impact of computer assisted instruction in learning in coezing
CHAPTER
ONE
INTRODUCTION
1.1 Background of the Study
Today’s
technology driven economy has impacted all aspects of society, including the
work places (Cord, 2018). This and other development have placed Science under
great scrutiny, with calls for Educational reform from multiple directions.
Instructional technology including computers has the potentials to help improve
the educative process (Anglin, 2019). The Computer Science instructional
process has been challenged for preferred future teaching and learning. To keep
pace with the computer industry, computer Science in our tertiary institutions
need new ways to deliver instructions which entirely rest on the shoulders of
those saddled with the task of producing the man power in the area of teaching
and learning of computer science.
The
philosophy of the Nigeria Certificate In Science (NCE) (Computer Science
programme) is tied with the National philosophy on computer for self reliance
based on provision of teachers endowed with balance approach between principles
and practice of Computer for academic and vocational ends, (NCCE, 2012) computer
Science is a double major subject which is offered on its own and not in
combination with any subject. With the following instructional objectives.
1. To provide graduate with the right
attitude and knowledge/professional competency in vocational computer.
2. To produce teachers who will be
capable of motivating student to acquire interest and attitude for computer.
3. To develop in the student teacher
the appropriate communication skills for effective transmission of computer
information and skills to a student.
4. To equip the student teacher with
adequate knowledge and ability to establish and manage a model school farm
effectively.
5. To provide sound background to
enhance further academic and professional progression of student teacher (NCCE,
2012).
Computer
assisted instruction (CAI) is an interactive instructional method that used
computer to present materials, and direct the user to additional material which
meets the students need. It can also be used to describe internet based
instruction through the use of web page, web bulletin boards, video and real
audio, graphics and hard application.CAI is an interactive instructional
material and monitor. Its instruction uses a combination of text, graphics,
sound and video in the learning process. Computer can be used to teach all
subject including computer science subjects. The use of computer in the process
of teaching and learning has become widespread in Science with the development
of micro-computers. The fundamental use of computer in teaching and learning as
a supplement to the conventional method produced higher achievement by the
learners than using the conventional method alone.
CAI was
utilized as an Educational medium which delivers instructional activities in
late 1950s.Achuonye, (2011) states that programming the computer to administer
the kind of exercises traditionally given by a teacher on black board, textbook
or worksheet is a technology that has been changing rapidly over the past
twenty years. CAI is still utilized in drills and practice, tutorial, games,
and simulation these are commonly used CAI applications for Educational
purpose.
Academic
achievement is the outcome of Educational programmed. It is the extent to which
a student has achieved his Educational goals, it is what students achieved in
the studies and how they cope with or accomplish different learning experiences
given to them by their teachers (Osuwa, 2017). Academic achievement is commonly
measured by examination or continuous assessment (CA)although there is no
general agreement on how it is best tested or which aspect are most important,
a number of factors have affect the academic performance of students during
learning process, this include individual difference, learning environment,
children background among others. (Tukur, 2016)
1.2
Statement of the Problem
Teaching
is indeed a complex activity and that of computer science seems to be more
complex than people may think, because, this teaching and learning of computer
science does not only start and end in the classroom. Erroneously, people
believe that it takes only a good degree in computer Science to adequately
teach the subject at any level. It is worthy to note that effective teaching
results when there is a fusion of sound academic knowledge and profound
knowledge of the pedagogical principle (Oladeji, Oyeshola & Ikwuakam, 2019).
The lack of effective teaching is reported to be the reason for cases of poor
students academic performance in national examination (Masanawa, 2018).Students
performances have continued to fluctuate in schools continuously. WAEC (2018)
further revealed that less than 40% of Nigerian students passed at credit
levels in computer science in the 2017 Senior School Certificate Examination
(SSCE).
This
has become a source of concern for all stakeholders in Science such as parents,
teachers, school administrators and government. In Nigeria today specifically
no teacher that teaches computer science at any level of Science can proudly
attest that all is well in the teaching of the subject (Oladeji, et. al. 2019).
The situation is attributed to avoidable challenges that range from lack of
interest in the subject by the students due to insufficient language of
expression and or poor language background (Bakies, 2010). On the other hand,
there is an array of teaching methods in computer science. These include
(discussion, field-trip, demonstration, lecture methods among others) often
employed by effective and efficient teachers to bring about desired change in
the behavior of students. It is however reported that the declining state of student’s
performance in the examination has continue to prevail. To correct this lapse
and adequately improve students’ performance, CAI was introduced into the
Nigerian Educational system (Momoh-olle, 2018). It is revealing that inadequacy
of data on its effect on students’ academic performance has continued to
plaque. Also lacking in literature is the effect of the CAI strategy on the
academic performance of students across gender line particularly in the Taraba
state (Rufai, 2015).It is against this scenario that this study was conducted.
1.3 Objective of the Study
The
general objective of the study was to find out the effect of the use of CAI in
teaching computer science students in College of Science zing. With the
following as specific objectives:
1. Determine the effect of using
computer assisted instruction (CAI) on academic performance of computer science
students in objective test in College of Education, zing
2. Determine the effect of using
computer assisted instruction (CAI) on academic performance of computer science
students in essay test in College of Education, zing
3. Compare the difference in objective
and essay test performance of students taught computer science using computer
assisted instruction (CAI) in College of Science, zing.
4. Determine the difference between
performance of male and female students taught computer science using computer
assisted instruction (CAI) in College of Education, zing
1.4 Research Questions
The following research questions
were formulated by the researcher to be answered.
1. What is the effect of using computer
assisted instruction (CAI) on students’ academic performance in computer
science in objective test in College of Education, zing
2. What is the effect of using computer
assisted instruction (CAI)on students’ academic performance in computer science
in essay test in College of Education, zing
3. What is the difference in both
objective and essay test in academic performance of computer science students
taught using computer assisted instruction in College of Education, zing
4. What is the effect of using computer
assisted instruction (CAI) on academic performance of male and female computer
science students in College of Education, zing
1.5 Research Hypothesis
The following Research hypotheses
were formulated and tested in the study
1. There is no significant difference
between the academic performance of computer science student taught using
computer assisted Instruction (CAI) and those taught using conventional
teaching method in objective test.
2. There is no significant difference
between the academic performance of computer science students taught using
computer assisted instruction (CAI) and those taught using conventional
teaching method in essay test.
3. There is no significant difference
between the academic performance of computer science students taught using
computer assisted instruction (CAI) and those taught using conventional
teaching method on objective and essay test.
4. There is no significant difference
between gender in academic performance of computer science students taught
using computer assisted instruction (CAI) and those taught using conventional
teaching method.
The outcome of this study will
benefit learners, teachers, educators, curriculum planners, and the general
public.
Learners:- The study findings will help
expose students to recent method of learning considering the recent technological dispensation and motivate
them towards learning new concepts and zeal for easy adoption to new and
innovative techniques.
Teachers:- a lot of time could be spared for
doing other important things while the computer
does most of the teaching and the teacher only co -ordinates or controls the
class
Technician:- Technologist could reshape their world of technological advancement seeing the usefulness of CAI in teaching and
learning situation, thereby spurring them into engaging in this recent
technological innovation by improving themselves in the use of ICT tools like
computer not only as information tools for research alone, but also in
discharging their academic duties such as teaching, administration of
examination and marking student scripts.
Curriculum
planners:-will see
the positive outcome as enough evidence to direct their attention toward solid recommendations and enforcement of
computer usage in teaching and learning process.
General
public:-they
will appreciate the importance of computer in the teaching and learning process and consequently
assist schools by donating computers and supporting schools financially for
better service delivery to the citizenry.
1.7 Basic
Assumptions of the Study
In this study the following
assumptions were made.
