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EFFECT OF
COMPUTER ASSISTED INSTRUCTION (CAI) ON STUDENTS’ ACADEMIC ACHIEVEMENT IN
GOVERNMENT
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The
advancement in science and technology and their application in education have
yielded rich dividends in almost all disciplines related to the management and
organization of the education system. This applied aspect of technology in the
educational discipline has tremendous capacity to provide the best possible
output for both the teachers and students.
It is no
secrets that there has been a continuous shift in the nature and use of
technology for improving the processes and products of education depending upon
the type of excellence attained by the members of the society and community all
over the globe in terms of scientific, philosophical, psychological and
technological progress and advancement. There remain always, a shift from the
old to the new methods of teaching and learning in the education in different
periods of time (Mangal & Mangal, 2011).
Computer is
the finest and most important gift of science and technology to mankind. It has
done miracles in almost all walks of human life. There is no area which remains
untouched by the benefits of computer. The use of computer for the
instructional activities is called computer assisted instructions (Mangal &
Mangal, 2011). Computer Assisted Instruction (CAI) is one step ahead of
teaching machines and two of the uses of programmed text-books. The roots of
CAI are in the work of B.F. Skinner, who was the first to introduce the concept
of programmed instructions. The CAI has now taken so many dimensions that it is
not simply considered as the teaching machine.
The feasible
application of computer in the Nigerian classroom for teaching and learning is
gradually gaining recognition as a result of great importance and educational
appropriateness it offers. In the developing countries according to Award
(cited in Fakomogbon et al., 2014), computers are becoming increasingly
popular, especially as these form integral part of everyday activities that
generate information and facilitate its fast delivery.
Computer can
be used to assist instruction, manage instruction and aid its design. However,
when computer is used to assist instruction, it is referred to as ‘Computer
Assisted Instruction’ (CAI). Computer Assisted Instruction according to
Abimbola, (1988), is the term used to describe the use of computers to provide
instruction directly to students in order to simulate teaching and learning
situation. It is an instructional programme presented by means of a computer or
computer system (Ekiregwo, 2001).
Secondary
education occupies an important position in the educational system. According
to Lucas and Olaniyan (2008), secondary school is that level of education where
children receive basic education that enhances their advancement to higher
professional and academic pursuit. The Federal Republic of Nigeria (2014) in
her national policy on education described secondary school as education
children receive after primary education and before tertiary stage. It begins
generally at about the age of eleven (11) years and continues for about the
next six (6) years. Eya and Chukwu (2012) observed a downtrend in the quality
of instruction in secondary schools, evidenced by poor students work and poor
performance in external examinations.
This current
trend of poor performance of students in government in terminal and public
examinations in Lagos State remains a worrisome issue that has attracted the
interest of major stakeholders in education across the state. Experts had
always blamed the present declining performance of students in government on
ineffective teaching methods. Unongo (2015) noted that most teachers use mere
lecture and explanation to teach skill related lessons which often retard
learning. Hence, this research study examines the effect of computer assisted
instruction (CAI) on students’ academic achievement with a particular reference
to selected secondary schools in Education District V of Lagos State.
1.2 Statement of the problem
The
performance of secondary school students in government has been quite
unsatisfactory over the years (WAEC, 2010, NECO, 2010). The external
examination bodies such as West African Examination Council (WAEC) and National
Examination Council (NECO) have repeatedly reported poor performance of
students in government.
Moreover,
several studies have also reported poor students’ academic achievement in
government despite the importance attached to the subject in the national
policy on education (Odili, 2006). Secondary school students’ achievement
continues to deteriorate year after year in government. This has become a
source of concern to all stakeholders in education in Nigeria, because no
teacher in Nigeria that teaches government at any level can prove that all is
well in the teaching of the subject. Teachers who teach the subject of
government often complained of the challenges they face, such as lack of
interest in the subject as a result of poor retention of language of
expression. Furthermore government teaching in secondary school in Nigeria
today still follows the traditional pattern such as lecture method which has
been identified as being ineffective in ensuring students participation in
lessons. Non-utilization of relevant techniques in teaching government is
another contributing factor.
