Influence of Computer-Aided Instruction on the Academic Performance of Senior Secondary School Students in Economics in Gwagwalada Area Council, Abuja
Need help with a related project topic or New topic? Send Us Your Topic
DOWNLOAD THE COMPLETE PROJECT MATERIAL
Influence of Computer-Aided Instruction on the Academic Performance of Senior Secondary School Students in Economics in Gwagwalada Area Council, Abuja
Abstract
The purpose of this study was to investigate the impact of computer-aided instruction on the academic achievement of senior secondary school pupils in economics at Gwagwalada Area Council in Abuja.
Three objectives were raised, which included: determining the effects of CAI on students’ performance in Economics as compared to the traditional method of instruction in senior secondary schools in Gwagwalada area Council Abuja;
determining the performance of male and female Economics students when exposed to computer assisted instruction in senior secondary schools in Gwagwalada area Council Abuja; and determining the effects of computer aided instruction (CAI) on A total of 77 replies were received and authenticated from enrolled participants, with all respondents coming from chosen secondary schools in Gwagwalada area Council Abuja. The hypothesis was investigated using the Chi-Square statistical program (SPSS).
Chapter one
Introduction
Background of the study.
Technological advancements have caused a shift in the teaching methods and instructional approaches employed in schools. Technology has altered the course of human existence. The invention of the computer and its broad use in many aspects of life are the most significant accomplishments of cyber-era technology.
According to Pritchard (2005), a computer is a general-purpose device that accepts, stores, manipulates, and creates data in the form of numbers, text, pictures, speech, video files, or electrical impulses in response to program instructions. Computers are often made up of digital circuits.
A computer’s two fundamental characteristics are its ability to execute a prepared list of instructions (a program) and respond to a specified set of instructions in a well-defined manner.
It also explores how these many uses might interact to improve teaching and learning, as well as people’s standard of life around the world (Pritchard 2005).
An instruction is a proclamation or justification of a duty that must be accomplished, typically issued by a higher authority. According to Pratt (2008), instruction is the practice of transferring knowledge or skills through written or spoken directions on how to execute a task or follow a procedure. Effective instructions often incorporate visual components that clarify and explain the text, such as photos, diagrams, and flowcharts.
Computer-assisted instruction (CAI) is the practice of presenting written and visual information in a logical sequence to a learner using a computer. The student learns by reading the written material or looking at the graphic information displayed.
Some programmes offer audio-visual presentations, providing the option for students to choose audio presentations in addition to visual media. Each text segment is followed by two questions for the student to respond to.
Feedback on responses is provided instantly (Locatis & Atkinson, 1984; Wang & Sleeman, 1993). CAI can be described as interactive and individualised learning because it often involves a dialogue between one student and a computer program, and students can study at their own pace and time frame (Curtis & Howard, 1990).
A class can have one or more pupils, who can be young or old, intelligent or below average IQ, “normal” or physically handicapped, highly motivated or “turned off,” affluent or poor, male or female. The subject can be simple and uncomplicated, or challenging and complex.
Televised or computer-assisted instruction (CAI) may not require the teacher’s physical presence. Instruction takes occur somewhere, in a certain setting. Admissions policies at the university may be highly selective or “open door”.
The learning environment might be positive or negative, encouraging or discouraging. The resources, both physical and human, can be plentiful or limited. Instruction is when a teacher attempts to teach someone something somewhere.
The creative part of teaching has been compared to the role of a symphony conductor (Eisner, 2004). The instructor, like the conductor, uses a variety of talents to orchestrate a highly complex process.
Eisner (2004) contends that teaching is much more akin to artistry than science. Teaching requires complicated judgements that emerge during the course of instruction. Teachers must respond creatively to the unexpected.
Furthermore, the most essential goals of teaching are the events (such as critical thinking, analytical reasoning, and written/oral communication) that take place during the process. The outcomes are frequently incorporated into the learning process itself.
Educational systems around the world are working to make the most effective use of computers to teach students the knowledge and skills they will need in the twenty-first century, which will speed up students’ learning and make it more convenient for both teachers and students.