1. CAI helps to enhance students
academic performance in computer science in College of Education, zing
2. CAI may not enhance academic
performance of computer science students in College of Education, zing based on
gender.
1.8 Delimitation of the Study
This
research study was delimited to NCE II students of Computer Science Department
College of Science, zing. The study was also delimited to the use of CAI in
teaching CSC 222 (Operating System (OS)/ Windows Application).To establish its
effect on academic performance of Computer science students of college Science
zing.
CHAPTER
TWO
REVIEW
OF RELATED LITERATURE
2.0 Introduction
2.1
Conceptual Framework
This chapter deals with the review
of related literature under the following subheadings:-
2.1 Theoretical
Framework
2.2 Historical
development of computer assisted instruction
2.3 Computer
assisted instruction in Science
2.4 Types
of computer assisted instruction used in teaching
2.4.1 Models of Computer Assisted Instruction
2.5 Characteristics
of computer assisted instruction
2.6 Benefit
of Computer Assisted Instruction
2.7 Student
academic performance
2.8 Gender
and Use of Computer Assisted Instruction
2.9 Empirical
studies
2.10 Summary
of reviewed literature
2.2
Theoretical Framework
The
theoretical basis of this study is derived from the operant conditioning by
Skinner as described by Renshow and Taylor (2010). Operant conditioning is a
type of conditioning in which a learner achieves some outcome by producing an
action which is called the operant. If the operant is followed by something
pleasant, the outcome is positively enforced but if it is followed by the
removal,(something unpleasant)the outcome is negatively
reinforced. This theory was influential during the heydays of the audio-lingual
method which lost favour in 1960s.It was revived after the introduction of the
use of computer into Science Skinners’ enforcement theory is central to
computerized learning especially drills, practice and tutorial learning.
Students’ behaviour is being permitted to proceed to the next frame when they
get the right answer. This indicates that Skinner illustrated how to develop
and programme learning sequences to be used directly to designed modules.CAI is
supported mostly by the behaviorist views of learning, which is basically based
on the principles of practice and enforcement. Here, when learning is
effective, the learner moves onto the next task having been able to deal with
the old task. Here, learning is seen as a step by step process and when any new
concept is learned, there is fulfillment in the learners mind and readiness to
learn more. These views helped and guided this study in the use and application
of CAI to teach computer science topics with a view to understanding students
learning outcome.
2.3
Theoretical Studies
The national policy on computer Science
in Nigeria which was launched in 1988, according to Audu and Agbo(2019)
encouraged the use of computer to facilitate learning in Nigerian Educational
institutions. Nwaji (2019) noted that computer is among the new generation of Educational
technologies in developing countries like Nigeria.
According
to Audu and Agbo (2019) CAI was first coined by Patrick Soppesan, which started
in what was viewed as collaboration between educators at Stanford University in
California and International Business Machines Cooperation (IBM) in the mid
1950s and early 1960s. Yusuf and Afolabi (2005) introduced it into the teaching
of selected elementary schools. Initially CAI programmes were a linear
presentation of information with drill and practice
sessions. These early CAI systems were united by computers that were available
at that time. In Nigeria early CAI system was initiated by the University of
Ilorin in the early 1960s and developed to control data cooperation for higher
learning and the use of had computers for assisting instructions. Three Years
later, virtually all schools in most countries were equipped with teaching
computers. In Nigeria virtually every Science of all institution have keyed
into to the vision of providing computers for use in teaching and learning.
This is further buttress by a statement made in the draft policy of the
national information communication technology (ICT, 2012). Which mention that
government will provide computers in public places such as schools, public
libraries among others for Science purposes?
2.3.1
Computer Assisted Instruction in Science
There
are many ways the computer is used in Science. The one directly related to
instruction are known as CAI, computer based training (CBT) interactive
computer assisted learning (ICAL),or computer conference system (CCS),
(Whoji2012). The most commonly used label for computer used in instruction at
the present time is computer assisted instruction (CAI). Other labels according
to Whoji (2012),includes computer managed instruction (CMI), computer assisted
learning (CAL), and computer supported learning aid (CSL). Computer based Science
(CBE), is the general term and it is often used to refer to any computerized
system of Science. According to Aggarwal, (2009) CBE has no fixed hardware,
software or courseware system. It is merely seen as a term used to describe an Science
environment that is characterized by the use of computerized technology to aid
the learning process.
The
term computer assisted instruction (CAI) and computer assisted learning (CAL)
have often been used synonymously. But as noted by Calton (2019) CAI is a
terminology used in the United States of America while CAL is used in United
Kingdom and elsewhere. Both terms and also computer assisted teaching CAT will
be viewed as synonymous terms. Computer assisted instruction (CAI) makes use of
computer directly as a medium of instruction and an information delivery
system. This means an instruction design whereby computer systems deliver
instruction directly to learners by allowing them to interact with designed
lessons that have been programmed into the system. Calton(2019) defines
computer assisted instruction as a teaching process involving the computer in
the presentation of instructional materials in an interactive mode to provide
and control the individualized learning environment for each individual
student. These interactive modes are usually sub-divided into drills and
practice, tutorial, simulation and gaming and problem solving.
This
definition by Calton, (2019)clearly shows that CAI has focus on
individualization of instruction. Computer assisted instruction is usually
designed and presented in a way that the attention of the learner is generated
right from the onset of the learning process. The attention is sustained and
maintained through appropriate programming and the stimulus response chain of
activities (Aggarwal, 2009). CAI assumes direct instructional role and hence
divorces the learner from the instructor through deliberate programming which
entails providing either new information or avenues for drills and practice of
skill previously acquired through the teacher in person or the computer
teacher.
2.3.2
Types of Computer Assisted Instruction used in teaching
Hussain, (2010) defines three levels
of computers assisted instruction as drills and practice, tutorial and
dialogue.
Drill
and Practice: This
is the simplest and lowest level. It assumes that a concept, skill or procedure has previously been
taught to the learner. This level is to perfect and reinforce previously
learned concept, skills, rules and procedures in this level the learner is led.
Through a series of examples so as to increase dexterity and fluency in using
the skill learners work through computer - drill in mathematics, science,
foreign languages, spelling, reading, etc. Usually practice and drill
programmes provide different sets of questions with varied formats at this
level the computer asks questions and seeks responses objectively using a very
respective type of procedure.
Learners
are given the opportunity to try several times before the correct answer is represented
by the computer. Practice and drill levels has the future of offering individualized
instruction, whereby the learners are usually allowed to determine the level of
difficulty, the volume of work and the contents to be covered in each practice
and drill programme. Different levels of difficulty are incorporated, in fact,
the practice and drill level consist of series of questions and answers that
are usually computer generated in a random pattern in varying quantities and
levels of difficulty in accordance to individual capabilities and needs. This
level tries to consolidate and ensure proper mastery of information.
Tutorials:
For this level, Moduser,
Tur-Kaspa&Lerthe, (2009) are of the opinion that tutorial lecturing includes both the presentation of information
and it s extension into different form of work and the computer essentially
acts as the teacher or instructor. The tutorial level takes
over the main computer programme. Every interaction is between the computer and
the learner. The computer presents new concepts and principles and once the
learner exhibits clear understanding; he immediately goes over to the next
activity. The pattern followed in this level is essentially that of branching
programmed instruction in that, instruction is presented in small units
followed by a question, the response by the learner is analyzed by the computer
in comparison with responses programmed into the computer by the programme
writer or author and appropriate feedback is given.
It can thus be said that tutorial level of the CAI makes it
a teaching machine and most of all a programmed instruction content materials
are presented in small steps or unit, active learner participation enlisted, in
addition to frequent feedback and reinforcement. In designing computer
programme for tutorial level, the same precise analysis of the learning task
and specification of objectives must be used as is used in designing programmed
instruction texts.
