Effect of Computer Usage on Academic Achievement of Secondary School Students in Jos North L.G.A Plateau State
Chapter One
Today’s society has many challenges, and education is one of them. Because knowledge is advancing so quickly, it is now necessary to use information and communication technology (ICT) (ICT). Global education systems are now using modern information and communication technologies (ICTs) to teach students the knowledge and skills they will need in the twenty-first century. This is due to the expansion of the global economy and the information-based society (World Bank, 2004). Information and communication technology can act as a catalyst by offering teachers the tools they need to better their instruction and giving students access to electronic material that makes subjects more understandable and approachable (UNESCO,2004).
Education institutions have made significant investments in information and communication technologies over the past two decades (ICT). The field of education and teaching and learning methodologies have been impacted by information and communication technologies. The impact of new technologies on student achievement and the financial benefits of schooling is one perplexing subject. Since information communication technologies are always changing and are difficult to separate from their surroundings, it is important to first assess how information communication is incorporated into the teaching and learning process before addressing their impact on student accomplishment. The definition of a student’s achievement varies. The typical method focuses on student performance and curricula, as well as how they comprehend the courses and receive their grades. However, a more comprehensive description addresses integration, abilities, and attitudes discovered during the educational process (Adel & Mounir, 2010).
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter examined the literature on Cognitive Flexibility Theory and Constructionist Theory that is connected to the research, various empirical studies at the international, regional, and local levels in line with Computer Set in Schools, Usage of Computer in Teaching and Learning, Attitudes of Principals, Teachers, and Students, Challenges faced in integrating Computer in Teaching and Learning, ICT and Students’ Achievement, Strategies to overcome the Challenges
Review of Related Theories
The following theories supported the diffusion of Innovations theories: Cognitive Flexibility Theory developed by Spiro in 1992 and Constructionist Learning Theory developed by Papert Seymour in 1980.\
Cognitive Flexibility Theory
The cognitive flexibility theory, established by, is the second theory connected to the study (Spiro & Jehng, 1992). Spiro, Feltovitch, and Coulson support the cognitive flexibility theory. The cognitive flexibility theory outlines the strategies that assist students in learning by adopting various representations in various contexts. This theory’s primary goal is the transfer of knowledge and abilities outside of the context of initial learning, hence emphasis is placed on providing information from many angles and using several case studies with a variety of examples. Spiro (1992) also emphasized the significance of built knowledge and the necessity of giving students the chance to create their own informational representations in order to learn effectively.
According to Spiro (1992), the cognitive flexibility theory has four principles:
- Learningactivities must provide multiple representations of
- Instructionalmaterials should avoid oversimplifying the content domain and support context-dependent
- Instruction should be case-based and emphasise knowledge construction, nottransmission of
- Knowledgesources should be highly interconnected rather than compartmentalised.
According to the Cognitive Flexibility theory, learners are better able to understand the nature of complexity when they are exposed to many contexts and representations of the same information. It places a focus on the capacity to adaptably reconstruct one’s knowledge in a variety of ways in response to dramatically shifting situational demands. The first benefit of the cognitive flexibility theory is that it shows how students may learn and retain information if they are given the freedom to create their own mental models of it. According to the findings of this study, teachers can make their e-Learning courses more effective by allowing students to assimilate knowledge in a way that better meets their individual needs. Consequently, this can improve pupils’ performance in a variety of courses (Spiro, et al., 1992). The second advantage of the Cognitive Flexibility Theory is that it teaches students how to perform tasks consistently, which empowers them to spontaneously reorganize their knowledge in a variety of ways in response to drastically shifting environmental demands. This strength supports the study since students must apply the knowledge they have learned to their daily lives, and this can only be assessed through performance.
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Introduction
This chapter explained the methods applied in carrying out this research. The chapter covered the following sections: Research design, Target Population, Sample and Sampling Procedures, Research Instruments, Validity and Reliability of Instruments, Data Collection Procedures, Data Analysis Procedures and Ethical Considerations.
Research Design
This research utilised a convergent parallel mixed-methods design; an approach to inquiry that combines both qualitative and quantitative methods concurrently, prioritizing both methods almost equally (Creswell, 2013). This design involves one data set providing a supportive, secondary role in a study. According to Watkins and Gioia (2020), the design advocates that a single data set is not sufficient to provide answers to a research question. Different types of questions require different types of data. In this case, the quantitative and qualitative methods complemented each other and provided for the triangulation of findings, hence greater validity of the emerging inferences. Whereas the quantitative approach provided a more general understanding of the issue of Effect of Computer usage integration on students’ academic performance, the qualitative provided a detailed and in-depth understanding of the same.
Key components of convergent parallel mixed methods approach, as with any other mixed methods approach, have to do with priority and sequence. In terms of priority, both qualitative and quantitative was given equal weight. In terms of sequence the researcher collected both quantitative and qualitative data at the same time.
Target Population
According to Kothari (2011) target population is the total number of respondents in the total environment of interest to the researcher. The target population for this study consisted of all Principals, secondary school teachers, and students of 9 selected schools within Jos North L.G.A..
CHAPTER FOUR
DATA ANALYSIS AND RESULT PRESENTATION
Introduction
This chapter presents the findings of the study. It is divided into two sections which comprise of the demographic characteristics of the respondents and the findings according to the research questions.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS OF THE
FINDINGS
Introduction
This chapter presents a summary of the findings and conclusions drawn from the study. The chapter also gives the recommendations and suggestions for further research. The main purpose of this research was to investigate the Effect of Computer usage on students’ academic performance in secondary schools in Jos North L.G.A.. The study was guided by five research questions. Related literature to the topic of study was reviewed on the usage of computer in education, availability of Computer set, attitudes of principals, teachers and students, challenges faced in integrating Computer in teaching and learning and strategies to overcome the challenges.
