UTILIZATION OF COMPUTER ASSISTED INSTRUCTION BY COMPUTER EDUCATION LECTURERS FOR EFFECTIVE TEACHING AND LEARNING IN COLLEGES OF EDUCATION IN SOUTH EAST NIGERIA.

ABSTRACT

This study sought to determine utilization of computer assisted instruction (CAI)by computer education lecturers for effective teaching and learning in Colleges of Education in South East Nigeria. A descriptive survey research design was adopted for the study. Five research questions and five null hypotheses guided the study. The population of the study consisted of all the 64 computer education lecturers in South East zone of Nigeria. There was no sampling since the entire population of the study was used. A 50 item questionnaire titled, utilization of computer assisted instruction by computer education lecturers (UCAICE) for effective teaching and learning in Colleges of Education was used for data collection for the study. The realiability of the instrument yielded .85, .84, .82, .87 and .82 for all the five clusters using Cronbach alpha formular. Data collected were analyzed using  mean and standard deviation while one-way ANOVA was used to test the null hypotheses 1 – 4 and t – test statistic used to test null hypothesis

5 at 0.05 level of  significance. The findings of this study showed that computer education lecturers utilize CAI  in  the  instructional planning and  preparation, delivery as  well  as  in instructional evaluation processes. However, the study found that computer education lecturers were faced with daunting challenges towards the application and utilization of CAI classroom teaching and learning process such as inadequate instructional material, inadequate ICT skills, shortage of resources among others. It was discovered that there is no significant difference in the mean responses of computer education lecturers in Colleges of Education in South East Nigeria. The study concluded with the recommendation that Nigeria Commission for Colleges of Education (NCCE) should consider a review of Computer Education Programme with a view to incorporating capacity building programmes into the teaching of Computer Education. Workshops and seminars should be organized by NCCE in collaboration with the ministry of education to enlighten institution administrators on the need to organize retraining programmes for the Computer Education lecturers on a regular basis so as to assist them develop their desired competencies in teaching and learning.

CHAPTER ONE

INTRODUCTION

Background of the Study

Globally, every sector of the economy is experiencing rapid change in the way operations are performed and how problems are solved. These changes, according to Nwangwu (2013), could be attributed to the roles technology play in facilitating operational processes, especially in this era of knowledge – based economy. Technology as defined by National Open University of Nigeria (NOUN), (2006) means the knowledge, tools and systems used by people to make lives easier and better. According to NOUN (2006), through technology, a lot of activities are better done, like better production, education and services. In Nigeria a developing country, a lot of efforts are being made by stakeholders and policy makers to ensure effective utilization of technologies (especially the computer system) as a medium of instruction Yusuf and Afolabi (2010) expressed that the current trend in research all over the world is use of computer facilities and resources to enhance students learning.

Computer  is  an  electronic  device  that  accepts  data,  processes  data  to  generate information, stores and prints out the information generated. A system is a collection of parts or component that work together to carry out a task. Therefore computer system is made up of components that work together to perform the task of processing data. Component of computer system includes; software, hardware, peopleware. Hardware, which is the physical component or part of the computer system which includes; the system unit, monitor, projector, interactive

whiteboard, scanner, digital camera, keyboard, mouse, printer and internet  facilities, among

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others.  Software system is the set of instruction or (programs) that execute in order to solve a specific problem.

According to Lauda and Laudon (2001) a software package is prewritten, pre-coded, commercially available set of programs that eliminate the need for individuals or organization to write their own software program for certain functions. The software includes word processing, database management system, electronic spread sheets, and electronic presentation software and so on. Courseware, on the other hand is a type of software specially designed for the purpose of teaching  Baldi,  Heier,  and  Stanrick  (2002),  courseware  supports  all  digital  materials  for academic course, and consists of digital materials, such as, presentation of slides, case studies and software for educational use. Courseware is developed to teach a concept, or a group of related concepts of a particular subject, or a field of study. For example, there are courseware’s that are developed to teach Nursery pupils mathematics (such as addition and subtraction), and to teach senior  secondary students the  process of titration  in chemistry,  or to  tech university students file processing in computer studies. Peopleware is made up of professionals in the field of computer which include programmers, computer operators, system designers, hardware and software  engineers,  system analysts  among  others.  In  the  field  of education,  teachers  and lecturers use the computer facilities, and resources to facilitate the process of teaching and learning. One of such resources used in teaching and learning in schools is the computer assisted instructional package.