Dialogue:
This is the highest level and it
involves a sophisticated interaction between the learner and the computer. The learner can interact or communicate
with the machine by giving the responses and also asking new questions, which
the computer understands. (Muhammad, 2005)
Game:Ugwu (2005) views an instructional
game as a structured activity which sets rules for play in which two or more students interact to reach clearly
designed instructional objectives. A game is an activity in which participants
follow prescribed rules that differ from those of reality as they strive to
attain a challenging goal. Games have the potentially relaxed atmosphere and
this has proven to be very conducive to effective learning. The positive
influence of gaming in the instructional process is highly enhanced by computer. Instructional games via computer are probably
very similar to practice and drill level of CA1. This one can rightly say that
games via computer are particularly appropriate for practice and drill of
learning.
Ugwu,
(2005) also observe that drill and practice exercises can become tedious,
leading to rapid turn-out of interest, hence putting the practice and drill
exercises into game format will make it more reliable. This will help keep a
learner on task for along time and with great satisfaction. In any game mode,
there are rules, peculiar moves elements of competition or co-operation and the
framework which provides a game-like situation through learner to interact with
the computer. Ugwu (2005) observes that an important purpose of use of game in
instruction is to motivate learners to interact with instructional material.
Gaming can be a highly motivating framework, especially for repetitions drills.
Computer has been found useful in mathematics, social science, languages, arts
etc.
Simulation:
Simulation refer to a concentrated
learning exercise specially designed to present
important real life activities by providing the learners with the essence or
essential elements of the real or actual situation without its hazards, cost or
time constraint. Put simply, simulation usually plays a role that involves them
in interactions with other persons and or some other elements of the simulated
environment. Simulations provide a framework for implementing discovery
learning, experiment all earning or deduction teaching/learning strategies.
Computer is also useful in simulation exercise. Learners involve in simulation
exercise are able to manipulate things which might otherwise be too voluminous,
time consuming costly, risky, dangerous, and impractical in the ordinary
classroom or laboratory settings. Aggarwal, (2009) observes that in a setting
where computer incorporates simulation, learner is focused
on the simulated experience in which they can freely manipulate the computer
controlled model which has replaced the real objects, people, etc. When the
attributes of a simulation and those of a game are conducted we have a simulation
game.
Problem
solving: Modusertur-Kaspa
and Leither, (2009) categorize problem solving into two. The first is usually written by the learner or another
person to assist a learner solved problems. In learner written programmers, a
learner defines problems logically and writes computer programmed to solve the
problem. In this instance the computer carries out the required calculations
and or manipulations to provide the audience to the learner. Thus the computer
assists the learner attain problem solving skills by carrying out complex calculations
and manipulations. The other category is where the computer is the problem
solver in this instance the computer makes the calculation and the learner
manipulates one or more variables. Perez (2007) and Day (2019) are of the view
that this approach helps children develop specific problem solving skills and
strategies.
Information
Handling: Clark and Felton,
(2005) opine that another use of computer
in instruction is the handling and processing of information such that it
can be called upon by the learner, the teacher and even the school counselor or
a researcher. An area in which the information-handling capacity of computer is
being utilized to advantage is in guidance and counseling.
2.4.1 Models of Computer Assisted Instruction
There are
two models of designing interactive Science programmers. The first is
instructional system design (ISD), the traditional model determines on goals,
set objectives, deliver instruction, formulates test questions and evaluates
learning. The Second, hyper media design (HND), focuses the
students goal and quest to access information. While, ISD is concerned with
designed goals, HMD focuses on users goals. Selection of CAI web based design
should be base on whether the programmed is well designed and meet the needs of
intended users (Dewed, 1999). There are many design models for CAI available in
developed countries. One model developed by Fourier in 1994 consisted of seven
phases.
1. Determination of the need and
situation analysis.
2. Formulation of aims and performance
objectives and development of items for evaluation.
3. Design of study materials including
strategy development, teaching strategy and media selection and integration
(e.g. the inclusion of sound and video).
4. Development and preparation of programmers.
5. Implementation and usage.
6. Assessment of student progress.
7. Formative and summative evaluation
on a continues basis.
2.5
Characteristics of Computer Assisted Instruction
Computer
assisted instruction has been perceived as being interactive. Audu & Agbo,
(2019) conclude that the learner is an active participant and actually interact
by responding to the stimulus materials presented by the computer. Computer
assisted instruction affords the learner the opportunity of interacting with
expert that they would not normally have been opportune to relate with face to
face. A team of experts can produce programmers that can be used simultaneously
by learners at Different locations. Some characteristics
common to computer assisted instruction are hereby presented and discussed.
Learner
Controlled Instruction:
The learner has control over his learning in terms of choice of material and this is usually in accordance with his
intellectual ability. It should be noted that the kind of material that can be
in corporate in the course are:
i.
Diagnosis
materials which are linear and this allow one path for all learners.
ii.
Review
materials, the review materials allow a lot of flexibility in respect of what
learner would wish to study, the time he would want to devote to the
material and also the level of
difficulty he would want to attempt in simple terms with computer assisted
instruction, learners are allowed some control over the rate and sequence of t his
learning,
Feedback
Possibilities for the Learners: This seems to be most important and perhaps the most impressive characteristics of computer assisted
instruction, feedback in Chicane of two types, immediate and delayed. Immediate
feedback is usually used in an active learner encounter so as to inform the
learner of the correctness or otherwise of his responses to stimuli when
interest is on giving feedback to the learner when learning task is completed.
The delayed feedback would be adopted, thus delayed feedback is used when a
test is administered at the end of a task and learners have responded or completed
the test accordingly. Whatever the type of feedback, the highly personalized
responses to learner action associated with CAI yield a high rate of
reinforcement.
i.
Self-spacing: T h I s means that the learner goes
through the learning activities in accordance
it h his speed and ability.
ii.
The lessons have more than one
purpose: Multipurpose
lessons are usually provided in
C.A.I. multipurpose lesson allow some learning activities to be utilized to
reach different objectives.
iii.
The Designer Informed about Content: In C.A.I system, the teacher is
able to breakdown the content or
subject matter and generate optional paths. The teacher who Isa C.A.I software
designer become well informed about the intricacies associated with learner and
instruction.
iv.
Multiple Users Characteristics: The C.A.I programmers are such that
many students can utilize the same
lesson at one time.
v.
Random access C.A.I: The random generator facility
possessed by C.A.I makes the
presentation to students of a variety of stimuli and problem possible.
vi.
Editorial Ease and Revision
Possibilities C.A.I:
Is associated with dynamic
instructional thoroughness and modification flexibility. It is very easy with
C.A.I composed to other media of instruction to remove, replace modify any
activity or information. There is always possibilities of constant updating and
improvement of instruction in CAI system.
vii.
Adaptability of Instruction: The methods or strategies of instruction
can be modified or changed so as to
meet the needs abilities or interest of the learners, several paths can be
provided within a single lesson and thus learners can make their choice of path
to follow. Also the rain, depth and topic of a lesson can be modified, or
changed to meet the needs abilities and interest of the learners.
2.6 Benefits of Computer Assisted Instruction
Leo (2007) pointed out
those recent advances in computer technology offers several benefits which
includes access and quality.
Access and Quality
Computer Assisted
Instruction increases the quality and standard of Science system and
institution. Well developed software eliminates the problem of poor lesson
presentation, which often characterizes public presentation. Aspects such as
fatigue burden, and loss of attention could be minimized (Quinn, 2000).
Benefits
for Learners
This enables the
learner exercise control over where and when to study and it allows them to
direct their own learning (Rouse, 2009). Also, it assists the learner to see
their own pace of studying. The learner can switch the computer off and go for
a walk to restore their concentration even before the lesson has been completed
(Quinn, 2000). Computer Assisted Instruction increases the possibility of
having enjoyable learning experience. The individual nature of computer
Assisted Instruction leads to decrease experience of peer pressure on the part
of the educator. The learners experience more freedom to learn from their
mistakes, or to repeat sections, which they struggle to understand. These
promote learning retention (José, 2019).
