Application Of Computer Assisted Instruction To Teaching And Learning In Tertiary Institution

Application Of Computer Assisted Instruction To Teaching And Learning In Tertiary Institution
Abstract
This study focused was on the application of computer assisted instruction to teaching and learning in tertiary institution, Uniabuja as case study. The study is was specifically focused on examining the students’ perception towards the use of Computer-Assisted Instruction in learning base on school type and examining the difference between male and female students’ perception towards the use of Computer-Assisted Instruction in teaching and learning .
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff and students of Uniabuja.
Table of Content
Chapter One:
Introduction
- 1.1 Background of the study
- 1.2 Statement of the problem
- 1.3 Objective of the study
- 1.4 Research questions
- 1.5 Hypothesis of the study
- 1.6 Significance of the study
- 1.7 Scope of the study
- 1.8 Limitation of the study
- 1.9 Definition of terms
- 1.10 Organizations of the study
Chapter Two:
Review of Literature
- 2.1 Conceptual Framework
- 2.2 Theoretical Framework
- 2.3 Empirical Review
Chapter Three:
Research Methodology
- 3.1 Research Design
- 3.2 Population of the study
- 3.3 Sample size determination
- 3.4 Sample size selection technique and procedure
- 3.5 Research Instrument and Administration
- 3.6 Method of data collection
- 3.7 Method of data analysis
- 3.8 Validity of the study
- 3.9 Reliability of the study
- 3.10 Ethical consideration
Chapter Four:
Data Presentation and Analysis
- 4.1 Data Presentation
- 4.2 Analysis of Data
- 4.3 Answering Research Questions
- 4.4 Test of hypothesis
Chapter Five:
Summary, Conclusion and Recommendation
- 5.1 Summary
- 5.2 Conclusion
- 5.3 Recommendation
- References
- APPENDIX
- QUESTIONNAIRE
Chapter One
Introduction
1.1 Background to the Study
In recent years, teaching has been a noble profession that requires skillful, creative and innovative teacher that would expand the horizon of knowledge in the environment of learning to the younger generations through teaching, researcher and educative workshop/seminar (Galle, 2021). Even thought, with the advancement in computer technology has made the process of teaching and learning more enjoyable through Information and Communication Technology (ICT) tools. Such tools provide both students and teachers with more opportunities than before adapting learning and teaching to individual needs and the society at large (Mikre, 2011). Ainsworth (2008) and Watson (2011) opined that information and communication technology have revolutionized the way people work, and have transformed educational systems by giving easy access to information, creating greater interest in learning content, increasing retention of information, and have made information sharing easier. CAI is considered as one important information and communication technology tool available for teachers to promote effective learning and thereby creating interest, retention, and achievement in the concept taught. Learners visualize something which cannot be seen easily in the real world; it helps to clarify relationships through visual means; and it helps students to understand the inner life and movement of an object (Ainsworth, 2008; Weiss, Knowlton, & Morrison 2012). Computer-assisted instruction is now more prevalent and has become a trend (Wang, Yang, & Umoren, 2012).
CAI refers to instruction or remediation presented on a computer (Wang, Yang, & Umoren, 2012). Computer programs are interactive and can illustrate a concept through attractive animation, sound, and demonstration. These allow students to progress at their own pace and work individually or problem solve in a group. Computers provide immediate feedback, letting students know whether or not their answer is correct. If the answer is not correct, the program (course-lab 2.4) shows students how to correctly answer the question. Course lab 2.4 eLearning Package (CeP) refers to eLearning software (package) develop to make learning fun and interactive among students and teacher in schools using computer windows to expand teaching and learning.
Computer-assisted instruction is used to improve instruction for students in schools because students receive immediate feedback and create new interactive skills. Computer-assisted instruction in teaching has produced many positive effects. Brummer (2014) used Computer-assisted instruction to obtain interesting positive results in teaching and learning activities in various science and science-based courses. A computer has been found useful in engineering and most importantly as a veritable instructional tool (Ogu, 2013). The relevance of Computer-assisted instruction packages in a classroom setting cannot be over-emphasized. Computer usage as an educational aid has been effective in stimulating student’s interest, retention and in providing individualized training at the students’ own pace and direction (Brummer, 2014). Computer-assisted instruction provide additional information and give external support for mental simulations thereby allowing the learner to perform a higher amount of cognitive processing when properly used during instructions.
Conventional instructional method refers to the teaching method mostly centered on using chalk and board for teachers; pen and paper for students (Galle, 2016). The teacher uses other methods such as demonstration using examples, lecture methods, question- answer methods during Economics lesson period. Conventional instructional methods or traditional teaching methods have been in existence for several years, shaping the minds of so many scholars, workers and ordinary men and women. At a young age, a person is expected to attend a formal education, which involves a teacher and a set of students convening in a classroom. Through formal education using traditional teaching methods, students learn what they needed to succeed in the real world.
