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COMPUTER USE
AND STUDENTS ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
Background to the Study
In recent
years, computers have been used extensively for various reasons by wide user
groups. School-age children use computers for entertainment, communication, and
education, etc. Over the past few years, due to improvements in technology,
computers and related technologies have become cheaper and more sophisticated.
That is why
households are both able and willing to buy computers for their children. They
hope to give them the chance to become advanced computer users. Lauman M.
(2000) stated that “not only is the number of computers in education growing
exponentially, but also the number of computers in the home is growing at a
rapid rate”. Despite the increase in the number of computers and related
technologies, everyone does not have the same access to these technologies:
“Media availability varies depending on such things as child’s age, gender,
race/ethnicity, family socioeconomic status, and so forth” Roberts S.,
Greenwald R., and Lame, R. (1999). The economic level of the countries might
also affect the availability of media for school-age children either at school
or at home.
Parents
believe that using computers may increase their children’s academic achievement
and future job opportunities (Ortiz, 2011); therefore they buy computers with
an internet connection to help their children succeed in school (Turow K.,
1999). Today’s computer revolution provides cheaper and better home computers
that allow students to practice what they have learned at school (Stock and
Fishman, 2010). Although there is an agreement among researchers that computers
are useful for learning opportunities, Becker C. (2000) found that students are
more likely to use home computers for entertainment than for school related
purposes. There are countless things that can be done with computer
applications, and some of these applications might have latent impacts on
children’s development. For instance, computer games might be considered a
waste of time by some parents. However, they may have positive effects on
children’s cognitive development (Hamlen K., 2011; Li and Atkins, 2004). By
spending time with the computers, children can learn how to “read and utilize
the information on computer screens” (Subrahmanyam, 2001). Using computers can
also improve children’s visual attention because some applications require
users to keep track of or control many activities at the same time.
In commerce
and manufacturing, multinational corporations, and individual households,
computer technology has fundamentally altered how business is conducted and how
people communicate. In the field of education, computers have become a common
fixture in this country’s schools.
Many
researchers have found computer laboratory to be central to the teaching of
science in secondary schools (Abrams and Waridersee, 1995). They are computer
workshops where practical activities are conducted to enhance meaningful
learning of computer concepts, theories and assertions (Seweje R., 2000). Since
practical work in the laboratory is vital to school teaching, laboratory have
been found to be a primary vehicle for promoting formal reasoning skills and
students’ understanding, thereby enhancing desired learning outcomes in
students (Jeske, 1990; Ogunleye, 2002).
Students
often fail to acquire computer laboratory skills, because their teachers were
unable to conduct practical as they would like to, and this always had
inevitable consequences for students’ learning. All these shows the importance
attached to computer laboratories in schools and it is this importance that
prompted the researcher to examine computer laboratory and students’
performance in secondary schools.
The results
from a number of published studies on the relationship between computer use and
academic achievement in relation to computer laboratory indicate that this
technology can bolster student outcomes. Hence, this study is interested in
carrying out comparative analysis of computer laboratory in relation to the
academic performance of secondary school students.
1.2 Statement of the problem
The problem
under consideration in this study is that of uses of computer laboratory. The
uses of computer laboratory seem to have been saddled with a mammoth of
problems ranging from inadequate funding, brain drain, nepotism and other
possible social menaces. These vices appear to be destroying the once cherished
and admired standard of service in the administration of public secondary
schools.
The
researcher has embarked on the study with the hope that some solutions will be
arrived at on computer laboratory.
1.3 The Purpose of Study
This study
is designed to make a comparative analysis of computer use and its relation to
computer laboratory in senior secondary schools.
Hence, the
specific purposes of this study are:
1. To analyze the differential importance
of computers use at home or school on education achievements.
2. To provides new evidence of the effect
of modern technologies on the performance of computer students.
1.4 Research Questions
The study
intends to answer the following research questions;
1. Does any significant relationship
exist between computer usage and students performance in computer laboratory?
2. Does computer laboratory have impact
on students’ educational achievements?
3. Does modern technologies in computer
laboratory have significant impact on academic performance of students in
computer laboratory?
1.5 Research Hypotheses
The following
hypotheses will be tested in this study:
1. Ho: There
is no significant relationship between computer usage and students performance
in computer laboratory.
2. Ho: There
is no significant relationship between computer laboratory and students’
educational achievements.
3. Ho: There
is no significant relationship between modern technologies in computer
laboratory and academic performance of students in computer laboratory.
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