Benefit for Technician/Technologist
Computer Assisted
Instruction frees the Technician/Technologist from reputations aspect of teaching and enables
them to become more of facilitator of learning and communication, than a transmitter of information. It accesses their work hard
and allows more time for course development (Joose, 2019).
Increase
Motivation and Reinforcement
It increases
motivation and reinforcement. Interactive science games stimulate learning
through fun competition by bringing science to video age in a format they
respond to. It was notated that high school Biology students that had
interactive video disc/computer lesson indicated an overall level satisfaction
with the strategy. The students frequently remarked that video disk instruction
gives them more efficient use of instructional time than the conventional mode
(Ajewole, Jegede and Okebukola 2000). Noted further that the computer appeared
to be a strong motivational device for students identified as Educationally
disadvantage and it burthens the scope of the scientific content that can be
included in the curriculum.
Improves
problem solving and critical thinking skills
It improves problem
solving and critical thinking skills. Studies by Beth Wilson (1988), showed
that thoughtfully designed computer software can present multiple dynamically
linked representation in ways that are impossible with static media, such as
books and chalkboards. Some of the most fruitful application of computer
technology drive it capacity to present Educationally powerful. Dynamic visual
image particularly in the area of science, different representation of complex
idea emphasized different aspect of the idea and afford different sorts of
analysis (Beth Wilson, 1988). It reduces time and cost to tolerable level. This
indicates that with CAI it can take the result of real experiment, difficult
or costly to produce
in teaching situation
and make computer simulations.
2.7 Students Academic Performance
Students
Upon graduation from universities, may either continue their studies into the
post-graduate or become manpower for government and private sector. Thus,
students academic performances are critical in ensuring that the supply chain
is maintained. Academic performance according to Rothstein (2009), refers to a
successful accomplishment of performance in particular subject area. It is
indicated by grades, marks and score of descriptive commentaries. Academic
performance, refers to how students deal with their studies and how they cope
with or accomplish different task given to them by their teachers in a fixed
time or academic year. Performance of students has for long generated a lot of
interest among educators, researchers, government officials, parents, and the
students themselves. Many studies have examined the factors that influence
students performance in primary and secondary Science as well as at other
levels, with purpose of enhancing learning at these stages and reducing
drop-out. Performance of students’ according to Condrand Chambers (2019), can
generally be referred to as the way and manner students deal with their studies
and how they cope with or accomplish different tasks given to them by their
teachers. In other words, it is student’s ability to study and remember facts
and being able to communicate knowledge verbally or on paper. Kobaland and
Musek (2011) define academic performance as performance on task with measures
including comprehension, quality and accuracy of answers of tests, quality and
accuracy problem solving, frequently and quantity of desired outcome, time or
rate to solution, time on task, level reasoning and critical thinking Creativity, recall and retention and transfer of tasks. Lafer
and Marker (2009) explained that there are broad groups of definitions of
academic performance. The first one refers to numerical scores of a pupil’s
knowledge, which measure the degree of a pupil's adaptation to school work and
to the Educational system. The second group is a more subjective one; it is a
determination of academic success in relation to upon the student's attitude
towards his academic achievement and himself, as well as by the attitudes of
significant others towards his/her success and him/herself.
2.8
Gender and Use of Computer Assisted Instruction
Gender
bias is a reference to preference for or favoring of one sex over the other in
computer use and access (The American Heritage Dictionary, 2013). The Science
system is believed to influence the gender gap in computer use. One argument
states that the gender separation in the use of the computer Science begins as
far back as kindergarten. (Wilder, Marcie and Cooper, 2005).
All
students should have equal accessibility regardless of sex, race, socioeconomic
background, or disability. It is important for teachers to be informed of
innovations in classroom management plans and teaching strategies which are
fair and equitable to all students. Sitting in the same classroom and listening
to the same teacher is received differently by boys and girls which is the case
with computers Science (Sadker, 2004).
In the
1980s, research in Europe and North America identified boys’ greater access to
computers in schools also noted boys’ dominance in computer related tasks and
discussions. This research commonly found boys to be more active in
computer-related Classroom discussions, to make more
spontaneous comments, and to be asked more questions by teachers (Volman,
2002). Girls, on the other hand, more often lacked confidence in computing, tended
to underestimate their computer-related competence.
Initial
explanations of these findings in Europe and North America focused on boys far
greater hands- on experience of computers at home, their greater enthusiasm to
use computers, their greater confidence in using computers, and their tendency
to rate themselves better than girls.
Important
contributing factors to boys’ greater computer confidence can be the attitudes
and behavior of their teachers. Research shows that some teachers assume a
certain 20 expertise in boys, turn to boys for expert assistance when technical
difficulties arise. ICTs have the potential to alleviate or remove some of the
barriers or constraints that prevent girls from accessing Educational
opportunities, such as illiteracy, poverty, time scarcity, mobility, and
relevancy. But there are additional factors that prohibit girls from ICT usage
such as restricted access to the technology, high costs and lack of skills and
information. However, the lack of participation of girls in the use of ICTs can
primarily be attributed to social behavior, culture, and religious traditions
(UNESCO Asia and pacific regional bureau for Science).
Girls are
deprived of any opportunity to gain ICT related knowledge and skills in school.
This may inhibit their acquisition of the levels of literacy and confidence
that might enable them to access and use ICTs in school context. Because of the
critical role that Science has to play in opening up ICT-related opportunities,
access to Science is consistently identified by gender equality advocates as
one of the most important factors involved in enabling girls
and women of all ages to benefit from new information technologies (Rathgeber ,
2001). ICTs should be equally accessible to boys and girls. As girls enter
adolescence; large numbers of them tend to lose interest in science, math, and
computer technology. (Closing the gender gap: Gender Gaps Fact Sheet, 2007).
This is attributed to the different treatments by educators which divert girls
from science and technology (Robinson and Lubienski, 2011).
There is
considerable evidence to suggest that boys use computers more than girls; this
difference, like computer attitude, only emerges in middle school. In one study
of 6,800 students, computer use by boys and girls in the fourth grade was about
equal, but by the eighth grade, boys reported significantly higher use (Barker,
2019). According to Whitley (1997), boys use computers more frequently than
girls at their homes, their friends’ homes, and after-school clubs. They use
computers to play games, use Science software, and access the Internet, whereas
girls use computers for email, instant messaging, and homework. Boys tend to be
more assertive and dominant about computer use and girls tend to be more
passive. Teachers let girls give up more easily than boys when solving
computer-related problems. Girls appear to prefer to use computers for
goal-oriented activities with meaningful contexts. Girls like co-operative
learning based on inquiry and diversity of topics. There are a number of
strategies that teachers can use to address gender differences in computer
attitude and use. The following has been suggested by American Association of
University Women (2002).
Develop a
positive computer culture: It is important for teachers to establish a clear
set of rules and behaviors for using computers. A co-operative, supportive
atmosphere needs to be emphasized. In addition, computer time must be monitored closely. Finally, girls should been encouraged not to give up
too quickly; teachers should offer thoughtful support and hints instead of
doing the task for them (American Association of University Women, (2002).
One way to
limit aggressive, dominating behavior by boys is to create same-sex computer
study groups (Kay, 2019). Kay is of the opinion that teachers should be
sensitive to differentiated learning since boys and girls may have different
learning styles when it comes to computers. Rather than looking for a
gender-neutral solution, Kay suggests that we should seek ways to validate
different views of technology. This means that a variety of needs to be
encouraged: working in pairs to address a problem; using in a wide range of
contexts; and allowing for creativity in projects, so that boys and girls can
pursue tasks that interest them (Kay, 2019).
