ABSTRACT
The study attempted to investigate
the effect of information visualization on teaching and learning basic
technology in the Junior Secondary Schools in Lagos State, Nigeria. The study
equally reviewed some important and extensive literatures under sub-headings.
The descriptive research survey design was applied in the assessment of
respondents’ opinions towards the subject-matter. In this study also, five
research questions and five null hypotheses were formulated and tested with the
applications of the mean (x) and standard deviation (sd) for the analyses of
the research questions and the questionnaire responses from the selected
respondents, the Pearson Product Moment Correlation Coefficient and the
independent t-test Statistical tools for the null hypotheses at 0.05
significance level. A total of 100 (one hundred) respondents, 50 (fifty) male
and 50 (fifty) female teachers were selected for this study. The results of the
study found out that: Hypothesis one is a significant effect on the effect of Information
visualization tools on students’ performance in science subjects at the Junior
Secondary Schools in Lagos State, Nigeria; Hypothesis two indicated that there
is a significant difference between the academic performance of students taught
by teachers who are computer literate and those who are not literate;
Hypothesis three showed that there is a significant relationship between the
availability of information visualization tools and teachers’ effectiveness in
the Junior Secondary Schools in Lagos State, Nigeria; Hypothesis four revealed
that there is a significant relationship between the level of awareness of the
use of information visualization among science teachers and teaching
effectiveness in junior secondary schools in Lagos State, Nigeria and finally, hypothesis five showed that there is a
significant relationship between teachers’
access to Information visualization tools and mastery of subject matter among
science teachers at the Junior Secondary Schools in Lagos State, Nigeria. Based
on the analyses of data, the following recommendation was made by the
researcher that students should develop interests in the use of the information
visualization tools available in the schools for their daily teaching and
learning processes in the basic technology subject at the junior secondary
school level in Lagos State, Nigeria and that teachers should ensure that they
are literate on the use of the information visualization tools in the teaching
and learning processes in the schools in Lagos State, Nigeria. This is because,
if teachers in basic technology are all literate in the use of computer and
other related information visualization tools, they would be able to carry out
effective teaching and learning activities in the subject and in the schools in
the state.
TABLE
OF CONTENTS
PAGES
Title
page i
Certification ii
Approval Page iii
Dedication iv
Acknowledgements v
Abstract vi
Table
of Contents
CHAPTER ONE: INTRODUCTION
1.1 Background of study 1
1.2 Statement
of the Problem 5
1.3 Purpose of the Study 6
1.4
Research Questions 7
1.5
Research Hypotheses 7
1.6
Significances of the Study 8
1.7
Scope and Delimitation of the
Study 8
1.8
Operational Definition of Terms 9
CHAPTER TWO: LITERATURE REVIEW
2.1 Theoretical Framework 11
2.2 Concept of Teaching 12
2.3 The Concept of Learning in Technology
Educational Basic Technology 13
2.4 Concept and Nature of Computer Assisted Instruction in
Basic Technology 14
2.5 Concept and Nature of Information
Communication Technology (ICT) in Teaching 16 and Learning Basic Technology
2.6 Ways of Improving the Students’
Learning Outcomes in Basic Technology with 18
the
Use of Computer-Assisted Instruction
2.7 Factors that
Affect Learning in Basic Technology 21
2.8 Concept and Types of Instructional Materials
Used in Basic Technology 25
2.9 Students’ Perceptions of Instructional
Materials in Basic Technology 29
2.10 The Importance of Instructional Materials
to the Teaching and Learning Basic 30
Technology
2.11 The Effects of Disuse of Instructional
Materials in Teaching and Learning Basic 32
Technology
2.12 Function of Instructional Resources in
teaching and Learning Basic Technology. 33
2.13 Teacher-Factor and Students’ Academic
Performance in Basic Technology
34
2.14
The Challenges Faced Teachers in the
use of Computer Assisted Instruction 35
2.15
Summary
of the Literature Review 38
CHAPTER
THREE: RESEARCH METHODOLOGY
3.0 Introduction 39
3.1 Research
Design 39
3.2 Population of the Study 39
3.3 Sample and Sampling Technique 39
3.4 Research Instrument 40
3.5 Procedure for Data Collection 40
3.6 Procedure for Data Analysis 40
CHAPTER
FOUR: DATA ANALYSIS AND INTERPRETATION OF RESULTS
4.0
Introduction 41
4.1 Descriptive
Analyses of Research Questions. 41
4.3 Testing
of Hypotheses 52
4.4
Summary of Findings. 54
CHAPTER
FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.1 Introduction
56
5.2 Summary
of the Study 56
5.3 Conclusions
57
5.4 Recommendations
58
References 60
Appendix 67
CHAPTER ONE
INTRODUCTION
1.1 Background
of study
Information
is the numeral system most commonly used for encoding and decoding textual
computer information. It is the answer to a question of some kind, from which
data and knowledge can be derived from (Ware, 2014). Information is conveyed
either as the content of a message or through direct or indirect observation of
certain things. Information is retrieved in its raw state as data and processed
into decodable and meaningful information. According to Barnes (2003),
information is collected and analyzed to create suitable information for decision-making.
