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?