3 The influence of computer-assisted instruction (CAI) on traditional teaching and learning has been defined as predicting the transformation of the teaching-learning process and the way teachers and students obtain access to knowledge and information.
With the advent of new technology, the teaching profession is shifting from teacher-centered, lecture-based education to student-centered, interactive learning settings (UNESCO World Education Report, 1998).
The design and implementation of successful computer-assisted instruction into teacher education programs is critical to fundamental, broad-based educational reforms (UNESCO, 1998).
The use of computers is gradually becoming more prevalent in the educational system, particularly in the pedagogical element; nonetheless, economics education is not being overlooked. CAI is employed as an instructional technique at all grade levels, from pre-primary to higher education.
Children are also learning the three Rs (reading, writing, and arithmetic) through CAI. According to Chauhan (1994), the CAI system has been used at all levels of education, including elementary and secondary schools, teachers’ training colleges, undergraduate and postgraduate courses, and on-the-job training in practically all areas.
Developed countries (for example, the United States, Brazil, Japan, France, Germany, and so on) have used CAI for more than three or four decades. A lot of research on various aspects of CAI has been conducted (such as that of Shlechter, 1991)
which studied the effect of using computer technology in economics classes and found that traditional teaching is important for transmitting information about economic theory, but CAI has the potential to significantly improve students’ learning of economic theory) in these countries.
They have developed this form of training in light of research findings and continue to explore for ways to improve its utilisation. Developing countries (such as Bangladesh, South Africa, Nigeria, Malaysia, Botswana, Zimbabwe, and Namibia) are also incorporating CAI into their educational systems. They have planned and are working to ensure that this new application is used effectively.
Computer-assisted training allows students to work at their own pace and receive rapid feedback (Carlson and Schodt, 1995, p.24). Animated graphs and flowcharts help pupils understand the shift in curves or the relationship between different sectors of the economy (Welford 1986, p.132).
Computer-assisted instruction (CAI) can help students develop the ability to think like economists, rather than just problem-solvers. The practical use of computer technology in economics education remains limited due to challenges relating to teaching staff and students, technical potential, and accessible financial resources.
Furthermore, arts and social science students have not integrated computer skills into their teaching learning process, which is essential for improving the teaching process and serving as a stepping stone in developing and equipping learners with computer application skills for their future endeavours with little or no assistance.
Statement of the Problem
The ability to utilise a computer is as important as formal education, including reading, writing, and arithmetic. As jobs become more computer-oriented, society wants and rewards those who understand how to use computer systems by providing them a five-fold advantage over those who do not.
Learning any ability without the proper equipment and facilities contradicts Aristotle’s claim that one can learn to be an excellent flute player by filing the flute.
The researcher’s observation in Gwagwalada area Council Abuja public senior secondary school students who are continuing their studies in higher institutions of learning are unable to carry out simple computer operations such as using econometric software, simple browsing, and word processing piqued the researcher’s interest.
The researcher grew inquisitive and decided to investigate why these kids are unable to perform such basic computer functions. Furthermore, the researcher’s interaction with most students from various Senior Secondary Schools, particularly in the state’s three Senatorial Districts, where teaching and learning takes place, revealed that they lack computer application and usage skills; they are unable to browse and surf the internet effectively without assistance.
Internet access appears to be weak or nonexistent, and most secondary schools in the country lack adequate learning resources, including related teaching software and other learning materials.
Furthermore, there appears to be a missing link between the actual applications of computers in the teaching of economics in senior secondary schools in the Gwagwalada local council of Abuja.
This study will be conducted using this problem as its foundation. The purpose of this study is to examine the impact of computer-assisted instruction (CAI) on students’ Economics performance in senior secondary schools in the Gwagwalada District Council of Abuja.
The objectives of the study
This study was set out to achieve the following goals:
to investigate the effects of CAI on students’ economic performance when compared to traditional methods of instruction in senior secondary schools in Gwagwalada area Council Abuja.