Spence (2011), is of the opinion that, since the eye is used as primary sense,
a path-way into the mind that allows users to see and register what they have
seen in their minds. The eye is an important organ of the body that humans
cannot do without. Therefore, SanJos (2012) opined that, to communicate
effectively, the use of visualization is key to reflection on what the mind
conceptualizes in human beings.
Visualization
is a process of taking raw data and converting them to a form that is viewable
and understandable to humans. Jinsheng (2010), explains that visualization can
refer to what visualization (the product, object or visual image) or the how of
visualizing (the process, activity or skill). Merriam-Webster (2010), defines
visualization as the "formation of mental images" or "the act or
process of interpreting in visual terms or of putting into visible form."
Visual representations and interaction techniques take advantage of the human
eyes, broad bandwidth pathway into the mind to allow users to see, explore, and
understand large amounts of information at once.
Information visualization focuses on the creation of approaches
for conveying abstract information in an intuitive way. Salaberry (2011),
observed that, information visualization involves visual as well as interactive
presentation and organization of complex data in a clear, compelling and
convincing representations. Rober (2014), also opined that, information
visualization can thus, be seen as an essential element in human daily lives,
especially those in data-driven professions, such as online educators (teachers,
students and stakeholders). Pylyshyn, (2013), states that, presentation in
teaching and learning processes is very important for users of information to
understand the messages of the communication taking place using information
visualization tool. The amount of information required to process by a human
brain can be overwhelming.
For a
basic technology teacher to effectively handle the subject at the basic school
level, preparation and effective use of information visualization tools are
needed. This could be in terms of reading through what is to be taught, writing
note of lessons, crossing appropriately all 'Ts' and all ‘I’s', and above all,
having the a clear knowledge of the effective and expertise use of information
visualization components and other teaching and learning materials in the
classroom in order to deliver the lesson effectively and for the students to
maximize the objectives of what has been taught and learnt. According to Arinze
(2004), effective teacher preparation in basic technology comes as a result of
previous professional development the teacher had undergone. This culminates
from the strict education the teacher has received which had helped him to
master the nitty-gritty of the arts of teaching, learning and classroom management.
Greenfield (2006), observes that both the preparation and professional
development of a teacher, give the teacher in basic technology, the impetus and
academic authority to effectively teach in the classroom, and by extension, the
effective learning ability of the students. Greenfield is of the opinion that,
effective teaching in basic technology as a result of effective preparation and
professional development, result in effective students' academic achievement in
subject-matter, at any school level (primary, secondary and tertiary
institutions).
The
teacher occupies a very important position in any school system. According to Akande (2005), teacher's work is very crucial
because without the teacher, there will be no president, the governors, senators
and illiteracy would have covered the whole earth. With the teacher, there is enlightenment,
knowledge and civilization in the world. No nation can rise above its teachers. Therefore, the teaching profession
is important because it is the job
that produces educated and learned people for the development of the society (Wuji, 2005).