Computer Assisted Instruction (CAI) is a courseware that has been used for decades to support teaching and learning in schools, especially for mathematics, grammar and language learning (often referred to as computer assisted language learning). CAI is made up of three

words: computer + assisted + instruction which stand for the type of instructions aided or carried out with help of computer. CAI is the instruction which is given to the students with the help of computer. According to Lockard, Abrams and Mary (1997) CAI is a kind of tutorial implication in which a computer helps the learner to present materials while acting as a tutor. Using a branch and model of lesson in this process the computer presents information, ask questions and gives feedback.

CAI provides an instructional interaction between the learners and computers in variety of contents with or without the assistance of a teacher. CAI uses the computer to facilitate and to improve student learning. According to Access Centre (2004), CAI could be referred to as an instruction or remediation presented on a computer. Alsultan, Matlatri and  Abdulah (2006) define CAI as an application of computer in implementing instruction. CAI is a comprehensive term referring to  engaging  learners with planned learning opportunities through the  use of computer. According to Onah (2007), computer assisted instruction (also referred to as computer aided instruction) include the instructional materials developed in form of software for learners, teachers  and  all  that  want  to  acquire  knowledge  in  computer.  Those  digital  instructional materials, also referred to as technology-based materials are designed to solve specific problems depending on the lesson objectives and contents of the package. Importance of CAI can be seen from the following points. Systematic learning, using of various senses, self pacing, improved accuracy rate, individualized instruction, making learning interesting, provide effective feedback, speedy work. CAI programme maintains performance records for assessment and evaluation. The  computer  provides  a  useful  environment  for  simulation.  CAI  is  time  effective  for instructional use in the classroom, and as well CAI is a feasible option for teaching and learning.

Teaching is the process of imparting knowledge, experience, attitudes and skills to the learner.  Offorma  (2006)  sees  teaching  as  a  systematic  activity  deliberately engaged  in  by somebody to facilitate the learning of the intended, worthwhile knowledge, skills, and values by another person and getting the necessary feedback. Learning is the process of acquiring experience, knowledge, skills and attitude. It is a permanent change in behavior which can be as a result of experience. Ngwoke (2004) defined learning as a process which causes a change in behavior of an individual. Learning occurs when students have achieved what they had been taught. Students perform effectively when there is use of CAI in teaching and learning. The use of CAI in teaching and learning offers several advantages over conventional method. Sombunsucha, Thavara and Anibon (2012) opined that teaching and learning using computer assisted instruction have been found to improve achievement and performance of students than those taught by traditional instruction. CAI provides better instruction between the programmed lesson and the learner, thereby providing the learner with immediate feedback based on the learner’s response to the presented material. CAI helps to reinforce the learners.

CAI offers the advantage of self-paced learning. With self paced learning, learners can move as slowly or as quickly as they like through a programme. Learners have the opportunity to review or repeat the instructional content and activities as many times as they choose. Learning process become more efficient since learners are in control of the learning process. Higgins (2004)  stated  that  computer  could  be  used  to  enhance  aspects  of  teaching  through  the presentation of information in different ways and in different forms. Sombunsucho, Thavara and Aninbon (2012) concurred with the above ascertain by stating that students can learn lessons from the CAI programme in various forms, each lesson having text, graphics, animated graphics,

slide and audio  clips.  Different forms of information presentation using CAI takes care of students’ learning styles, such that some students may prefer to learn through audio instruction, some through the text-based instruction while others learn best when the different forms of media element (text, pictures, audio, video, and animation) are integrated into computer-based instructional packages. The  integration of media  element  (multimedia)  into  computer-based instruction, students to learn, have better understanding of the concept and remember the contact of learning more (Sombursucho, Thavara and Aninson, 2012). According to Fletcher (1990) people remember 20% of what they hear, 40% of what they see and hear, and 75% of what they see, hear and do. To this end, Fletchor stressed that information presented in variety of ways can enhance the learning process. Some application software are under computer-computer assisted instruction. Each is designed to solve specific problem depending on the lesson objective and content of the package by computer education lecturers in colleges of education.