The potential benefits of Computer Assisted Instruction (CAI) cannot be underestimated in the contemporary world. There is a plethora of established findings on the instructional value of computer, particularly in advanced countries. There are now several CAI packages on different subjects. It is obvious that the current trend in research all over the world is the use of computer facilities and resources to enhance students’ learning (Yusuf & Afolabi, 2010). This may be the reason why Handelsman, Ebert-May, Beichner, Bruns, Chang, et al (2004) opined that “many exercises that depart from traditional method are now readily accessible on the web” (p. 521), even though teachers do not use these facilities. They further showed that the interactive approaches to lecturing significantly enhance learning.
Computer has been found to be the most suitable, reliable and versatile medium for individualizing instruction. It is able to deal simultaneously with large number of students on individual basis and this tends to lower the cost, in the long run (Yuen & Ma, 2002). With the advent of computer-based learning, instructions are shifting from traditional methods of instruction to computerized methods of instruction in developed nations.
Nigeria Government appreciate these facts, in 1998, the Federal Government of Nigeria launched the National Policy on Computer Literacy at primary, secondary and tertiary levels of education (FRN, 1988). As at year 2000, nine ICT for education initiatives at various stages of development was established. These are being carried out by the education coordinating agencies of government and the Federal Ministry of Education. Computer science was also incorporated into secondary school curriculum. Non-governmental organization such Parent Teachers Association (PTA), SchoolNet Programme and many others had donated computers with internet facilities, Uninterrupted Power Supply (UPS), and standby generator to some selected public schools in Nigeria. Studies have revealed that there is a wide gap between policy development and implementation in the Nigerian schools as regards computer education in Nigerian schools (Jegede & Owolabi, 2003).
In Nigerian schools, computers are used not only as a means of helping schools for analyzing data, it is also a pervasive tool toward optimizing student learning. For example, students are regularly using the Internet to gather and assimilate information for use in research assignments. They are preparing “electronic” presentations using computer presentation programs and LCD projectors. They are using word processing programs to create various other reports. Students are even using spreadsheets to increase their experiences with mathematical concepts. In addition, many schools have incorporated interactive computer-assisted-instruction into their program to provide students opportunities to master specific educational objectives or standards (Oyelekan & Olorundare, 2009; Patrick, 2003). Part of this study is to investigate students’ perception towards the use of computer for learning.
Yusuf (2005) noted that the full potential of computers is yet to be exploited within the Nigerian school system.
Successful implementation of computer education can only be assured through teachers who have acquired necessary knowledge and skills. If computer education is to succeed in Nigerian schools, teachers must be competent in the use of computers. Sufficient computer literacy in students is a necessary condition for successful autonomous learning in a CAI environment (Reed, Drijvers and Kirschner 2010). Yusuf and Balogun (2011) reported that majority of the student-teachers have positive attitude towards the use of ICT and they are competent in the use of few basic ICT tools. Overall, no significant difference was established between male and female student-teachers’ attitudes and use of ICT.
CAI brings with it several potential benefits as a teaching/learning medium. These include self- paced learning, self-directed learning, the exercising of various senses and the ability to represent content in a variety of media. With self-paced learning, learners can move as slowly or as quickly as they like through a program. If they want to repeat some task or review some material again, they can do so as many times as they choose. The program will not tire or complain about repetitions. Learners can skip over a topic if information is already known, making the learning process more efficient. With self-directed learning, learners can decide what they want to learn and in what order (Gambari, 2010). CAI software teaches specific skills and knowledge, often narrowed to a specific content area and grade range. This type of software is in contrast to tool software that can be used in general to help students through problem processing at any grade level and in any content area, such as: word processors, newsletter programs, spreadsheets, databases, audio-video editors, or presentation programs. ICT has taken advantage of computer algebraic system to allow students and teachers access to various topics in mathematics. Similarly, computer animation can make mathematics more interesting and stimulating that students want to learn more. Computer can be used to explain certain mathematical concepts in calculus, vectors, orthogonal polynomials, numerical approximations. Fourier series and Laplace Transforms, are topics that can be introduced in a motivated way using computer animation. It is obvious that the Computer-Assisted Instruction exerts a tremendous influence in reshaping and transforming the ways mathematics is taught and learned. Yusuf and Balogun (2011) reported that majority of the student-teachers have positive attitude towards the use of ICT and they are competent in the use of few basic ICT tools. Mwei, Too, and Wando (2011) reported higher achievement and positive attitudes with those students taught mathematics using computer. CAI offers a valuable means for improving mathematical knowledge and skills and hence performance in Mathematics. Also, Anyamene, Nwokolo, Anyachebelu and Anemelu (2012) reported that students taught mathematics using (CAI) package performed significantly better than their counterparts taught using the conventional method of instruction. In another study, Reed, Drijvers and Kirschner (2010) revealed that using computer as a mathematical tool enhanced positive attitudes towards mathematics and augmented their learning behaviours.
1.2 Statement of the Problem
Based on the aforementioned review, it’s obvious that the effectiveness and efficient use of these CAI packages has not been felt. Schools have been equipped with computers mostly by non-governmental organization such as the SchoolNet programme. Computer-Assisted Instructional packages were developed by various programmers and software developers for various subjects and used in private schools while many public schools have no electricity talkless of computer. Most studies that examined effectiveness of CAI on students’ performance were conducted outside Nigeria; in fact, studies on students’ perception towards the use of CAI for teaching and learning are unknown. Therefore, gaining an appreciation of students’ perception toward the use of CAI may provide useful insight into the future of technology integration, acceptance and usage in teaching and learning in Nigerian institutions and other developing countries. Thus, this study investigates the application of computer assisted instruction to teaching and learning in tertiary institution.
