The Effect of Intelligent Computer Assisted Instructions on Secondary School Physics Student’s Problem Solving
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To examine the effects of CAI on the students’ academic achievement in Physics at secondary level
- To investigate the impacts of CAI on the retention of students in Physics at secondary level
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Framework
The study was guided by the constructivist theory and technology acceptance model. The technology acceptance model developed by Davis (1989) which states that the user’s motivation for any technology is predetermined by three factors namely, perceived ease of use, perceived usefulness and attitude towards using the technology. According to technology acceptance model, for CAI- technology to be effective it needs to make the learners and teachers experience a feeling of the technology’s usefulness and ease of its use. The more successful is the CAI- technology in generating positive attitudes in learners towards using the CAI in learning, the better their learning experiences and outcomes. Thus, technology acceptance model proved to form an appropriate framework for use of CAI technology by learners in this study. Moreover, Bandura (1982) noted the importance of perceived usefulness and perceived ease of use of technology, in predicting a person’s self-efficacy. According to Bandura, selfefficacy which is similar to perceived use of use consists of self-judgment of how well one can perform specific tasks required to accomplish specific goals, while the learning outcome judgment is similar to perceived usefulness. The value of learning outcomes, which are academic achievement, student’s self-efficacy and students’ collaborative skills in this study is therefore linked to perceived usefulness of CAI. The fundamental insight of constructivist theory is that knowledge is actively constructed and not simply acquired by the learner. According to Jonassen (1996), constructivist learning is described by four principles: the principle of knowledge construction; the principle of active 25 learning; the principle of social interaction; and the principle of situated learning. Constructivists view learning as an active process (principle of active learning) in which learners construct new ideas or concepts based on the current or past knowledge and not simply acquiring the knowledge (principle of knowledge construction). Active learning of students may serve as a driving force to hard work that eventually translates to improved learning outcomes. Social interaction which include; learner-learner and learner- teacher interactions are important ingredients of learning (Jonassen, 1996).
CHAPTER THREE
RESEARCH METHODOLOGY
RESEARCH DESIGN
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought to the effect of intelligent computer assisted instructions on secondary school physics students problem solving
SOURCES OF DATA COLLECTION
Data were collected from two main sources namely:
- Primary source and
- Secondary source
Primary source: Personal interview was conducted with the staff of first bank of Nigeria plc.
Secondary source: The secondary formed the major theoretical part that was derived through critical review of library and also other related literature (material written by others researchers).
POPULATION OF THE STUDY
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information on The effect of intelligent computer assisted instructions on secondary school physics students problem solving. 200 staffs of selected secondary schools in Uyo, Akwa ibom state was selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
DATA ANALYSIS
The data collected from the respondents were analyzed in tabular form with simple percentage for easy understanding.
A total of 133(one hundred and thirty three) questionnaires were distributed and 133 questionnaires were returned.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain The effect of intelligent computer assisted instructions on secondary school physics students problem solving
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges the effect of intelligent computer assisted instructions on secondary school physics students problem solving
Summary
This study was on the effect of intelligent computer assisted instructions on secondary school physics students problem solving. Two objectives were raised which included: To examine the effects of CAI on the students’ academic achievement in Physics at secondary level and to investigate the impacts of CAI on the retention of students in Physics at secondary level. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary schools in Uyo, Akwa Ibom state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staffs were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The findings revealed that computer-assisted instruction has a remarkable positive effect on students’ academic achievement in Physics. CAI was found more effective and successful than traditional teaching method in subject of Physics. CAI was found more useful in different level of cognitive domain. Furthermore, computer assisted instruction was found more effective in the retention of students as compared to traditional method. CAI was found more useful in clarifying students’ concept of difficult topics in Physic
Recommendation
it is recommended that science teachers especially physics teachers should adopt CAI approach instead of traditional teaching approach in teaching physics. All the science teachers should be given special training in the effective utilization of computers and other technologies in teaching physics. Furthermore, computers, multimedia and other related gadgets should be provided to all secondary schools on priority basis.
References
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