THEORETICAL RESEARCH ON THE EFFECT OF COMPUTER USAGE ON THE ACADEMIC ACHIEVEMENT OF SECONDARY SCHOOL STUDENTS
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THEORETICAL
RESEARCH ON THE EFFECT OF COMPUTER USAGE ON THE ACADEMIC ACHIEVEMENT OF
SECONDARY SCHOOL STUDENTS
CHAPTER ONE
INTRODUCTION
1.1 Background
of the study
The world is
constantly changing and ways in which we function at home, work and school are
also changing. The speed at which technology has developed plays a major role
in these changes. From e-mail to on-line classes, computers are definitely
influential in our lives, and can enhance the learning process in schools in
various ways. With the increasing popularity of computer technology, it is
essential for administrators to support and encourage computer technology in
our education systems as it has become an important medium in instructional
delivery and instructional management. The recognition of the value of computer
in the teaching learning process in the contemporary world engendered the
introduction of computer education into the Nigerian school curriculum in 1989.
For meaningful teaching of computer education and dissemination of computer
knowledge, the National Commission for Colleges of Education (NCCE) (1996) is
of the opinion that there is need to produce seasoned professional teachers in
computer education in order to accomplish the desired objectives
Nigeria’s
philosophy of education believes that education is an instrument for national
development and as such, there is a need for functional education for the
promotion of a progressive and united Nigeria (Adaralegbe, 1985). To this end,
school programmes need to be practical relevance and be comprehensive, while
interest and ability should determine individuals’ direction in education.
According to the National Policy on Education (Federal Republic of Nigeria
(FRN), 2004), education and training facilities should continue to be expanded
in response to the societal needs and made progressively accessible to afford
individuals more diversified and flexible choices. Education activities should
be centered on the learner for maximum self-development and self-fulfiment. The
educational system should be structured to develop the practice of
self-learning, while modern educational techniques should be increasingly used
and improved in all levels of the educational system (FRN, 2004). One of the
goals of secondary education is to provide trained manpower in the applied
science and technology, at sub-professional grades. The sciences at the senior
secondary school level comprises of physics, chemistry, and biology. The
biology curriculum, which was originally prepared by the Comparative Education
Study and Adaptation Center (CESAC), is aimed at satisfying the biology
requirements of the senior secondary school programmes in the New National
Policy on Education. The curriculum content is organised around the major
concepts of living and non-living, ecology, genetics, nutrition, and the
nervous system. These topics are organised into instructional units and are
sequenced in a spiral form with each unit treated in detail as the course
progresses. CESAC recommended that the guided discovery approach should be used
in teaching. This instructional approach is recommended to ensure that learners
are provided with continuous experiences in the skills of solving problems,
recognizing assumptions, critical thinking, hypothesizing, observing,
collecting and recording data, testing and evaluating evidence, manipulating
variables, generalizing, and applying generalization.
With the
introduction of computer into the educational system, it has been discovered
that teaching could be developed in a more flexible way through Computer
Assisted Instruction (CAI) in order to make it more responsive to student’s
learning. According to Babalola (1998), the most important feature in
computerized instruction is that it permits a high degree of individualization.
This in effect means that students can proceed at their own pace, following a
path through the curriculum as suited to their particular interest and talent.
However, the introduction of computer in the last couple of years has had
little or no impact on the traditional daily activities within the school
system (Yusuf, 1998)
1.2
STATEMENT OF THE PROBLEM
Learning
outcome of every student according to Bakare, 2009, majorly depends on the type
of teaching methods, teaching strategies, and instructional techniques or
approaches employed by the teacher during instruction. Traditional teaching
methods such as lecture, demonstration and field trip adopted for teaching
basic in senior secondary school by teachers are often referred to as
conventional teaching method termed to be teacher centered instead of students
centered (Sonola, 2007). This method of teaching technical subjects according
to her, discouraged creativity and disallowed students from thinking beyond
what is presented to them by their teachers. The students are reduced to
passive learners and as a result become apathetic and repulsive to learning. Since
literature review showed that there was no perfect superiority of CAI over
conventional teaching methods, the researcher decided to study the effect of
computer usage on the academic achievements of secondary school students. The
report from Federal Ministry of Education (1993, WAEC 1996-2006) (NECO
2001-2005) identified lack of application of effective methodology for teaching
technical subjects as major reason for low academic achievements of students in
senior secondary schools – Cambell and Cambell (1999), also explained that
traditional method of teaching do not adequately equip teachers with
contemporary views of students intelligences and their vast learning
capabilities.
