance. The computer program covers many administrative aspects
such as lesson planning, grading, homework and assignment so that teachers may
spend more time on individual instruction with struggling students.
The study could
allow for more individualized instruction, then it could be more beneficial for
struggling students who may not keep up with the pace of the lectures in
traditional classrooms or for more advanced students who could progress faster
at their own pace. In a traditional classroom, students missing class will miss
all the material covered in class that day. In contrast, the computer
would pick up where the student left off
the last time he/she was in class regardless of whether it was the day before
or 5 days before.
The study could help the
policy-makers and school administrators to evaluate the use of computer-aided
instruction. This includes the cost of hardware and software, the cost in
training teachers, and the time that students devote to computer-aided
instruction that they would otherwise spend in other forms of instruction. It
would be an eye-opener for the school administrators to equip the schools with
necessary CAI packages and ICT facilities in all subjects and also train
manpower to produce software for science education.
The findings of this study are
expected to encourage teachers to adopt appropriate teaching technique like
computer-aided instruction which would improve teaching and learning of science
subjects. This strategy could expose science in a concretized form and allow
students to fully participate in teaching/learning process. This could be
achieved through making learning software available in schools and at homes.
It is expected that the findings of
this study would bring about understanding and retention which are products of
meaningful learning when teaching is effective and meaningful to students as
the use of computer-aided programs might be a source of excitement and
motivation to Nigerian students in their courses.
The findings would motivate
educational administrators to keep abreast with the paradigm shift in pedagogy
that is at the heart of education reform in the 21st century. Thus, a shift
from conventional chalk-and-talk to computer-aided instruction. This would
promote the acquisition of knowledge and skills that would empower students and
teachers for lifelong learning.
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