The
American Association of University Women (2000) adds that girls are often more
interested in using computers to complete personally meaningful tasks. For
example, a Web Quest (http://www.webquest.org/) is an ideal activity that
encourages collaboration to solve authentic, real-world problems. Activities
that encourage students to be resourceful and construct their own knowledge
should be promoted. In addition; computers should be integrated into a variety
of contexts and subject areas.
Focusing
on a curriculum that emphasizes learning specific computer skills out of
context may discourage girls from using computers. The common practice of using
computers as a reward should probably be discouraged, because it tends to
promote more aggressive and assertive behavior from boys. Some girls may back
off and defer to more self-confident boys. (Butler, (2000)). Well-planned
activities are essential to address gender differences
effectively. According to Butler (2000), it is important to improve teachers’
computer skills: It is important that teachers become capable enough to design
effective computer-based lessons. Without the confidence and ability to use
computers in an Science setting, it will be hard for teachers to design
effective computer-based lessons or to guide meaningful computer use. In
addition, gender perceptions will never change unless female teachers
demonstrate that they are capable users of technology (Jenson, 2003).
2.9 Empirical Studies
A Study conducted by Yigit, (2017)
used a pre-test post-test design to evaluate the impact of Educational computer
game on 2 n d grade students in Mathematics achievement and
retention. The Educational software (Tux math scrabble) and (treasure Hunt
math) were used in the experimental group and paper and pencil based
traditional method was used in the control group. Forty seven (47) students
participated in the study. The experimental group of 22 students received 4
hour of instruction using Educational computer assisted games. A control group
of 25 students were taught four operations using the traditional instruction
methods for total of 4 hours. At the end of the study, the post test
achievement score of both groups indicated that the use of Educational computer
assisted instruction games did not lead to higher test scores. Similarly,
retention test was conducted after two weeks of the completion of the intervention.
Although the results of Yigit's study did not produce any significant
differences, there was evidence that the Educational games using mathematics
lessons had a positive impact on student’s mathematics performance. With a mean
difference of 6.3 and 3.2 in favor of experimental group.
The similarities between the study of Yigit (2007), with
this research work was the grouping of the subject in pre-test post-test. But
the major difference is that in Yigit (2007),study it was based on mathematics,
while this work is conducted on computer science, also Yigit used 69 students
divided into 47 control group and 22 experimental groups but this work is
centered on 20 students as the total sample for the study. Both the previous
and the present researches investigate the effect of CAI on students’ academic
performance,
Ogla
(2019), conducted research on the effect of computer assisted instruction on
the achievement, retention and attitude of fourth grade students in
mathematics, in Turkish Republic of Northern Cyprus. The research study was
conducted on two groups (experimental and control) of primary school students
from Shk Osman Ahmet primary school in Gazinragusa, north Cyprus were used in
the study. The control group was taught using a lecture based traditional
teaching method and experimental group was taught using Science software namely
fribi mathematics. The control group consisted of 26 students, while the
experimental group consisted of 29 students. In total 55 students were selected
using random sampling techniques. The research had two objectives and two
research questions were formulated by the research. The objective was to compare
achievement in mathematics, retention and attitude towards mathematics and
computer assisted learning. The study was conducted in spring semester of 2019
- 2007 academic year and the focus was on two units, namely multiplication of
natural numbers and division of natural numbers. At the beginning of the study,
and four (4) months later, mathematics attitude scale and computer assisted
learning attitude scale were administered only two times; at the
beginning of the study and immediately after the completion of the study. A
series of ANOVA for repeated measures revealed a significant difference between
the group on the post achievement tests and attitude scales in favour of experimental
group. However, statistically significant difference in favour of treatment
group on the retention test was attained on the multiplication and division
units, but not on fractions.
The
evidence indicated that the use of CAI for teaching and learning mathematics at
the primary school levels in Turkish Republic of Northern Cyprus was more
effective, and in the level of retention this was in favour of the experimental
group. The similarities between the study of Ogla(2019) and the present study are
that both of them used grouping of students into experimental and control groups.
Also a pre-test and post-test were administered, and lecture teaching method
and CAI were used in both researches. The differences between the previous and
present study is that Ogla's study was conducted in primary school, while this
research is conducted in tertiary institution, Ogla's work centered on
Mathematics but this work is centered on agriculture and Ogla’s study was in
Turkey, while this study is in Nigeria.
Ndukwe,
(2012), in a study, attempted to find out the effectiveness of computer assisted
instruction and lecture method on students academic performance in science Four
NCE II computer science combinations were randomly selected out of seven
combinations of students from NCE regular programme. Hundred students were
sample out of 150 population, both male and female students were considered
appropriate for the study. The design used for the study is quasy experimental
pre-test post-test group design. The instrument used for data collection was
twenty five (25) multiple choice test questions developed by the researcher
using a concept in computer spread-sheet package named computer usage
achievement test (CUAT). Lecture method and computer assisted instruction
lesson plan were developed by the researcher based on the chosen concept, mean
and standard deviation were used to analysed data on level of agreement while
t-test was used to test the significance at 0.05 alpha level. Based on the
result from the data analysis it was found out that students taught with
computer performed better 22.55 and 9.41 in favour of experimental
group similarly the gender performance of the students post test result was
22.05 and 22.7 in favour of female students.
The major
difference between the study conducted by Ndukwe (2012) was the large size of
sample population from which the sample was drown and the subject combinations
which make up the study population. However, the study of Ndukwe, (2012), is
similar in all aspect of the research approach taken and the findings in favour
of experimental group.
2.10 Summary of Reviewed Literatures
This
chapter reviewed literature on computer assisted instruction, beginning with
theoretical framework. Basically the framework reviewed was based on the theory
of teaching and learning by Skinner. The chapter also reviewed various works of
some authors who have worked on the same or similar topics carried out by the
researcher. This was based on classified sub-headings such as the historical
development of CAI, the use of computer in Science, types of computer assisted
instruction. The characteristics of CAI, gender and use of CAI. The literature
also reviewed the opinion of different researchers on student’s academic
performance and factors influencing student’s academic performance in computer
science such as demographic factors parents influence, student’s
characteristics and effect technology. Finally six (6) empirical studies
relevant to the present study were reviewed and from these reviewed works the
researcher observed that of all the studies reviewed non of them was carried
out on the effect of CAI on academic performance of students in the field of
computer science in a tertiary institution level in Kaduna state.
Similarly
it was observed that the finding of previous studies was location specific and
not inclusive enough to have captured the effect of computer assisted
instruction (CAI) on the academic performance of Computer students. It was
against this observed paucity of data on its effect across gender that the study
was carried out.
CHAPTER THREE
METHODOLOGY
The
chapter presents research design method and procedures. The sub-headings
discussed in it are the:
3.1 Research Design
3.2 Population for the Study
3.3 Sample Size and Sample Procedure
3.4 Instrument for Data Collection
3.4.1 Validity of the Instrument
3.4.2 Reliability of the Instrument
3.5 Procedure for Data Collection
3.6 Procedure for Data Analysis
3.1 Research
Design
A
quasi experimental pre-test/post-test control group design (PPGD) was used for
the study. The pre-test post-test control group design is a factorial design
used for social science research especially in education and psychology. The
pre-test post-test control group design is one of the mix design; it is one of
the most widely used experimental design in order to determine the effectiveness
of the experimental process whether the variation between the two groups is
significantly different when tested by means of T or F test (Buyukoztork, 2019)
This design is used because if there is any effect on the use of CAI as a
medium of instruction, it will show in the post test result.
