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The study investigated Effects of Computer Assisted Instruction on Independent Learning Skills of Economics Students in Secondary Schools in Kaduna State. ICT are information handling tools used for producing, processing, distributing exchanging and storing of information. Computer Assisted Instruction (CAI) is an ICT-Driven Instructional technique in which computer system is used as an instructional material and the teacher monitors, the learning that takes place. The objective of the study among others was to determine the rate at which independent learning skills acquisition could be enhanced among Economics students taught with the use of Computer Assisted Instruction and those taught with the conventional method of teaching. Hypotheses were drawn from the objectives of the study. The research design was the two by two pre-test post-test quasi experimental control group design. The targeted population were the twenty-three thousand four hundred and sixty Public Senior Secondary two (SS2) students in twelve educational zones of Kaduna State. A stratified random sampling technique was adopted to draw two hundred SS2 Economics students from the rural and urban centres of two educational zones of the State. An Economics Achievement Test (EAT) was developed and validated as test instrument for data collection. The hypothesis was tested using covariance at 0.05 level of significance for acceptance or rejection. The results amongst others revealed that students taught with the use of CAI performed significantly better than those taught without CAI, and also the result shows that the use of CAI in teaching Economics is not significantly affected by school location. However, it was therefore recommended amongst others that, the Opon Imo meaning Tablet of Knowledge used in Osun State Senior Secondary Schools should be adopted by government for all Senior Secondary Schools in Nigeria.
African Scholar Journal of Contemporary Education Research (AJCER), 7 (6), 35-50.
'Opon Imo' (Computer Assisted Instruction) and High School Students' Academic Achievement in Agricultural Science in Osun State2017 •
This study determined the effect of ‘Opon Imo’- computer assisted instruction on high school students’ academic achievement in Agricultural Science in Osun State, Nigeria. The moderating effects of students’ gender and attitude on achievement was also examined. The study employed one group pretest – posttest experimental research design. Three secondary schools initially provided with the computer tablets (Opon Imo) by the state government of Osun were purposively selected for the study. One senior secondary school II class was randomly selected in each of the three selected schools making a total of 152 students. Agricultural Science Achievement Test I (ASAT I) (r=0.86), Agricultural Science Achievement Test II (ASAT II) (r= 0.78) and Students’ Attitude to ‘Opon Imo’ (SAO) (r = 0.79) were used to collect data. The data collected were analyzed using Analysis of Covariance (ANCOVA). Five hypotheses were formulated and tested at 0.05 level of significance. Findings of the study showed that ‘Opon Imo’ (Computer Assisted Instruction) has significant effect on students’ academic achievement in Agricultural Science (F(1,151) = 14.987; P <0.05; ɳ=.177). It was also revealed that gender and attitude have no effect on students’ achievement in Agricultural Science. The study therefore, recommends continuous and permanent supply of ‘Opon Imo’ – computer assisted instruction to all categories of students in senior secondary school. This will assist teaching and learning of all subjects in SS II and other classes and consequently, a continuous improvement in achievement in Agricultural Science and other subjects in SS II and other classes in senior secondary school. Keywords: Achievement, Agricultural Science, Attitude, Computer Aided Instruction, ‘Opon Imo’
This study investigated the impact of ICT presentation modes on learning outcomes of secondary school students in economics. It also examined students' attitude to economics as a subject and attitude to ICT presentations. Through purposive sampling method, 150 senior secondary school students from three schools were selected from Ibadan metropolis of Oyo state in Nigeria. The study was a pre-post-test control quasi-experimental study. Two instruments: Students' economics achievement test consisting of 25 items and 20-item Attitude questionnaire were used for data collection after validation. ANCOVA was used to analyse the collected data with pre-test scores serving as co-variates. The result of the study revealed that ICT presentations had significant impact on students' performances (F (1, 149) = 45.641, p <.001). The students exposed to PowerPoint presentation performed more significantly better(x = 20.62, S.D= 2.11) than the students exposed to Video media presentation(x = 16.76, S.D= 4.22) who also performed significantly better than the students exposed to conventional teaching method only (x = 14.30, S.D= 2.99). Gender and ICT mode combined to have significant effect on students' achievement when thought with PowerPoint presentation (F (1, 149) = 4.143, p <.05). Based on the findings, the study recommends the adoption of ICT presentation modes for instructional delivery in Nigerian secondary schools. Overview As the world population grows, so are the educational demands of its inhabitants including those in Nigeria.The increase in demand for education especially formal schooling occasioned by population growth requires greater preparations in both methods and means of curriculum delivery. According to Osasona (1987), any country who desires economic advancement through her educational system must ensure that her students at all levels learns more in less time without sacrificing quality. This, the researcher argued, entails adopting new methods for instructional delivery at all levels. Information and communication technology (ICT) since its emergence has revolutionized our world in many fronts; from entertainment, sports, broadcasting, administration and education; in fact, it is becoming a natural part of our daily lives (Yusuf, 1997). According to Ene (2001) and Yoloye and Adekawonishile (2005), ICT with its rapid development is changing the world and creating unprecedented opportunity in the field of education and have had an intense effect on the way information or instruction were been disseminated to learners. Literature has indicated that when ICT is appropriately used, it constitutes potent tools for enriching and improving traditional means of teaching and learning. According to Yusuf (1997), ICT has the capacity to improve the quality of teaching and learning in many educational environments.ICT encompasses the computer hardware, software, the network and other devices (Video, audio, photography, camera, etc) that convert information (text), images, sounds, motions, and so on into digital forms. Economics as