1.3 Objective of the Study
The purpose of this study was to investigate the application of computer assisted instruction to teaching and learning in tertiary institution.
The specific objectives of the study are to:
- Determine the students’ perception towards the use of Computer-Assisted Instruction in learning base on school type.
- Examine the difference between male and female students’ perception towards the use of Computer-Assisted Instruction in teaching and learning .
1.4 Research Questions
- Is there any difference in the perception of students’ towards the use of Computer-Assisted Instruction in teaching and learning ?
- What are the differences among students’ perception towards the use of Computer-Assisted Instruction in learning based on school type?
- Is there any difference between male and female students’ perception towards the use of Computer-Assisted Instruction in learning.
1.5 Research Hypotheses
- There is no significant difference among university students’ perception towards the use of Computer Assisted Instruction in learning based on school type.
- There is no significant difference between male and female students’ perception towards the use of Computer Assisted Instruction in learning.
1.6 Significance of the Study
This study would contribute significantly to the following beneficiaries: students, lecturers, parents, policy makers (government) and curriculum planners.
Students would find this study significance because it would expose them to interact with different teaching method that is computer-assisted instructional using Course-lab 2.4 eLearning Package (CeP) and conventional method thereby enhance students’ interest, listening skill, writing skill, communication skill, overcoming stage anxiety, manipulation skill amongst other skills needed for self-development and reliance. The result of this study would be of great benefit to teachers because this study employed activity-based and student-centre instructional patterns of CAIA. They provide additional techniques of teaching which are capable of holding students’, interest, and make them participate actively in the lesson.
The findings of this study could have an added advantage of not only making the teachers enjoy the work of teaching but also lightens the problem of the teaching as teachers are expected to be more actively involved in the teaching-learning process. The result of the study could help in improving the quality of teaching in our schools. This is because this study would shed light on the relative effectiveness of various innovative techniques in teaching and learning thereby reduces the teachers’ workload in classroom management.
Furthermore, parents would also appreciate knowledge of computer-assisted technology as some of the parents gain skills, attitude since their students share experience acquired during lesson with the computer.
1.7 Scope of the Study
The study investigated the application of computer assisted instruction to teaching and learning in tertiary institution. The study used two independent variables include computer-assisted instructional approach (course-lab 2.4) and conventional instructional method.
1.8 Limitation of Study
Finance,inadequate materials and time constraint were the challenges the researchers encountered during the course of the study.
1.9 Operational Definition of Terms
The following terms have been operationally defined:
Computer-Assisted Instruction (CAI)
Computer-assisted instructional Approach (CAI) refers as the use of computers and software applications to teach concepts or skills. CAI is an interactive instructional technique whereby a computer is used to present the instructional material, tutorials, drill, practice, simulation, and problem-solving approaches to present topics, and they test the student’s understanding.
Course lab 2.4 eLearning Package (CeP)
Course lab 2.4 eLearning Package (CeP) refers to eLearning software (package) develop to make learning fun and interactive among students and teacher using computer windows.
Conventional Instructional Method (CIM)
Conventional Instructional method (CIM) refers to instructional method or teaching methods that involves the use of chalkboard and textbooks centre mostly on teacher.
1.10 Organizations of the Study
The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.
The second chapter is a critical review of other literatures relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centres around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.
Chapter Five
Summary, Conclusions and Recommendations:
5.1 Introduction
This chapter summarizes the findings on the application of computer assisted instruction to teaching and learning in tertiary institution, Uniabuja as case study. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was on the application of computer assisted instruction to teaching and learning in tertiary institution, Uniabuja as case study. The study is was specifically focused on examining the students’ perception towards the use of Computer-Assisted Instruction in learning base on school type and examining the difference between male and female students’ perception towards the use of Computer-Assisted Instruction in teaching and learning .
The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff and students of Uniabuja.
5.3 Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
In this study, it was discovered that students irrespective of school type have positive perception towards the use of CAI and enjoy using it for learning . Gender had a significant influence on the perception of students towards CAI, and similarly no significant difference was established between male and female student in their interest towards CAI. It was discovered that lack of infrastructural facilities, difficulties in infusing Internet use into the curriculum and also lack of appropriate teacher development are some of the factors impeding the use of CAI in Nigerian schools.
5.4 Recommendation
The following recommendations were made based on the findings:
- Provisions should be made for teachers to be able to integrate ICT-based methodology into their teaching, and also, all classrooms should be equipped with necessary infrastructure and, lastly, all students should be provided with access to media laboratories whenever they want to.
- Since mathematics is one of the subjects perceived as being difficult, the use of using CAI for teaching and learning mathematics in senior secondary schools should be encouraged.
- Seminars, workshops and conferences on the use of CAI and ICT in general should be organized by government and education stakeholders to train teachers in the use of ICT for teaching their various courses.


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