Summary of the Findings
The researcher utilised the convergent parallel mixed method design. This design was appropriate for this study because the use of convergent parallel mixed method design provided the researcher with an avenue to use both qualitative and quantitative data to answer research questions. Both probability and non-probability sampling procedures were adopted. Stratified random sampling procedures were used to select teachers and students while purposive sampling was used to select the principals. The sample comprised of 9 principals, 81 teachers and 180 students. The total of participants in this study was 270; however the return questionnaire rate was 229.
Quantitative data were analysed using SPSS version 20.0 and summarised using descriptive statistics such as frequencies, percentages and mean and the findings were presented in tables. Qualitative data were transcribed, categorised and classified into themes and thereafter, were presented in form of narratives and direct quotes when necessary for the researcher to explain further the occurring phenomena. Furthermore, the study briefly summarised the findings and drew conclusions related to the research questions and finally the researcher put forward recommendations and areas for further research.
In addition, the researcher considered demographic characteristics of respondents as a very significant trait. The findings revealed that the majority of principals were males: 7 males and 1 female. In term of level of education, 5 principal had a bachelor’s degree and 3 had a master’s degree in education. They had a span of work experience between 1 – 10 years, 3 principals had a working experience of less than one year, 3 others from 1-5years and 2 principals had an experience ranging between 6-10 years. In term of school type, 7 out 8 principals were from private schools.
Conclusions
The following conclusions were made based on the findings of the study which was guided by five research questions. About the usage of computer in teaching and learning in schools in Jos North L.G.A., it was concluded that Computer usage featured in the syllabus and integration is taking place in respective schools in Jos North L.G.A. It also included that Computer usage in teaching and learning influence and improves students ‘academic performance.
Regarding the availability of Computer set, it concluded that most schools were equipped with Computer set acquired through the donors in case of private schools or through Government funds for the public school. The ICT equipment available was computer, projectors; E- readers in two schools, whiteboard, printers, DVDs/ VCD players. However many ICT equipment available in schools were not adequate.
Attitudes of participants on the usage of computer in teaching and learning are generally positive despite the challenge of inadequate facilities all respondents are enthusiastic and eager to integrate Computer in teaching and learning. In addition, they emphasised that ICT help them to improve academic performance of students in respective schools.
There were many challenges such as inadequate Computer equipment; the shortage of large room to accommodate students for the computer classes, lack of computer trained personnel, shortage of internet connectivity, lack of motivation of teachers, lack of lab technician. In addition, students developed negative attitude towards ICT due to harassment from the teachers. It also concluded that students’ academic performance can be improved by integrating Computer in teaching and learning in Jos North L.G.A. and also by handling challenges related to adequate Computer equipment, internet connectivity, teachers and students’ motivation; to employ more ICT trained personnel and lab technician.
Recommendations
The study came up with the following recommendations to the various relevant stakeholders concerning the usage of computer in teaching and learning in order to enhance student’s academic performance in secondary schools. These stakeholders are namely: Ministry of Education, Principals, teachers and students.
Ministry of Education
The findings of the study revealed that many schools did not have enough Computer set especially large room and even the few they have are not adequate for the proper usage of computer in teaching. Therefore, the government should provide ICT equipment’s: computers, printers, projectors, laboratories, and among others in the schools including private schools to help them integrate Computer in schools in order to attain the goals of education. To achieve this, the government should provide free land for schools in Kibera to solve the problem of small classrooms. The government through the ministry of education should increase funding of computer projects in schools and expand to private schools and provide more ICT equipment’s in these schools. Furthermore, the government through the ministry of education should ensure affordable and free reliable internet connectivity in the schools and in the whole country.
Principals
One of the findings indicated that teachers do not have enough ICT skills to integrate Computer in their teaching in order to enhance students’ academic performance; hence principals as chief human resources in the various secondary schools should organise at least twice a year workshops, seminars and training for teachers on ICT skills as one of an effective ways of embedding ICT culture within their schools. In addition, the findings pointed out that the main challenge faced by schools was the lack of adequate ICT equipment; principals as heads of secondary schools should mobilise all stakeholders to purchase the appropriate ICT equipment to help teachers and students improve students’ achievement. Principals are also encouraged to involve other development partners in the provision of computer equipment like parents, Non- Governmental Organizations, and corporate bodies through their corporate social responsibilities (CSR) who can donate computers and other equipment’s to the schools. Lastly, principals should encourage all students to continue with computer subject until form four to help students improve their performance as many students expresses the wish to be given the opportunity of taking computer subject up to form four.
Teachers
The findings also showed that students are sometimes harassed by teachers and many students developed negative attitude towards ICT, teachers should encourage students to cultivate positive attitudes towards ICT by creating a conducive environment, avoid harassing them even if they take time to understand. They should also take into account learners’ differences in acquiring knowledge. This implies that they should know their learners and as they are teaching using a variety of methods and procedures, teaching aids, draw examples the universe of students.
Students
One of the findings indicated that the majority of students used ICT more for relaxation than for studying and they visit dirty Website, therefore teachers should monitor students while using so that they may use it for the right cause. Students should know the importance of usage of computer in learning which can improve their performance and open them to the other world. They should avoid visiting the website which can mislead them and use internet appropriately by downloading information related to their study.
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