ABSTRACT
The
study investigated the effectiveness of the use of computer-Assisted
instruction in the technology and Mathematics related subjects in secondary
schools at Ikeja Local Education district of Lagos State. The design used in
this study was a survey research and the instrument use to gather information
was questionnaire. About 200 questionnaires were administered and 93 were
returned.
All the
science, technology and Mathematics related subjects teachers were included
using systematic random sampling procedure from all the secondary school
teachers in Ikeja Education District of Lagos State. Five research questions
were postulated and Likert attitude scale behavioural measurements were used to
collect necessary data. The data collected were analysed using percentage, mean
and standard deviation for answering the research questions and the following
were some of the results of the findings: There is no adequate supply of
computer machines by Government to facilitate teaching in Nigerian Secondary
Schools. Teachers cannot operate and use computer to teach their respective
subjects. Computer education has not been inculcated into Nigerian Secondary
Schools curriculum. Computer education has not been introduced as an examinable
subjects in Nigerian Secondary Schools. Computers have not been introduced for
teaching vocational education subjects. Schools are not equipped with
sufficient software that helps in developing vocational education. Computer
education is scarcely offered in any state secondary schools in Nigeria and the
computers available in Nigeria Secondary schools are out outdated.
TABLE OF CONTENTS
Title Page
Certification i
Approval Page ii
Dedication iii
Acknowledgment iv
Abstract v
Chapter One
Introduction
1.1 Background of
the Study 1
1.2 Statement of
the Problem 7
1.3 Purpose of
Study 9
1.4 Significance
of Study 10
1.5 Research
Questions 10
1.6 Scope of Study
11
Chapter Two
Literature Review
2.1
Status of Computer
Education in Nigerian Secondary
Schools 13
2.2
Extent at Which
Developing Vocational Education
Through Computer Literacy
has Been Inculcated into
Nigeria Secondary Schools
Curriculum 17
2.3
Achievement of
Nigerian National Computer Policy
Objectives in Schools 22
2.4
Educational Benefits
of Computer-Assisted Instruction
on Students Learning
Outcomes 24
2.5
Quality of Instruction
Produced by CAI and
Conventional
Instruction 26
2.6
Summary of Literature
Review 28
Chapter Three
Research Methodology 30
3.1 Research Design
30
3.2 Population 31
3.3 Samples 31
3.4 Research
Instrument 32
3.5 Validation of
the Instrument 33
3.6 Reliability of
the Instrument 34
3.7 Method of Data
Collection 34
3.8 Method of Data
Analysis 35
3.9 Decision Rules
for the Relevant Statistics 35
Chapter Four
4.1 Presentation
and Analysis of Data 37
4.2 Primary
Findings 49
Chapter Five
Findings,
Discussion and Recommendations
5.1 Discussion 51
5.2 Principal
Findings 54
5.3 Conclusion 57
5.4 Summary 59
5.5 Recommendation
60
5.6 Suggestions
for Further Studies 61
REFERENCES 62
Appendix I
Appendix II
CHAPTER ONE
INTRODUCTION
1.1
Background of the Study
Man is a specie of the kingdom Animalia, specifically and
wonderfully created to employ Mathematical concepts in understanding the world
around him.
There is hardly any human being, whether literate or
non-literate, who does not apply mathematical concepts in everyday life, even
though he may not be aware of it.
All over the world, people who are exposed to formal
education are taught science and mathematics during the process of their
schooling because these are unique subjects that plays prominent roles in the
school curriculum.
The three educational objectives of Nigeria clearly
stated in article 18 of the 1999 constitution of the Federal republic of Nigeria,
emphasize:
1.
Equal and adequate
educational opportunity for all,
2.
Promotion of science
and technology
3.
Eradication of
illiteracy through provision of free education for all.
Of all these three objectives, the one that is most
relevant to science, technology and mathematics education is the second
objective that deals with the promotion of science and technology.