To assess the performance of male and female Economics students exposed to computer-assisted instruction in senior secondary schools in the Gwagwalada region of the Council of Abuja.
To investigate the impact of computer-aided instruction (CAI) on the pre-test and post-test mean performance scores of the experimental group of students in senior secondary schools in Gwagwalada area Council Abuja.
Research Hypotheses
H1: CAI had little effect on students’ performance in Economics when compared to traditional methods of instruction in senior secondary schools in Gwagwalada area Council Abuja.
H2: There is no performance of male and female Economics students when exposed to computer-assisted instruction in senior secondary schools in Gwagwalada Area Council Abuja.
Significance of the Study
This study will be very useful to teachers of Arts and Social Science Education (especially Economics) in senior secondary schools in the Gwagwalada area Council Abuja, who understand the importance of computers in their pedagogical applications, as they are gradually replacing traditional methods of teaching.
Furthermore, it will provide them with insight into the numerous educational concepts associated to CAI. The study will be extremely useful to computer programmers and secondary school administrators in the sense that it will provide insight into what is expected of them in terms of student and teacher planning in the future, if they want to produce trained teachers for the 21st century classroom and labour market.
Furthermore, the design, planning, and development of software will reflect the concepts and practical implementation of CAI in the classroom context, enabling them to give individualised education to address unique requirements. The study will be extremely useful to the Ministries of Education and Science and Technology, as they are the primary determinants of the pedagogic side of computer and secondary school education in Nigeria.
The study’s findings will help them understand the situation and position of CAI in terms of educational quality because it will give students different levels of control over their own learning, allow instruction to be tailored to individual students’ needs, and allow the ministry to collect feedback on student performance and store it for future reference.
This study will provide the necessary framework for fully using CAI in teaching and learning, hence improving student learning quality. The study will be very useful to Curriculum Planners because it will allow them to streamline various educational duties. It will provide them the vision to prepare for a diverse range of fields, including all of the major disciplines in elementary, secondary, and postsecondary institutions.
Furthermore, the findings will assist the curriculum planner in integrating and improving the abilities of searching and developing in-class activities into the curriculum content. The study will enable them to quickly plan for higher order thinking capabilities, critical thinking skills, and problem solving abilities.
Also, incorporating CAI into the education system will be extremely beneficial to curriculum planners since it will provide them with the innovative skill of preparing for people with physical constraints, learning difficulties, and linguistic restrictions.
Scope of the Study
The study’s focus includes the impact of computer-aided education on the academic achievement of senior secondary school pupils in economics at Gwagwalada Area Council in Abuja. The study would be limited to selected secondary schools in Gwagwalada Area Council, Abuja.
Limitations of the study
Sample Size and Selection Bias:
The study may have a small sample size, limiting the generalisability of the findings. Furthermore, there is a possibility of selection bias if particular kids or schools are more likely to participate in CAI programs.
Duration of Intervention:
The study’s timeline may be limited, offering only a snapshot of CAI’s influence during a given period. Long-term impacts may not be fully captured within the study period.
Teacher Variables:
The study may not take into account variances in teacher competency, comfort with technology, and educational techniques. These factors can have an impact on how well CAI works in the classroom.
Definition of Terms
Computer-assisted instruction (CAI):
Computer-Aided Instruction is the use of computers and educational software to improve the teaching and learning processes. In the context of this study, CAI refers to the incorporation of technology into the economics curriculum to assist and enhance traditional teaching approaches.
Academic Performance:
Academic performance refers to the quantitative outcomes of a student’s learning experiences in a specific subject or set of topics. Academic performance, as defined in this study, refers solely to senior secondary school students’ successes and growth in economics.
Senior Secondary Students:
Senior Secondary School Students are normally in the latter years of their secondary school, usually in grades 10 through 12. This study focusses on pupils in these grades who study economics.
Economic Education:
Economics education is the teaching and study of economic principles, theories, and concepts. It includes the development of economic literacy and analytical skills in students.
Need help with a related project topic or New topic? Send Us Your Topic