International Journal of Strategic Research in Education, Technology and Humanities
EFFECT OF COMPUTER-ASSISTED INSTRUCTION ON SENIOR SECONDARY SCHOOL ECONOMICS STUDENTS'ACHIEVEMENT AND INTEREST IN NASARAWA STATE, NIGERIA2021 •
The study investigated the effect of computer-assisted instruction on senior secondary school Economics students' achievement and interest in Nasarawa state; Nigeria. Six research questions and six hypotheses were formulated to guide the study. The study adopted a quasi-experimental research design. The target population comprised all 26,157 SS II students from 276 public senior secondary schools in Nasarawa State. A sample of 140 SS II Economics students (80 males and 60 females) was selected for the study from two senior secondary schools out of 320 students. Two instruments: Economics Achievement Test (EAT) and Economics Interest Inventory (EII) were developed by the researcher and were validated by experts from Nasarawa State University, Keffi, which yielded 0.78 validity index for EII, and 0.80validity index for EAT. The reliability of the instruments "EAT was determined using Kuder-Richardson (KR21) formula which yielded 0.82 reliability index and the EII was determined using Cronbach Alpha yielded that 0.76 reliability index. Means and standard deviations were used to answer the research questions while ANCOVA and post hoc mean comparisons were used to test the null hypotheses at the 0.05 level of significance. The findings from this study revealed that there was a significant difference in the mean posttest scores of students' taught Economics using CAI-course-lab 2.4and their counterparts taught using the conventional method, there was significant difference in the mean posttest interest scores of students taught Economics using CAI-course-lab 2.4 and those taught using the conventional method. Similarly, there was a significant difference in the mean posttest scores of male and female students taught Economics using CAI-course-lab 2.4 and those taught using the conventional method. Likewise, on the ability levels, the male and female students in experimental group performed significantly better than their counterpart in the conventional group. Based on these findings, it was concluded that the use of CAI-course-lab 2.4 is more effective in enhancing students' achievement and interest in Economics than conventional instructional tools. Thus, the study recommended that Economics teachers should use CAI-course-lab 2.4 to teach thereby enhance students' academic achievement, interest and ability in Economics among others.
International Journal of Basic and Applied Science
The Impact of ICT-Driven Instructional Aids in Nigerian Secondary SchoolsThe integration of tablet technology for learning is increasingworldwide;however, for the expected outcomes to be achieved, tabletusers must possess positive impressions towards the technology. This study examined secondary school students' impression about educational tablet: case of Ọpón-ìmọ ̀ in Osun State, Nigeria. The study employed descriptive method of the survey type. Sample was drawn from senior secondary school 3 across the state using purposive sampling technique. In all, 668 students participated in the study. A researcher-designed questionnaire was validated by two educational technologists and one English language instructor. The instrument was evaluated for its reliability using Pearson correlation; a reliability coefficient of 0.87 was recorded. Data was analysed using frequency counts, percentage, t-test and ANOVA. Findings showed that students had positive impressions aboutỌpón-ìmọ ̀ (75%), gender had no significant influence on students' impressions about Ọpón-ìmọ ̀ (t= (666) = 1.89, p>.05.), school location had no significant influence on students' impressions about Ọpón-ìmọ ̀ (F (2, 665) = 1.287, p>0.05). This study concluded that students had positive impressions about the tablet and that gender and school location had no significant influence on students' impressions. The study recommended that the government should encourage the continuous usage of the tablet across the schools within the state. Overview When Ọpón-ìmọ ̀ was deployed by the government for students' instructional use at the various secondary schools in Osun state, it met with lots of resentments by almost all the stakeholders; teachers, students and parents were mostly skeptical and even rejected the tablets in some cases. This initial rejection might not be unconnected with what Ellsworth (2000) referred to as the fear of a displacement of the status quo. Change according to Ellsworth (2000) will be successful only if the change agents including the students are willing and ready to participate effectively in the process. According to Ellsworth's New Meaning of Educational Change Model, one of the important factors that must be in place for meaningful results in change adoption effort is the clarity of the change idea (Ellsworth, 2000). For the change ideas to be assumed to be clear and practicable therefore, it must make good impression on the adopting agents. The problem Ọpón-ìmọ ̀ as a technological innovation was introduced to public schools in Osun state for the purpose of improving students' academic performances, however, parents and religious bodies within the state rejected the tool claiming that the tablet computer was meant to change the religious orientations of its beneficiaries. This study therefore examined students' impression about theỌpón-ìmọ ̀ as a learning tool.