Nigeria aspires to be a modern, industrial and developing society
desiring this attribute in order to acquire the knowledge in science oriented
and innovative. It is obvious that this can only be achieved with a proper and
solid foundation in mathematical knowledge.
Many of the scientist like Archimedes and Grilileo who came
up with striking innovations in science were exposed to the best mathematics
education in their days.
The National Policy on Education spells out in details the
modalities for achieving the National educational objectives. The policy
identifies three tiers of educational system, namely:
i. Primary ii. Secondary
iii. Tertiary
levels
The democratic government of president Olusegun OBasanjo in
September 1999 inaugurated the universal Basic Education (UBE) scheme shortly
democracy was reinstatd in Nigeria.
the scheme covers pre-school education, the primary education (6 years) and the
junior secondary school education (3 years).
This scheme involves compulsory basic education for al
Nigerian children up to the JSS level. The important role that mathematics and
science plays in achieving the objectives of the UBE has made then to be a
compulsory subject in the UBE scheme.
The Mathematics curriculum at this level is divided into
four broad areas, namely:
i.
Number and numeration
ii.
Algebraic process
iii.
Everyday statistics
iv.
Geometry
The way in which children think about Mathematics and the
process they use to solve mathematical problems must be understood and taken
into account by the teachers and curriculum builders who design instruction. It
is a great mistake to suppose that a child acquires the skill of mathematical
concepts just from teaching. Children construct their own knowledge and do not
simply accept the teacher’s version. Although teaching clearly affects what the
students learn, it does not determine it.
Teachers must be aware of how children think about
mathematics and they should build instruction on children’s existing knowledge
and the problem-solving strategies they have already developed.
This gives children room for experimenting and solving of
Mathematical problems on their own. Children learn more through activities and
through discovery techniques. Hence emphasis should be on children engaging in
physical activities with materials, real-life objects or models, games and
plays and the use and application of real-life situation.
The success of any classroom discussion depends on the
effective handling of the concept by the teacher; which is also depends on the
personal characteristics of the teacher, his willingness to provide and use
materials and organize relevant mathematical activities for the students. The
teacher himself must have positive attitudes to mathematics concept and understand
that his primary concern is the development of positive attitude to his
students during the study of mathematics. Positive attitude is a dynamic force
to the study of any subject.
To overcome the problem of teaching and learning of
mathematics, the this study is set out to determine the effectiveness of the
use of computer-assisted instruction in the teaching and learning of science,
technology and mathematics related subject in the classroom.
Ayeni (1990) defines computer as a data processing machine
that can store and process data based on the logic supplied by the user. There
are many ways in which the computer is used in education which include: Computer
Supported Learning (CSL), Computer Supported Learning Aids (CSLA), Computer
Based Education (CBE) and Computer-Assisted Instruction (CAI).
However the methods that is most directly related to
instruction is the Computer- Assisted
Instruction (CAI) which is an automated instruction technique in which computer
is used to present an instructional programmes to the learners through an
interactive process.
Grayson (1988) describes the CAI as the use of computer on
a time shared basis to perform any instructional function. These functions
include: presenting materials, guiding students’ thinking, responding to students
questions, assessing students performance amongst others. CAI is designed and
presented in a way to gain the attention of the learner from the beginning of
the learning process to the end. It does this by providing new avenues for
drill and practice. CAI can provide the educational needs of both able and disable
learners. It is therefore, believed that CAI holds great promises for
education. Its only limitation can be human being of limited knowledge and
tendency to resist change; lack of enough funds, shortage of materials in terms
of software, hardware and infrastructural facilities.
CAI have characteristics that help to improve learning.
These include learners controlled instruction, feedback possibilities to the
learners, self pacing and lessons with more than one purpose, help students to
learn at their rate. Computer system is divided into instructional modes for
effective way of organizing learning experiences. These modes have been
presented by Ajelabi (2000), suppes (1975) to include the following: Drill and
practice, game, simulation, information, modeling, problem analysis.
