Economics
as a Subject |
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2.5 |
Computer
Assisted Instruction and Senior Secondary School |
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Male
and Female Students‘Performance of in Economics |
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2.6 |
Rationale
for CAI in Teacher Education |
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2.7 |
Classroom
Trainer Resistance to CAI (E-Learning) |
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2.7.1 |
Work
roles |
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2.7.2 |
Practice
and Beliefs about Teaching |
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2.7.3 |
Beliefs
about Quality of E-learning |
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2.7.4 |
Personality
Factors |
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2.7.5 |
Visions
into the future by Teachers |
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2.8 |
Types
of Technology and their Educational Applications |
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2.9 |
Obstacles
to the use of CAI in Nigerian Schools |
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2.9.1 |
Cost of
computer hardware and software |
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2.9.2 |
Weak
Infrastructure |
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2.9.3 |
Lack of
skills- |
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2.9.4 |
Lack of
relevant Software |
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2.9.5 |
Limited access to the internet |
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2.10 |
Empirical
Studies |
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2.11 |
Summary |
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3.1 |
Introduction
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3.2 |
Research
Design |
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3.3 |
Population
of the Study |
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Sample
and Sampling Techniques |
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3.5 |
Instrumentation |
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3.5.1 |
Validity
of the Instrument |
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3.5.2 |
Pilot
Study |
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3.5.3 |
Reliability of the Instrument |
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3.6 |
Procedure
for Data Collection |
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3.7 |
Procedure
for Data Analysis |
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CHAPTER FOUR: DATA ANALYSIS
AND RESULTS |
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4.1 |
Introduction |
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4.2 |
Demographic
Characteristics of Respondents |
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4.3 |
Answers
to Research Questions |
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4.4 |
Hypotheses
Testing |
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4.5 |
Summary
of Major Findings |
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4.6 |
Discussions
of Findings |
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CHAPTER FIVE: SUMMARY,
CONCLUSIONS AND RECOMMENDATIONS |
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5.1 |
Summary |
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5.2 |
Conclusions |
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5.3 |
Recommendations |
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5.4 |
Implications
of the Findings |
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5.5 |
Limitations
of the Study |
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5.6 |
Suggestions
for Further Study |
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REFERENCES |
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APPENDICES |
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CHAPTER ONE
INTRODUCTION
1.1 Background
to the Study
Teaching methods and instructional techniques in
the classrooms have been changing and this is influenced by technological
advancements. Technology has changed the whole pattern of human life. The
greatest contribution of cyber age technology is the development of Computer
and its use in all walks of life. Computer according to Pritchard (2005) is a
general purpose machine, commonly consisting of digital circuitry, that accepts
(inputs), stores, manipulates, and generates (outputs) data as numbers, text,
graphics, voice, video files, or electrical signals, in accordance with
instructions called a programme. The two principal characteristics of a
computer are: it responds to a specific set of instructions in a well-defined
manner and it can execute a prerecorded list of instructions (a programme).
Importantly, it is also concerned with the way these different uses can work
with each other to enhance teaching and learning and to better the standard of
living of people the world over (Pritchard, 2005).
Instruction is a statement or explanation of
something that must be done, often given by someone in authority. Pratt (2008)
views Instruction, as the activities of educating or instructing; activities
that impart knowledge or skill written or spoken directions for carrying out a
procedure or performing a task. Effective instructions often include visual
elements (such as pictures, diagrams, and flowcharts) that illustrate and
clarify the text. Computer-assisted instruction (CAI) is the process by which
written and visual information is presented in a logical sequence to a learner
through a computer. The student learns by reading the text material presented
or by observing the graphic information displayed. Some of the programmes
provide audio-visual presentation with an option to the student to select audio
presentation in addition to the visual media. Each segment of text is followed
by questions,
for student‘s response. Feedback on response is
indicated immediately (Locatis & Atkinson, 1984; Wang & Sleeman, 1993).
CAI can be characterized as interactive and individualized learning as it
usually involves a dialogue between one student and a computer programme, and a
student can learn at his own pace and time frame (Curtis & Howard, 1990).
There may be one student or several in a class, the students can be young or
old, bright or below average intelligence, "normal" or physically
challenged, highly motivated or "turned off," rich or poor, male or
female. The subject can be easy and straightforward or difficult and complex.
The teacher may not be physically present, as with televised or
computer-assisted instruction (CAI). Instruction takes place somewhere, in some
specific context. The institution may be highly selective, or "open
door" in its admissions policies. The climate for learning may be
favourable or destructive, supportive or frustrating. The resources, both
physical and human, may be lavish or meager. Instruction involves a teacher
trying to teach someone something somewhere.
The artistic aspect of teaching has been likened to
the activity of a symphony conductor (Eisner, 2004). The teacher, like the
conductor, draws upon a repertoire of skills and orchestrates a highly complex
process. Teaching, Eisner (2004) argues, is much more like the work of the
artist than the scientist. Teaching involves complex judgments that unfold
during the course of instruction. Teachers must deal creatively with the
unexpected. Furthermore, the most important goals of teaching are those events
(for instance; critical thinking, analytical reasoning and written/oral
communication) that occur during the process. The outcomes are often embedded
in the learning process itself.
Educational systems around the world are making
efforts for the effective use of computer to teach students the knowledge and
skills they need in the 21st century which will enhance students‘ learning of
subject matter very fast and convenient to both the teachers and learners.
The impact computer assisted instruction (CAI) has
on traditional teaching and learning has been described as; it predicted the
transformation of the teaching-learning process and the way teachers and
learners gain access to knowledge and information. With the emerging new
technologies, the teaching profession is evolving from an emphasis on
teacher-centred, lecture-based instruction to student-centred, interactive
learning environments (UNESCO, 1998 World Education Report).