Before one becomes a teacher in basic
technology, a studious stage is passed through. For instance Uzor (2006) agrees
that a teacher in basic technology passes through the teacher-training
college or the University education to become a trained and experienced
teacher. According to Uzor, the essence of a basic technology
teacher going through rigorous teacher-education or training, is to arm
oneself with the appropriate skill, ability and expertise that are
inherent in the teaching and learning processes in the subject-matter. As Onyeji
(2007) puts it, in basic technology, teachers are trained in order to acquire
the needed skills of teaching i.e. knowing what to teach (mastery of content)
and knowing how to teach (mastery of methodology). The basic
technology teacher, who is trained and experienced, equally knows how to manage the
classroom and how to deliver the objectives of what is taught in the classroom.
At any stage or school level, a teacher in basic technology
requires to acquire cognate experience and training to effectively deliver the
lesson in the classroom. Appropriately, Abagunde (2004), opined that, students'
performance in basic technology at the junior secondary school level is largely
dependent
on the extent of how teaching is carried out and the extent instructional
materials like the information visualization aids are used in the classroom.
Adeleke (2006), is of the view that, to determine the performance
of the students in basic technology, teachers' performance in the subject, the
teacher must be versatile in the use of information visualization aids such
maps, projectors, slides, computers, calculators etc. The primary goal of a
teacher in basic technology is for the students to have high academic
achievement and to excel in their educational career at the end of any
examination(s) or tests in the class. Highly trained and experienced teachers
in basic technology, produce students that are excellent in academic and in
characters as well at the junior secondary school system in Nigeria.
A student
is said to have performed well if he/she scores 60% and above in any
examination(s) and test(s) organized by the school at the end of any school
year or session. A traditional assumption in teaching has been that students
require challenging learning tasks, tasks of intermediate difficulty. This idea
has been disproved. Research shows that students need and enjoy very high
success rates, which come only from tasks at an appropriate difficulty level
that are clearly taught and readily comprehended. For example, Good and Good
(2001) and Everton (2003), found that high socio-economic status elementary
children learned best when the teachers' questions elicited about 70% correct
responses, while low socio-economic status pupils learned best with about 80%
correct answers to questions. They concluded that learning proceeds best when
the material such as information visualization is some-what new or challenging,
yet relatively easy for children to understand and integrate with existing
knowledge and skills. Another study carried out by Filby(2005), concluded that,
younger students and less able students, almost errorless, performance high
during the teaching of an effective science teacher using appropriate teaching
and learning aids, which equally produces better and greater satisfaction to
both the teacher and the students.
According to Olabisi (2003), many teachers in basic technology, do
not know what to teach and how to deliver the main objectives of the subject to
their students. Some others are illiterates when it comes to the applications
of certain information visualization equipment in the classrooms. These
remarkable weaknesses by these teachers may be as a result of lack of mastery
of content or practically not knowing how to teach in the classroom. In other
words, effective teachers in basic technology apply knowledge and utilize
available materials such as information visualization and other important
materials to deliver the subject in their classes. For instance, the effective
basic technology teachers monitor students' progress which takes place at all
levels of the school system. The effective teachers in basic technology monitor
minute-by-minute comprehension, drawing, reading and writing skills of
students, their overall success and engagement rates along with the longer term
achievement records of every student in the subject-matter.
There
ought to be an inter-locking existence between theory and practice, which is
why included the subject basic technology as part of the subject to be offered
in junior secondary education. Basic technology is the use of scientific
knowledge used in practical ways to solve human problem. Junior secondary education
is the education which a child receives immediately after primary education.
With the use of visual aids in practical subject like basic technology,
students are motivated by solving real-world problems, which make them to
articulate a preference for doing things rather than listening to one person
talking, most instructors believe learning with practice is the most effective
way for students to learn (Authentic learning for 21st century, education-use
learning initiative). This buttresses the Chineses adage which says "what
I hear I forget, but what I see I remember". Teaching students at the
junior secondary school level with the use of information visualization gives
them the needed motivation for higher academic performance (Uzomah, 2012).
1.2 Statement of the Problem
The
problems inherent in the poor use of the information visualization cannot be
overemphasized. This is because of the abstract nature and theoretical method
of teaching basic technology at the junior secondary school level without
minding the level and ages of the students. This makes the method of delivery
for the students somewhat difficult for comprehension.