1.3
OBJECTIVE OF THE STUDY
The main
objective of this study is to ascertain the effect of computer usage on the
academic achievement of secondary school students in Lagos state. But for the
successful completion of the study; the researcher intends to achieve the
following objectives;
i) To
ascertain the effect of computer usage on the academic achievement of students.
ii) To
evaluate the relationship between the use of computer and traditional teaching
technique
iii) To
ascertain the role of computer assisted instruction in improving student
participation in class
iv) To ascertain
the impact of computer on students reading habit.
1.4 RESEARCH
HYPOTHESES
For the sake
of the study, the following research hypotheses were formulated by the
researcher
H0: computer
usage does not have any significant effect on the academic performance of
students in Lagos state.
H1: computer
usage has a significant effect on the academic performance of students in Lagos
state.
H02: there
is no significant relationship between the use of traditional teaching
technique and the use of computer assisted instruction.
H2: there is
a significant relationship between the use of traditional teaching technique
and the use of computer assisted technique.
1.5
SIGNIFICANCE OF THE STUDY
It is
believed that at the completion of the study, the findings will be of great
importance to the ministry of education; as the findings will guide them in
policy formulation and in implementation of computer assisted instruction in
teaching and learning in secondary schools in Lagos. The study will also be of
great importance to the management of secondary schools in Lagos state as the
study seeks to elaborate on the tremendous benefit of computer assisted
instruction. The study will also be beneficial to researchers who intend to
embark on study in similar topic as the study will serve as a guide to their
study. Finally the study will be beneficial to academia’s students and the
general public.
1.6 SCOPE
AND LIMITATION OF THE STUDY
The scope of
the study covers theoretical research on the effect of computer usage on the
academic achievement of secondary school students in Lagos state. In the course
of the study, the researcher encountered some constrain which limited the scope
of the study.
(a)Availability
of research material: The research material available to the researcher is
insufficient, thereby limiting the study.
(b)Time: The
time frame allocated to the study does not enhance wider coverage as the
researcher has to combine other academic activities and examinations with the
study.
(c)Finance:
The finance available for the research work does not allow for wider coverage
as resources are very limited as the researcher has other academic bills to
cover.
1.7
DEFINITION OF TERMS
Computer
A computer
is a device that can be instructed to carry out an arbitrary set of arithmetic
or logical operations automatically. The ability of computers to follow
generalized sequences of operations, called programs, enable them to perform a
wide range of tasks.
Education
Education is
the process of facilitating learning, or the acquisition of knowledge, skills,
values, beliefs, and habits. Educational methods include storytelling,
discussion, teaching, training, and directed research. Education frequently
takes place under the guidance of educators, but learners may also educate
themselves. Education can take place in formal or informal settings and any
experience that has a formative effect on the way one thinks, feels, or acts
may be considered educational
Achievement
Something
accomplished, especially by superior ability, special effort, great courage,
etc.
1.8
Organization of the study
This
research work is organized in five chapters, for easy understanding, as follows
Chapter one is concern with the introduction, which consist of the (overview,
of the study), statement of problem, objectives of the study, research
question, significance or the study, research methodology, definition of terms
and historical background of the study. Chapter two highlight the theoretical
framework on which the study its based, thus the review of related literature.
Chapter three deals on the research design and methodology adopted in the
study. Chapter four concentrate on the data collection and analysis and
presentation of finding. Chapter five gives summary, conclusion and also
recommendations made of the study.
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