The
population for this study comprised of all NCE II students studying computer science
as a course in College of Education, Zing. The population consists of sixty one
(61) students (33) male and (28) female from 2018/2019 session. This level is
chosen to elicit the use of full settled students for the research.
3.3 Sample Size and Sampling
Procedure
The
target population for the study is the NCE II students of College of Education Zing.
The actual population for the study is 90 students of Computer Science
Department 2018/2019 session. A sample of twenty (20) students was selected
using random sampling technique (15 male and 15 female).They were further
grouped into two groups experimental and control group making 10 male and 10
female in each group to form experimental and control groups.
Shitu
(2017) posit that if data will be obtained from a small population, the whole
area should be sampled to give a true representation of the entire area of
study.
3.4. Instrument for Data Collection
An
Computer Science achievement test was used to collect data. The instrument
consisted of section A and B. Section A was objective test consisting of twenty
(20) multiple choice questions and four marks were allocated for each correct
answer given making a total of 80 marks. Section B consisted of two essay
questions. Only one question was to be answered and twenty (20) marks were
allocated for it, given a total score of hundred (100) marks. All questions
covered aspects of the course CSC 222. The course is a core course for all
students of Computer science at NCE (II) level.
3.4.1
Validity of the Instrument
Content
validity of a pre-test and post-test instrument for data collection were
determined by three (3) Lecturers from Computer Science department College of
Education, Zing. They offered very meaningful observations and made several
corrections and suggestions which were dully incorporated before the tests were
administered to the sampled students.
3.4.2 Reliability of the Instrument
To
determine the reliability of the instrument, test- retest method was used on NCE
II students randomly selected in the Federal College of Education Zing. The
correlation coefficient for the pilot study was 0.85.This is in line with
Olayiwola (2017) who state that a reliability test should have a correlation
range of 0.7 - 0.9.According to this range of reliability the reliability
coefficient used in this study was adjudged to be reliable.
3.5 Procedure for Data Collection
A
letter of introduction was collected by the researcher from the Department of Computer
Science, College of Education, Zing to introduce the researcher to the
authorities of College of Education, Zing of Taraba State.
A
Computer science achievement test designed by the researcher was used as
pre-test and post-test instrument to find the effect of CAI on student’s
academic performance. The test comprised of twenty (30) multiple choice
questions and two (2) essay test questions. The test had instructions to guide
the students as to what was expected of them. Each question
carried four (4) marks for the multiple choice question that is (80) marks and
20 marks were allocated for the essay giving the total maximum marks (for both
essay and objective) of hundred (100) marks. The students previous knowledge
was assessed by the pre-test administered to both groups (control and
experimental) before the commencement of the study with a view to determining
the students background knowledge in Computer Science. A lecture method of
teaching was used to teach the control group for a period of seven (7) weeks,
while the experimental group was exposed to CAI package for seven (7) weeks
too. The same test items were used at the end of the study as post-test to
assess the student’s academic performance. The objective of post-test was to
assess the effect of treatment on experimental group.
3.6
Procedure for Data Analysis
The
statistical tool used to analyze the data obtained from the pre-test and post-test
are mean and standard deviation. A t-test was used to test the Research
hypotheses in line with the position of Huck (2006) who endorsed t-test
statistics as a good tool for gaining insight into the differences in group of
means. The Research hypotheses were tested at 0.05 level of significance.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
4.0 Introduction
This chapter deals with the method of data analysis and presentation of
data. The collected data was analyzed and tested in line with raised research
questions and hypothesis. All questions were tested at a total of 10 or 50.0%
of them were males and 10 also representing 50.0% were female Computer Science
students.
4.1 Answers to Research Questions
The answers to the four research questions were arrived at using mean
and standard deviation. The post-test scores of Computer science students in
the experimental and control groups in objectives test were used to answer
research question one, the post-test scores of Computer science students in essay
test in experimental and post-test scores of control group in essay test were
used to answer research question two, the post-test scores of Computer science
students in both objective and essay tests in experimental and post-test scores
of control group in both objective and essay tests were used to answer research
question three, while the post-test scores of the male Computer science in
experimental and post-test scores of the female were used to answer research
question four. Mean and standard deviation values generated from the analysis
are presented in Table 1, 2, 3 and 4 at the next page respectively.
Research Question One: What is the effect of using CAI on students’ academic performance in Computer science in objective test
in College of Education, Zing?
Table 1: Relative Mean Scores (Objective) of
Academic Performance of Students
Taught with and without CAI
|
|
Variables |
N |
Mean |
Std.
Deviations |
Std.
Error |
|
|
|
|
|
|
Mean |
|
|
|
|
|
|
|
|
|
Posttest control group |
10 |
34.800 |
9.437 |
2.984 |
|
|
Posttest experimental group |
10 |
44.800 |
7.254 |
2.293 |
|
|
|
|
|
|
|
|
|
Source: Fieldwork, 2020 |
|
|
|
|
Table 1 shows that that, mean and
standard deviation of CAI for post-test were 44.800 and 7.254 respectively,
while the mean and standard deviation for the post-test control group of the
objective test were 34.800 and 9.437. This showed that the post-test mean for
CAI was greater than that of the post-test control group. This implied that
students performed better when they were taught using CAI than lecture method.
Research
Question Two: What is the effect of using CAI on students’ academic performance in Computer science in essay test in College of Education,
Zing?
Table 2:
Descriptive Statistics on Difference in Essay Mean Academic Performance of
Computer Students Taught Using Computer Assisted Instruction (CAI) and those in
Control Group
|
|
Variables |
N |
Mean |
Std. Deviations |
Std.
Error |
|
|
|
|
|
|
Mean |
|
|
|
|
|
|
|
|
|
Post test control group |
10 |
46.000 |
6.599 |
2.087 |
|
|
Post test experimental group |
10 |
60.100 |
7.248 |
2.292 |
|
|
|
|
|
|
|
|
|
Source: Fieldwork, 2020 |
|
|
|
|
Table 2 showed that in essay,
mean and standard deviation of CAI for post-test were 60.100 and 7.248, while
the mean and standard deviation for the post-test control group of the essay
test were 46.000 and 6.599. This showed that the post-test mean for CAI was greater
than that of the post-test control group. The result implied that students
performed better when they were taught using CAI than lecture method. It is
also an indication that CAI has effect on students’ academic performance.
Research
Question Three: What is the mean difference in both objective and essay tests in academic performance of Computer science
students taught using CAI in College of Education Zing?
Table 3: Difference between Students’ Performances
in Objective and Essay Tests
When Taught Using CAI
|
|
Variables |
N |
Mean |
Std.
Deviations |
Std.
Error |
|
|
|
|
|
|
Mean |
|
|
|
|
|
|
|
|
|
Posttest control group (Obj) |
10 |
34.800 |
9.437 |
2.984 |
|
|
Posttest experiment group (Obj) |
10 |
44.800 |
7.254 |
2.293 |
|
|
Posttest
control group (Ess) |
10 |
46.000 |
6.599 |
2.087 |
|
|
Posttest experimental group |
10 |
60.100 |
7.248 |
2.292 |
|
|
(Ess) |
|
|
|
|
|
|
|
|
|
|
|
|
|
Source: Fieldwork, 2020 |
|
|
|
|
Table 3 shows that in objective
and essay, means and standard deviations of computer assisted instruction for
post-test were 44.800 and 60.100, and 7.254 and 7.248, while the means and
standard deviations for the post-test control group of the objective and essay tests were 34.800 and 46.000 and 9.437 and 6.599.
This showed that the post-test means for computer assisted instruction were
greater than those of the post-test control groups. This implied that students
performed better when taught using computer assisted instruction than lecture
method. The result implies that computer assisted instruction has effect on
students’ academic performance.
Research
Question Four: What is the effect of using CA) on academic performance of both male and female Computer science of students
in College of Education, Zing?