College of education system is one of the tripods of tertiary education in Nigeria and it has  the  primary  role  of  training  teachers  who  will  be  awarded  the  minimum  teaching qualification of Nigeria certificate in Education (NCE). This certificate qualifies one to teach in junior secondary schools and technical colleges in Nigeria and it takes three years to complete. These teachers’ training institutions were formerly known as Advanced Teachers College and were affiliated to different universities in Nigeria (Okeke, 2007). They were later transformed into colleges of education under the supervision of one umbrella body known as the National commission for colleges of education (NCCE) established in 1989. According to National policy on education (2008), there are 82 colleges of education in Nigeria, classified according to their ownership, hence we have 22 federal, 46 state, one military and 14 private colleges of education

in Nigeria (NCCE 2013). The state colleges of education are established and founded by their respective state governments (NCCE 2013). The establishment of these institutions was occasioned on the fact that education is described as the bed rock of every society and the tool for nation building. According to National Policy on Education (2008), Colleges of Education should pursue these goals through quality teaching, research, staff development trainings or workshops, dissemination of knowledge, skills and competencies that contribute to national and local economic goals which enable students to succeed in knowledge based economy, Students’ industrial work experience schemes among others. The supply of teachers must be adequate in quantity and quality (Adegbesan 2010) Ukeje (1995) emphasized that education unlocks the door to modernization, but it is the teacher who holds the key to the door. In corroborating this, Gambo (1999) argued that “the Nigerian teachers must be intellectually, conscientiously, highly motivated and professionally sound individuals that are capable of discharging their professional obligations to  the nation.  As a  result  such individual must  be  ever  learning, up-to-date in knowledge,  skills  and  ideals  that  are  very  adaptable  to  change  needs  and  situation.”  In recognizing the vital roles of teachers, the federal government of Nigeria stated in its National Policy on Education that teachers education will continue to be given a major emphasis in all the nation’s educational planning efforts (Federal Republic of Nigeria 1989). This commission provides accreditation services for computer education lecturers in colleges of education and maintains standard through periodic accreditation visits, to colleges of education.

Computer lecturers in colleges of education utilize various forms of CAI for lesson planning, instructional delivery and evaluation of what has been learnt. Globally, teachers play significant roles in the system of educational delivery. One of the vital roles of any educational

system is to promote the process of teaching and learning, as well as seeking better ways for enhancing performance or academic achievement of students. The teacher contributes greatly to the achievement of the goals and objectives of teaching and learning. The teacher implements the curriculum and adopts several strategies for effective instructional delivery. In most Colleges of Education in Nigeria, especially in South-East Nigeria, different approaches are widely used for instructional delivery.  The  Colleges  of Education  in  Nigeria  is  an  educational programme charged  with  the  responsibility of producing  highly  motivated,  conscientious and  efficient classroom, and teachers for all levels of educational system. The student-teachers in colleges of education are taught by lecturers who are expected to be knowledgeable and highly skilled in their area of specialization. Computer education lecturers in South-East Colleges of Education should be able to utilize technology-based materials, such as computer assisted instruction, web- based materials, and other forms of electronic materials to augment their instructional activities.

Utilization, in this case means the use of CAI by lecturers of College of Education in South-East Nigeria to further explain instructional content and get the attention of learners, as well as enhance teaching-learning process in a meaningful, interesting way. The researcher sees the need to embark on an academic research to determine the extent to which lecturers in college of Education in South-East Nigeria utilize computer assisted instruction (CAI) in teaching and learning.

Statement of Problem

Technology has a great impact on all aspects of education. Today, there are numerous computer programmes available online and  from computer stores to teach various subjects especially in disciplines where knowledge and skill acquisition are highly emphasized. Computer

assisted instruction (CAI) is a technology – based institutional package especially designed for teaching, learning and mastering of specific concepts in any field of study.

It is important to ensure that CAI is utilized in colleges of education especially in the training of computer teachers. Illiteracy of ICT  facilities  or  CAI  creates unemployment to graduates of these colleges of education, shortage of CAI facilities to colleges of education, creates poor performance to students as well.

Purpose of the Study

The main purpose of this study was to determine the extent of utilization of Computer assisted instruction by Computer Education Lecturers for effective teaching and learning in Colleges of Education in South East Nigeria specifically, the study sort to determine:

1.   The    extent to which Computer Education Lecturers in Colleges of Education utilize

CAI in the preparation of instructional contents.

2.   The extent to which Computer Education Lecturers in Colleges of Education utilize CAI

in instructional delivery.

3.   The extent to which Computer Education Lecturers in Colleges of Education utilize CAI

in instructional evaluation.

4.    The challenges faced by Computer Education Lecturers in Colleges of Education in the utilization of CAI in teaching and learning.

5.  The ways of enhancing effective utilization of CAI by Computer Education Lecturers in

Colleges of Education in teaching and learning.