Agun and Imogie (1988) stressed the fact that the primary
function of a teacher in any educational institution is to instruct the
learners as well as planning for instruction. This is increasingly becoming one
of the essential requirements for eventful and effective instruction.
Therefore, the teacher needs an organized course to alleviate fears,
frustration and feeling of self insufficiency. Computer literary play this key
role in the reforms of teaching/learning situation in the classroom.
1.2
Statement of the Problem
In the past, failure in Mathematics has prevented many
children from furthering their education and thus made them ended up in not
being skilled enough to be trained as professional. Most of the time children
get frustrated when they are unable to progress in solving a Mathematics
problem and developed apathy and hatred for the subject which has adverse
effect on their academic progress.
It has been observed that many students at JSS level have
lost hopes about ever understanding or passing Mathematics and this is mostly
responsible for the increase in other vices such as examination malpractices,
cultism amongst others.
The problem of teaching and learning Mathematics in Nigeria
secondary Schools did not just surface overnight. It is a result of cumulative
problems starting with our Government, Schools, curriculum, parents, students,
teachers and society.
The generality of Nigerians, even the educated ones are not
computer literate owing to the fact that they are not exposed to computer
education at the primary and secondary school levels of their education. This
has contributed to a poor state of information technology in Nigeria. with
the introduction of computer-Assisted instruction in secondary schools, a lot
of improvement will be achieved to adequately prepare students and teachers to
address the problems and make students develop interest in Mathematics.
1.3
Purpose of Study
The purpose of this study is to determine the effectiveness
of the use of Computer-Assisted Instruction (CAI) on the teaching and Learning
of science, technology and Mathematics related subjects in secondary schools at
Ikeja Local Education district of Lagos State.
Specifically, the study will seek to:
1.
Determine the status
of computer education in Nigeria
secondary schools.
2.
Find out the extent at
which developing vocational education through computer literacy has been
inculcated into Nigerian Secondary School Curriculum.
3.
Find out the level of implementation
of Nigeria National Computer Policy objectives in Nigeria Secondary Schools.
4.
Highlight the
educational benefits of computer –Assisted instruction
5.
Compare the quality of
instruction produced through CAI and conventional instruction techniques on the
learning of Science, technology and Mathematics related subjects.
1.4
Significance of the Study
Findings of this study will provide the necessary
information for the Government on the status of computer education in Nigerian
Secondary schools. The study will also enable the official in the Ministry of
Education (both State and Federal) to be aware of the extent by which
computer-assisted instruction can change the behavioural pattern of the
learners. The research result will motivate teachers and administrator to
develop interest and positive attitude to computer-Assisted instruction so as
to improve instructional techniques in Nigerian secondary schools. The study
will also educate the teachers on the need to assist students foster healthy
attitude towards the use of computer-Assisted Instruction in learning of
science, technology and mathematics related subjects. The result of this study
will also encourage our educational policy makers and stakeholders to provide
enough personal computers to students. Finally, the study will serve as a tool
for further study on the subject matter.
1.5
Research Questions
The study will address the following research questions:
i.
What is the status of
computer education in Nigerian secondary schools educational development?
ii.
What is the extent at
which developing Vocational education through computer literacy has been
inculcated into Nigerian secondary school curriculum?
iii.
What are the
achievement of Nigeria National computer policy objectives in Nigerian
secondary schools?
iv.
What are the
educational benefits of computer-Assisted instruction in teaching and learning
of science, technology and mathematics related subjects?
v.
In what ways do the
quality of instruction produced through CAI leads to more positive attitude
towards learning of science, technology and mathematics related subjects than
the conventional instructional techniques?
1.6
Scope of the Study
This study will cover all the secondary schools in Ikeja
Local Education District of Lagos State in the following groups: Public
Schools, Private schools and unity schools.
A limited sample of science, technology and Mathematics
related subject teachers from the various groups of Ikeja Local education
district will be selected. The result will be applicable to all Unity Private
and Public Secondary Schools in Lagos State,
since all Nigerian secondary schools are governed by the same National Policy
on Education.
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