Majority of
the studies on Computer Assisted Instruction (CAI) were done outside Nigeria.
These studies particularly focus on the developed countries. Researches on
Computer Assisted Instruction (CAI) in Nigeria are scanty. In Nigeria most of
the available studies on Computer Assisted Instruction (CAI) on students’
academic achievement such as Fakomogbon et al (2014);Shamsideen (2015); Chado
and Okwori (2015); Cyril (2016) were theoretical studies whose findings were
subjectively based on the researchers’ personal opinions. Hence, the
undertaking of this research work will fill in the gap by critically exploring
the effect of Computer Assisted Instruction (CAI) on students’ academic
achievement with a particular reference to selected secondary schools in
Education District V of Lagos State.
1.3 Purpose of the Study
The general
purpose of this study is to examine the effect of Computer Assisted Instruction
(CAI) on students’ academic achievement in government. Other specific
objectives of the study are:
i.
To examine the effect of computer assisted instruction on students’
retention in government.
ii.
To find out if the use of computer assisted instruction enhances
students’ participation in lessons.
iii.
To identify current challenges to students’ academic achievement in
government.
1.4 Research Questions
This study
was guided by the following research questions:
1. What is the relationship between computer
assisted instruction and students’ academic achievement in government?
2. Does the use of computer assisted
instruction have an effect on students’ retention in government?
3. To what extent does the use of computer
assisted instruction enhance students’participation in lesson?
1.5 Research Hypotheses
The
following hypotheses were tested in the study:
H01: There
is no significant relationship between computer assisted instruction and students’ academic
achievement in government.
H02: There is no significant effect of the use of
computer assisted instruction on
students’ retention in government.
H03: There is no significantrelationship between
the use of computer assisted
instruction and students’ participation in lessons.
1.6 Significance of the Study
The findings
of the study will serve as feedback to the education sector especially the
departments of Teacher Training and Development and Curriculum and Evaluation.
The findings of the study will also influence policy formulation pertaining to
the training of government teachers in the future. Teachers will also be aided
on the efficient use of computer assisted instruction (CAI) to reach across diverse
learners in the teaching-learning process.
It is
anticipated that the analytical, conceptual and empirical results of the study
will enhance the understanding of significant issues relating to computer
assisted instruction. The result of the study will also serve as a useful tool
for scholars and researchers in the field of education, who would want to carry
out further research in this domain. Its findings will as well be significant
to policy makers and implementers at large.
Lastly, this
study will also constitute a useful and interesting text in library and would
also provide a data base for future research work.
1.7 Scope of the Study
This study
encompasses computer assisted instruction (CAI) and academic achievement of
senior secondary school students in government with a special reference to some
selected schools in Ojo LGA. It thematically explored issues relating to
computer assisted instruction (CAI) and students academic performance in the
district area with a view to providing a framework for future solutions.
1.8 Limitations to the Study
During the
course of this research study, a lot of constraints and limitations were
encountered. Collection of primary data for this study confronted a major
constraint, as the researcher has to be on the field personally during the data
collection processes. Time factor and financial constraints were also major
challenges during the investigation.
Balancing
this study with normal academic work is already a challenge to the researcher.
1.9 Operational Definition of Terms
Computer: A
computer is a machine that receives, stores or processes data quickly according
to a stored program.
Computer Assisted
Instruction (CAI): encompasses a broad range of technique that supplements the
classroom teaching and learning environment.
Students’
Academic Achievement: This is an outcome of how students deal with their
studies and how they cope or accomplish the numerous tasks given to them by
their teachers.
Education:
it is an alround development of the individual, which could be formal or
informal. In the context of this study it refers to formal education.
Teaching: is
the process of imparting knowledge to or instructing students on a given
subject.
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