Significance of the Study

The  results  of  the  study  would  be  of  immense  benefit  to  the  lecturers,  students, curriculum planners, examination bodies, government, researchers, and the society at large. To the lecturers, the outcomes of the study should reveal to them ways to enhancing the effective utilization of CAI in teaching and learning.  The result of the study would make them to have a personal assessment of the use of CAI in teaching education and the need to urgently adopt the method in their teaching.

To the student, the findings of the study would enable students acquire the knowledge, skills and attitudes (KCAS) required to advance in the global economy.   As well motivate students to acquire their academic performance and achievement through the use of CAI in instructional  Evaluation.  That  is  to  determine  the  effectiveness  of  CAI  during  instruction delivery.

To the curriculum planners, they would need to engage the services of instructional designers, system analysts, programmer and web developers to design and develop CAI based on curriculum in preparation of instructional content, instructional delivery and instructional evaluation for the purpose of assisting classroom teachers more effectively and learners learn actively and meaningfully.

The findings of the study would help the curriculum planners to integrate CAI into the curriculum of computer education in Colleges of Education. This would help to produce digitally relevant NCE Computer Education teachers who would utilize CAI in delivering instruction in Junior Secondary School for teaching and learning after graduation from Colleges of Education.

The outcome of this study would reveal the need for examination bodies such as Joint Admission Matriculation Board (JAMB), West Africa Examination Council (WAEC), and so on, to design and develop CALs that would cover all the Examination question for examination which provides the immediate feedback through the use of CAL approach, the examinations bodies would make money by selling the developed CAIS that cover the previous questions which would help the student for the next Examination.

To the government, the recommendations findings of this study would suggest to the government about the procurement of state of the art technologies (such as software, CAL and hardware system) which would be distributed to the institution for purpose of effective teaching and learning. The graduates of Colleges of Educations would be employed by the government, to teach in the primary and secondary school systems with the use of CAI, for effective teaching and learning.

Lastly, to the society at large, the findings of the study would reveal to the society when CAI are utilized by lecturers in teaching and learning, the students’ learning.  The findings of the study would reveal to the society when CAIs are utilized by lecturers in teaching and learning, the students learning would be optimized, which means an increased in the value of learning outcome.  The student teachers transfer the knowledge and skills which they have acquired to others especially to students in nursery, primary and secondary in education system as well including those in the private school.

Research Question

The study sought to answer the following research questions;

1.         To what extent do Computer Education Lecturers in Colleges of Education utilize CAI in preparation of instructional contents?

2.         To what extent do Computer Education Lecturers in Colleges of Education utilize CAI in instructional delivery?

3.         To what extent do Computer Education Lecturers in Colleges of Education utilize CAI in instructional evaluation?

4.         What are the challenges facing Computer Education Lecturers in Colleges of Education in the utilization of CAI in teaching and learning?

5.        What are the ways of enhancing the effective utilization of CAI by Computer Education

Lecturers in Colleges of Education?

Null Hypotheses

In order to further address the problem, five null hypotheses were formulated and were tested at

0.05 level of significance.

Ho1:    There is no significant difference in the mean responses of Computer Education Lecturers in Colleges of Education in South East Nigeria on the Utilization of CAI in preparation of instructional contents based on their age..

Ho2:    There is no significant difference in the mean responses of Computer Education Lecturers in Colleges of Education in South East Nigeria on the utilization of CAI in institutional delivery based on years of experiences.

H03        There is no significant difference in mean responses of Computer Education Lecturers in Colleges of Education in South East Nigeria on the utilization of CAI in instructional evaluation based on their rank.

H04        There  is  no  significance  difference  in  the  mean  responses  of  Computer  Education Lecturers in Colleges of Education South East Nigeria on the challenges facing the utilization  of  CAI  in  teaching  and  learning  computer  courses  based  on  years  of experience.

H05        There is no significant difference in the mean responses of Computer Education Lecturers in Colleges of Education in South East Nigeria on ways of enhancing the effective use of CAI in teaching and learning based on gender.

Scope of the Study

This research study was conducted in the Colleges of South East Nigeria. The study was restricted to the utilization of computer assisted instruction (CAI) in teaching and learning by Computer Education Lecturers in Colleges of Education for teaching and learning. The study was delimited to finding the extent to which the Computer Education Lecturers in Colleges of Education   utilize   CAI   in   preparation   of   instructional   contents,   instructional   delivery, instructional evaluation, and the challenges faced by computer education lecturers in the utilization of CAI in teaching and learning and as well as ways of enhancing effective use of CAI by Computer Lecturers in Colleges of Education. The study, however, excluded development and validation of CAI packages or the effect of CAI on students’ achievement on any particular course of study.

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