The study investigated effectiveness of Information Communication Technology (ICT) in teaching and learning in Public Senior Secondary Schools in Ogoni Area of Rivers State. A sample size of 400 (300 students and 100 teachers) was used for the study. Simple random sampling technique was adopted to compose the sample. Three research questions were answered. QTSEICTUC was used for data collection. QTSEICTUC was objectively used to investigate the extent of utilization of ICT tools, how ICT tools are used to evaluate teaching/learning processes and the constraint to effective utilization of ICT tools by teachers and students. Mean with standard deviation was used to analyze the data obtained from the respondents. It was found that ICT tools were not utilized in the school. Based on the findings, it was recommended among others that; the government of Nigeria should embark on a massive computer literacy training programme nationwide, particularly for the teachers and learners at all level of education, the cost of ICT tools like laptop should be made affordable to teachers and students.
This study was conducted to access the use of computers and internet as supplementary source of educational material to enhance quality education, improve educational management and planning. How students use computers and internet to facilitate their learning, how lecturers in Tertiary Institutions use computer and internet to teach and guide students. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degree of personal contact with learners. The use of ICT in education lends itself to more student-centered learning setting and often this creates some tensions for lecturers and students. Data collection was done using structured questionnaire and the data was subjected to SPSS version 15.0 for analysis, while descriptive statistics was used. The result shows that high percentage of the respondents preferred using ICTs in teaching and learning. The researcher also suggested further study on the topic.
As the development and deployment of ICT as a powerful tool to live and compete in this ever changing globe continue to grow globally, there is increasing universal recognition of the need for the developing nations to incorporate it into the education system. Nigeria as a nation, is yet to fully adopt ICT in her secondary education system, as a great deal of instructional and administrative work in secondary school in Nigeria is still carried out manually, the chalk and talk method of learning and teaching still dominates the secondary school system. This paper therefore seeks to know the extent of the use of ICT in secondary schools in Owerri, Imo state, Nigeria and the factors affecting its adoption. The mixed method approach was used for gathering data for this study. A sample of 16 secondary schools was selected randomly out of the 48 secondary schools in Owerri. Semi-structured interview was used to get data from one teacher each purposively selected from each of the 16 secondary schools. The 16 teachers and 200 students randomly selected from the 16 secondary schools, were also surveyed. The self-designed questionnaire was used to collect pertinent data which were analyzed using SPSS. The findings revealed that ICT has not been fully integrated into the secondary schools as ICT facilities are lacking in most of the schools. Notable challenges of ICT integration include; lack of funds, lack of teaching guidelines and curriculum, non availability of ICT facilities, lack of maintenance and irregular power supply. It is therefore recommended that adequate funds should be made available for the schools and the government should formulate a comprehensive curriculum with a view to incorporating the use of computer and ICT- assisted instruction in the schools. Also, the government should improve the power supply to the schools.
The pervasiveness of technology across the strata of human activities makes it imperative to conduct research on viable pedagogical techniques for integrating computer technology in teaching and learning.This study sought to findout the impact of computer assisted instruction (CAI) and school type on academic performance of students in Basic Technology in Sokoto State. The study adopted quasi-experimental, pre-test/post-test, control/experimental group design. Purposive sampling technique was used to select intact classes of 55 female and 115 male students from the JSSII stream of two schools, Government Day Secondary School, Dange, and Government Secondary School, Kware, in Sokoto state; GDSS, Dange, was the experimental group,while GSS, Kware, the control group,Basic Technology Performance Test (BATPET) instrument was used to collect data, while independent t-test on the SPSS package was used to analyse the data obtained, The study revealed no significant difference between CAI and traditional instruction. Furthermore the study showed no significant difference between day school students and boarding school students, These outcomes may be ascribed to some extraneous factors such as students familiarity with computer and cognitive strategies. It is recommended that teachers at all levels must be encouraged and trained to ensure learners acquire the rudiments and skills of reading and writing, for effective teaching and learning with or without technology. Keywords: Computer Assisted Instruction (CAI), School Type, Academic Performance, Basic Technology.
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