Table 4: Descriptive Statistics
between Male and Female Computer Science Students in their Academic Performance
When Taught Using CAI
|
|
Variables |
N |
Mean |
Std.
Deviations |
Std.
Error |
|
|
|
|
|
|
|
|
|
Male Post test |
5 |
41.6000 |
3.577 |
1.600 |
|
|
Female Posttest |
5 |
48.000 |
8.944 |
4.000 |
|
|
|
|
|
|
|
|
|
Source: Fieldwork, 2020 |
|
|
|
|
Table 4 showed that the mean and
standard deviations of the performance of male and female students taught using
computer assisted instruction for post-test were 41.6000 and 48.000 and 3.577
and 8.944 respectively, while the means and standard deviations for the post-test
control groupsof the performance of male and female students were respectively
28.00 and 31.20 and 5.657 and 6.573. This showed that the post-test means for
computer assisted instruction were greater than those of the post-test control
groups. The implication is that the female students performed better than their
male counterpart when taught using computer assisted
instruction. This indicates that CAI has effect on the academic performance of
female than male students
4.2 Testing of Research Hypotheses
The results of the test of Research hypotheses are presented in Table 6,
7, 8 and 9. To test the Research hypotheses 1 to 4, the post-test scores of
students taught using CAI were compared with the post-test scores of the
control group, while hypothesis three was tested by comparing the post-test
scores of students taught Computer science using CAI on objective and essay
tests. The t-test statistics was used to test the Research hypothesis at 5%
level of significance (p=.05).
Research Hypothesis One: There is no significant
difference between the academic performance of Computer science students taught using CAI and those
taught using conventional teaching method.
Table 6: Independent T- test
Statistics on Significant Difference in Objective Mean Performance of
Experimental and control group
|
Variable |
Groups |
N |
Mean |
Std. |
Std. |
Df |
t |
t |
P |
|
|
|
|
|
Dev |
Err |
|
calculated |
critical |
|
|
Objective |
Experimental |
|
|
|
|
|
|
|
|
|
|
|
10 |
44.800 |
|
2.293 |
|
|
|
|
|
performance |
|
|
|
7.254 |
|
|
|
|
|
|
mean scores |
|
|
|
|
|
18 |
2.162 |
1.474 |
0.018 |
|
|
Control |
10 |
34.800 |
9.437 |
2.984 |
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
Source: Fieldwork, 2020 |
Calculated p < 0.05 |
|
|
|
|
|
|
||
Table 6 result shows that the t-calculated was 2.162, which is greater
than the t-critical value of 1.474. This result therefore, indicates that CAI
has significant effect on students’ academic performance in
objective test. Hence the Research hypothesis that state there is no
significant difference between the academic performance of Computer science
students in Experimental and control group in objective was rejected.
Research Hypothesis Two: There is no significant
difference between the academic performance of Computer science students taught using computer assisted
instruction (CAI) and those taught using conventional teaching method in essay
test.
Table 7: Independent T-test
Statistics on Significant Difference in Essay Mean Academic Performance of
Computer Science Students Taught Using CAI and Those in Control Group
|
Variable |
Groups |
N |
Mean |
Std. |
Std. |
Df |
t |
t |
P |
|
|
|
|
|
Dev |
Err |
|
calculated |
critical |
|
|
Essay |
Experimental
10 |
60.100 |
7.248 |
2.292 |
|
|
|
|
|
|
performance |
|
|
|
|
|
18 |
2.153 |
1.468 |
0.045 |
|
mean scores |
Control |
10 |
46.000 |
6.599 |
2.087 |
|
|
|
|
|
|
|
|
|
|
|
|
|
||
|
Source: Fieldwork, 2020 |
Calculated p < 0.05 |
|
|
|
|
|
|
||
Table 7
t-test result showed that the t-calculated is 2.153, which is greater than the
t-critical value of 1.468. This result indicated that CAI has significant
effect on students’ academic performance in essay test. Hence the Research
hypothesis that there is no significant difference between the academic
performance of Computer science students taught using computer assisted
instruction (CAI) in essay test in College of Education Zing was rejected.
Research Hypothesis Three: There is no significant
difference between the academic performance of Computer science students taught using CAI and those
taught using conventional teaching method in objective and essay tests.
Table 8: Paired Sample T-test on Significant Difference between Academic Performance of Students
Taught with CAI on Objective and Essay Test
|
Variable |
Performance |
N |
Mean |
Std |
Std. |
Df |
T |
P |
|
|
type |
|
|
Dev |
Err |
|
Calculated |
|
|
Performance |
Essay |
10 |
44.800 |
7.254 |
2.293 |
|
|
|
|
|
|
|
|
|
|
18 |
-30.7 |
0.000 |
|
|
Objective |
10 |
60.100 |
7.248 |
2.292 |
|
|
|
Source: Fieldwork, 2020 Calculated
p < 0.05
Table 8
showed the t-test analysis of the difference between the level of students
academic achievement in Computer science when taught using computer assisted
instruction in both objective and essay test. The result showed that the
p-value is 0.000, which is less than the alpha .05 level of significance. This
result therefore, implies that computer assisted instruction has significant
effect on students’ academic achievement in both objective and essay tests.
Hence the Research hypothesis that there is no significant difference between
the academic performance of Computer science students taught using CAI on
objective and essay test in College of Education Zing was rejected.
Research
Hypothesis Four: There is no significant difference between gender in academic performance of Computer science students taught
using CAI and those taught using conventional teaching method.
Table 9: Independent T-test
Statistics on Significant Difference between Genders in Academic Performance of
Computer Science Students Taught Using CAI
|
Variable |
Gender |
N |
Mean |
Std. |
Std. |
Df |
t |
P |
|
|
|
|
|
Dev |
Err |
|
calculated |
|
|
Mean |
Male |
5 |
41.6000 |
3.577 |
1.600 |
|
|
|
|
Academic |
|
|
|
|
|
8 |
0.914 |
0.000 |
|
Performance |
Female |
5 |
48.000 |
8.944 |
4.000 |
|
|
|
|
|
|
|
|
|
|
|||
|
Source: Fieldwork, 2020 |
Calculated
p < 0.05 |
|
|
|
|
|||
Table 9 showed the t-test
analysis for the difference between academic performance of male and female
students taught using CAI. The result showed that the p-value is 0.000, which
is less than the alpha .05 level of significance. This result therefore, showed
that computer assisted instruction has significant effect on academic
performance of female than in male students. Hence the Research hypothesis that
there is no significant difference between gender and academic performance of
Computer science students taught using CAI in College of Education, Zing was rejected.
4.3 Summary of Major Findings
The findings of this research
which was carried out to determine the effects of computer assisted instruction
on academic performance of Computer science students in College of Education,
Zing were based on the results of the descriptive (mean and standard deviation)
and inferential statistic analysis (t-test). The major findings were summarized
as follow:
1. CAI has significant effect on
students’ academic performance in Computer Science in objective test.
2.
Computer Assisted Instruction
(CAI) has significant effect on students’ academic performance in Computer
Science in essay test.
3.
Computer Assisted Instruction
(CAI) has significant effect on students’ academic performance in Computer
Science.
4.
Computer Assisted Instruction
(CAI) has significant effect on the academic performance of female students
than on male students in Computer Science.
4.4 Discussion of Major Findings
The finding of the study revealed that significant difference existed in
the objective test of Computer science students taught using CAI. I that a
significant effect on the students’ academic performance. This was shown in
Table 2 where the mean score (44.80) for those taught using CAI is greater than
the mean score (34.80) for students in the control group. The t-test analysis
result on Table 6 also showed that CAI had significant effect on student’s
performance as t-calculated (2.162) is greater than the critical t value of
(1.474). This implies that using CAI in teaching Computer science has positive
effect on students’ objective test performance. The result of this study agrees
with that of Abubakar (2011) who reported that CAI effectively enhanced the
teaching of Computer science in Katsina State.
