DIGITAL TRANSFORMATION EDUCATION: CHALLENGES, EFFECTIVENESS, AND PERCEPTIONS OF COMPUTER-ASSISTED INSTRUCTION APPLICATION IN PHYSICS CLASSROOM

Emmanuel Oppong, Eric Appiah-Twumasi, Ebenezer Ekow Mensah, Kenneth Darko Ateko

Abstract


Digital Transformation Education has received greater attention in teaching and learning, however, there is a scarcity of studies on the challenges, effectiveness, and perceptions of Computer-Assisted Instruction (CAI), especially in the Colleges of Education (CoE). In addressing these, the study used the mixed method research design using 12 Physics tutors and 254 Physics students from 3 CoE purposively selected from the Sekyere South District and the Mampong Municipality. Interviews and questionnaires were used for data collection and data analysis was done using Statistical Package for Social Sciences ¬(IBM SPSS), version 26.1, employing descriptive statistics and thematic analysis. The results indicated that Physics tutors generally face a high level of challenges, with inadequate technological resources and limited financial support posing the greatest hindrances. In response, tutors employed various strategies including personal investment in internet bundles and advocacy for institutional intervention. It was again found that both quantitative and qualitative findings converged after merging and that the qualitative findings agreed with the quantitative findings. It was concluded that tutors of Physics in the CoE in the Mampong Municipality and the Sekyere South District encounter challenges during their integration of CAI in their Physics lessons. However, since students of Physics in the CoE perceive the use of CAI as very positive to their academic lives, it was recommended that using CAI for teaching and learning Physics in the colleges of education should be fortified.

 

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college of education, academic performance, tutors, students, technology, physics education

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DOI: http://dx.doi.org/10.46827/ejoe.v8i3.5204

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