Due to poor system of lesson delivery, most times students are not
able to relate what they have been taught in class because the teacher failed
to apply certain vital aids that enable students visualize what has been taught
in the classroom. Teachers in basic technology neglect the use practical work
to teach the students, this is why most students in basic technology fail to
grasp the main object of the lesson at the basic level.
In another
development, some factors that lead to poor performance in basic technology can
be attributed to the followings: lack of visual aids, lack power supply, by the
school, non-availability of facilities or equipment, poor mastery of content
and methodology by the teachers, poor motivation by the learners, lack of
interest by the student, use of conventional out-dated methods in teaching,
teachers' illiteracy in the use of computers, lack of innovations in teaching
and learning of the subject and so on. The above identified problems, gave rise
to the examination of the effect of information visualization on the teaching
and learning of basic technology at the junior secondary schools in Lagos State,
Nigeria.
1.3Purpose
of the Study
The main
purpose of the study is to examine the effect of information visualization on
teaching and learning of basic technology in Lagos Mainland Junior Secondary
Schools. The objectives of this study are:
1.
To investigate the effect of Information visualization tools on
teaching and learning at the Junior Secondary Schools in Lagos State.
2.
To ascertain the difference between the academic performance of
students taught by teachers who are computer literate and those who are not.
3.
To investigate the level of availability of information
visualization tools in the Junior Secondary School in Lagos State.
4.
To assess the level of awareness of the use of information
visualization among science teachers in junior secondary schools in Lagos
State.
5.
To determine the
relationship between teachers'
access to Information visualization tools and subject
mastery.
1.4 Research Questions
Answers
were sought to the following research questions
1.
What is the effect of Information visualization tools on teaching
and learning at the Junior Secondary Schools in Lagos State?
2.
Will there be any difference between the academic performance of
students taught by teachers who are computer literate and those who are not?
3.
What is the level of availability of information visualization
tools and teachers' effectiveness in the Junior Secondary Schools in Lagos
State?
4.
To what extent is the level of awareness of the use of information
visualization among science teachers in junior secondary schools in Lagos
State?
5.
What is the relationship between teachers' access to Information
visualization tools and mastery of subject matter among science teachers at the
Junior Secondary Schools in Lagos State?
1.5 Research Hypotheses
The
following hypotheses were tested:
Ho 1. There is no significant effect of Information visualization tools
on students' performance in science subjects at the Junior Secondary Schools in
Lagos State.
Ho 2. There is no significant difference between the academic performance
of students taught by teachers who are computer literate and those who are not.
Ho 3. There is no significant relationship between the availability of
information visualization tools and teachers' effectiveness in the Junior
Secondary Schools in Lagos State?
Ho 4. There is no significant relationship between the level of
awareness of the use of information visualization among science .teachers and
teaching effectiveness in junior secondary schools in Lagos State.
Ho 5. There is no significant relationship between teachers' access to
Information visualization tools and mastery of subject matter among science
teachers at the Junior Secondary Schools in Lagos State.
1.6 Significances of the
Study
The way
individuals utilize information visualization tools informed by the research
findings will be of vital importance to high quality education for the teachers
and students at the Junior Secondary Schools. The Information visualization
tools can be used to create learning environments where students are allowed to
explain and defend their thinking, opinions and decisions in order to cultivate
critical thinking and meta-cognition.
1.7 Scope and
Delimitation of the Study
This study
is intended to focus on Information Visualization competence for Technology
teachers for effective teaching of basic technology in junior secondary school.
It is delimited to information visualization competent, skill needed for the
effective teaching of basic Technology in Junior Secondary School. The findings
of the study will be hindered by the shortfall of finances, time and the
inhibition of the respondents to answer accurately the items presented in the
study. In terms of geographical area, this work will cover fifty percent of
both government and private junior Secondary schools that offers basic
technology within Mainland development area of Lagos state.
1.8 Operational
Definition of Terms
Information Visualization: This is a teaching and learning tool that
adds effectiveness in the teaching and learning processes in the basic
technological schools in Lagos State.
Tools: These are materials
used in teaching and learning processes
ICT Knowledge: This is the ability to
apply the knowledge in the Information and communication technology in the
field of teaching and learning in schools at the junior secondary schools.
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