The designing and implementing a successful
computer assisted instruction into teacher education programmes, is the key to
fundamental, wide-range educational reforms (UNESCO, 1998). The use of computer
is gradually taking roots in the educational system, especially in the
pedagogical aspect; this has not left the economics education aspect out. CAI is
being used as an instructional strategy at all grade levels from pre-primary to
higher education. Children are also learning 3Rs (Reading, wRiting, aRithmetic)
through CAI. Chauhan (1994) mentions that CAI system has been utilized at all
levels of education ranging from elementary school, secondary school, teachers
training college, undergraduate, post graduate studies and on the job training
in almost all subjects. Developed countries (for example; USA, Brazil, Japan,
France, Germany, et cetera) have been using CAI for more than three or four
decades. A lot of research on various aspects of CAI has been conducted (such
is that of Shlechter, 1991) which studied the effect of using Computer
technology in economics classes and found that traditional teaching are
important for transmitting information about economic theory, but CAI holds the
potential to enhance dramatically students‘ learning of economic theory) in
these countries. They have refined this mode of instruction in the light of
findings of researches and are still looking for better use of it. Developing
countries (for instance; Bangladesh, South Africa, Nigeria, Malaysia, Botswana,
Zimbabwe, Namibia et cetera) are also introducing CAI to their education
systems. They have planned and are making efforts for the effective use of this
innovative application.
Computer-assisted instruction provides a good base
for students to work at their own pace with immediate feedback (Carlson and
Schodt, 1995, p.24). Animated graphs and flow-charts help the students to
better understand the shift of the curves or the relationship between different
sectors of the economy (Welford 1986, p.132). Therefore, computer assisted
instruction (CAI) provides rich opportunities for helping students to move
beyond being ―problem-set smart‖ toward ‗thinking like economists‘. The actual
use of computer technology in economics education is still limited due to
obstacles related to teaching staff members and students, technical potentials
and available financial resources. Also, arts and social science students have
not been applying Computer skills with their teaching learning process which is
at the core, to enhance the teaching process, which can be a stepping stone in
developing and equipping the learners with skills in Computer applications in
their future endeavours, with little or no assistance.
This study is out to establish the effects of CAI
on students‘ performance in Economics in the Senior Secondary Schools. It is
against this background that the study seeks to establish if Computer and
application software are appropriate to enhance the teaching and learning of
Economics in the Senior Secondary Schools. Students from various senior
secondary schools are supposed to be at the fore front of applying Computer
skills in their daily contact with the equipment and also looking at the nature
of the subjects; which is geared towards preparing them for the place of work
and also the classroom. The present research intends to investigate whether or
not the teaching of Economics subject can be enhanced by the use of CAI in the
public senior secondary Schools in Ekiti State.
1.2 Statement
of the Problem
The ability to use Computer is necessary just as
formal education; as reading, writing, and arithmetic. As jobs become increasingly
oriented towards the use of Computer, society demands and rewards individuals
who know how to use Computer systems, by giving them
special preference over those who doesn‘t know how
to use computer. Learning any skill without the necessary equipment and
facilities negates Aristotle‘s saying that one learns to be a good flute player
by filing the flute.
From the researcher‘s observation in the Ekiti
State public senior secondary school students who are furthering their studies
in higher institutions of learning (in Ekiti State University, Ado-Ekiti to be
precise) are unable to carry out simple operations on a computer such as using
the computer software for econometrics, simple browsing and word processing,
caught the researcher attention. The researcher became curious to carry out an
investigation on why these students are unable to carry out such simple
computer operations. Also, the researcher‘s interaction with most students from
various Senior Secondary Schools, especially in the three Senatorial District
of the state, where teaching learning takes place, are lacking skills in
computer application and usage, they cannot browse and can‘t surf the ‗net‘
effectively without assistance.
There seems to be poor or non-existence internet
connectivity, inadequate learning resources in most secondary schools in the
country, including related educational tools, and other learning materials. Also,
there seems to be a missing link between the practical applications of Computer
in teaching of Economics in Senior Secondary schools in Ekiti State. It is on
the basis of this problem that this study will be carried out. This study seeks
to determine the effect of computer assisted instruction (CAI) on students‘
performance in Economics in senior secondary schools in Ekiti State, Nigeria.
1.3 Objectives
of the Study
This study was set out to achieve the following
objectives:
1. to
determine the effects of CAI on students‘ performance in Economics as compared
to the traditional method of instruction in senior secondary schools in Ekiti
State.
2. to
determine the performance of male and female Economics students when exposed to
computer assisted instruction in senior secondary schools in Ekiti State.
3. to
determine the effects 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 Ekiti State.
4. to
determine the relationship between students‘ performance in Economics and CAI
drill and practice in senior secondary schools in Ekiti State.
1.4 Research
Questions
In view of the above, the following research
questions were formulated to guide the conduct of the study:
1. What
are the effects of CAI on students‘ performance in Economics as compared to the
traditional method of instruction in senior secondary schools in Ekiti State,
Nigeria?
2. What
is the performance of male and female Economics students when exposed to
computer assisted instruction in senior secondary schools in Ekiti State?
3. What
is the effect 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 Ekiti State?
4. What
is the relationship between students‘ performance in Economics and CAI drill
and practice in senior secondary schools in Ekiti state?
Department | Education |
Project ID Code | EDU0495 |
Chapters | 5 Chapters |
No of Pages | 143 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2349067372103 |
Contact Us On | +2349094562208 |
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