This study also revealed that significant difference existed in the
academic performance of students in essay test of Computer science students
taught using CAI. This is shown in Table3where the mean score of the post test
are (60.100) and (46.000) respectively in favour of experimental group. Also
the t-test analysis in Table 7 showed that computer assisted instruction CAI
had a positive effect on students academic performance in
essay test as the t-calculated (2.153) greater than the critical-t value of one
point (1.468) at 0.05 level of significant. This implies that using CAI in
teaching Computer science has positive effect on students’ academic performance
in essay test. This finding is in line with that of Alice (2012) who observed
that computer-based teaching in sciences had a significant effect on the
performance of the students in essay test.
In the same vain significant difference was revealed to exist between
academic performance of students taught using CAI in both objective and essay
tests. The result inTable4 shows that mean scores in post test, experimental
and control groups were (44.800) and (34.800) respectively. While the essay
mean scores were (60.100) and (46.00) respectively in favour of experimental
group. The paired sample t-test analysis result in Table 8 showed that the
p-value is 0.00 which is less than the alpha 0.5 level of significance. This
implies that using CAI in teaching Computer science has a positive effect on
students academic performance in both objective and essay tests. This finding
agreed with those of Cetin (2007) and Iliyasu et al. (2013) who reported that computer utilization in teaching
significantly affected the general performance of the students in both
objective and essay test.
The finding of research question four showed that there is difference
between male and female students’ academic performance in Computer science
taught using CAI. In Table 5, the computed means of academic performance in
Computer science were (41.6000) and (48.000) for male and female students
respectively. This implies that a mean difference of 6.4 in favour of female
students was recorded. This means that female students benefited more than the
male counterpart from the use of CAI. This finding is
different from the finding of Muoneme et
al. (2015) that using computer related teaching device had no significant
difference in the performance of male and female students.
Gender difference in Computer Science achievement test may be attributed
to social factors and anxiety among males rather than subject matter or
teaching methodology. This seems to be the case in this study as both male and
female learn under the same condition, yet the male have lower scores.
Therefore, other factors are mostly to be the intervening factors responsible
for the difference as in previous study cited above the result in this study
suggest that the female student seems to have outperformed better than their
male counterpart both at pretest and posttest level.
The finding of the Research hypothesis one revealed that the use of CAI
in teaching Computer science has significant effect on students academic
performance in objective test. This implies that in order to improve the
performance of students in Computer science, the predominant lecture method
used in teaching students has to be changed to the use of CAI. This finding
aligned with that of Abubakar (2011) who found that CAI effectively enhanced
the teaching of Computer Science in Katsina State.
The finding of the Research hypothesis two indicated that the use of CAI
in teaching Computer science students has significant effect on their academic
performance in essay test. The implication of this finding is that students’
performance in Computer science can be improved using CAI and should be
adopted. This finding concurs with that of Alice (2012) which revealed that
computer-based teaching in sciences had a significant effect on the performance
of the students.
It was also revealed from the Research hypothesis three that the use of
CAI in teaching Computer science has positive effect on students’ performance
in both objective and essay test. This indicates that using CAI in teaching the
Computer science students is much better than teaching with the conventional
lecture method. This finding agrees with those of Cetin (2007) and Iliyasu et
al. (2013) who discovered that using computer in teaching significantly
affected the general academic performance of students.
Research hypothesis four, further revealed significant difference
between gender in academic performance in Computer science students taught
using computer assisted instructions. This means that male students need to be
exposed more using CAI if their performance is to be improved. This finding
agreed with that of Mohammed (2012) who reported that the use of computer in
teaching students (male and female) significantly improved their performance.
CHAPTER FIVE
SUMMARY, CONCLUSION AND
RECOMMENDATIONS
This chapter presents the summary, conclusion and recommendations of the
study. Suggestions for further studies are also presented in this chapter.
5.1 Summary
The study was carried out to determine the effects of CAI on academic
performance of Computer science students in College of Education, Zing Taraba
State. Pre-test, post-test quasi-experimental design was adopted for the study.
The study had four (4) specific objectives, four (4) research questions and
four (4) Research hypotheses which were used as guide in the study. The entire
2018/2019 61 N. C. E. II Computer Science students of the College of Education,
Zing formed the population for the study; Twenty (20) students were randomly
selected to form the sample size for the study. The sampled students were
divided into two (2) groups: A and B with 10 students in each group. Data
collection lasted for a period of seven (7) weeks. Pre-test was carried out
before exposing the students to the treatment variable (computer assisted
instruction) followed by a post-test treatment.
Descriptive (mean and standard deviation) and inferential (t-test)
statistic w e re used to analyses research questions and hypotheses respectively.
All the hypotheses were tested at 5% level of significance (p=.05). The result
of analysis revealed that students taught using computer assisted instruction
performed better than those taught using the conventional teaching approach
.The result of Research hypotheses also revealed a significant difference
between students exposed to computer assisted instruction and those exposed to conventional approach (lecture approach); as the calculated
t-values of 2.162 and 2.153 were both greater than the critical t-values of
1.474 and 1.468 at .05 level of significance respectively.
When the mean scores of students taught using CAI for both objective and
essay tests (44.800 and 60.100) were compared with mean scores of the
conventional approach (lecture method) for both objective and essay tests
(34.800 and 46.000), computer assisted instruction was more effective. The
t-test analysis revealed a significant difference in the acquisition of
Computer skills among students from the two groups. The mean score and t-test
results showed that students exposed to computer assisted instruction for essay
test with a mean score of 60.100 were better compared with their counterpart
exposed to objective test using the same computer assisted instruction with
mean score of 44.800. The findings led to the rejection of all the four (4)
stated Research hypotheses at 0.05 probability level of significance.
5.2 Conclusion
The
following conclusions are drown from the study:
1.
Computer assisted instruction
improved teaching of Computer Science in college of education, Zing
2.
Computer assisted instruction
improved the performance of students in Computer Science in essay in college of
education, Zing.
3.
Computer assisted instruction had
positive effect in teaching of Computer science in colleges of education; Zing
and can improve students’ academic performance in both objective and essay
test.
4.
The academic performance of
female Computer Science students was better than their male counterpart when
taught using Computer Assisted Instruction (CAI).
5.3 Recommendations
Based on the findings and conclusion of the study, the following
recommendations were made:
1.
The use of computer assisted
instruction should be widely adopted/ adapted by Computer science lecturers in
Colleges of Education in particular and other tertiary institutions in general.
2.
Occasionally the school authority
should invite specialists (educational technologist, instructional material
technicians and computer experts) to assist Computer science
teachers on how to design computer enriched packages that are relevant to
teaching and learning of Computer science.
3.
Computer assisted instruction
should be integrated into the Computer education curricular in view of it
benefits to learners at all level of education in Nigeria.
4.
Computer education lecturers in
Nigerian Colleges of Education and other tertiary institutions in general
should be supported by authorities of their institutions to continuously engage
in professional development in the area of computer usage and application in teaching.
5.
The teachers of Computer science
will now be motivated by the result of this study and they can see the need to
adopt and employ this innovation in their daily learning delivery exercise.
6.
This study has also provided
Computer science teachers with the idea of being able to prepare their own
application packages for the purpose of helping them enhance learning among
their students through the use of such application packages.
5.5 Suggestion for Further Study
1.
Similar study should be conducted
in other colleges of education on experimental basis to ascertain the outcome.
2.
Further study should also be
conducted to assess the adequacy of Computer education curriculum with a view
to updating and upgrading it.
3.
A good core research where a
complete vocational area is taught computer assisted instruction should be
carried out to cover Colleges of Education in the whole of north western
Nigeria.
