EFFECT OF COMPUTER AIDED LEARNING OF BASIC SCIENCE AMONG SECONDARY SCHOOL STUDENTS IN OVIA NORTH LOCAL GOVERNMENT AREA OF EDO STATE
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Abstract
This study investigated the effect of computer assisted learning of basic science among secondary school students in Ovia North-East Local Government Area of Edo State. Four (4) research questions were raised to guide the study. The study adopted the descriptive survey research design. The population of the study comprised 1734 JSS3 students in 29 Junior Secondary Schools in Ovia North-East Local Government Area of Edo State. Simple random sampling technique was used to select 120 JSS3 students as sample for the study. The instrument used for data collection was a structured questionnaire titled Questionnaire on Effect of
Computer Aided Learning of Basic Science among Students (QECALBSS). It was validated by the researchers’ supervisor and two experts in Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin, Benin City. Its reliability was established at 0.84 using Cronbach Alpha method. The data collected for the study was analyzed using frequency tables, simple percentages and mean. The findings revealed that level of computer aided learning of basic science among the students in was fairly above average (mean=2.73); computer aided learning of basic science had high and positive effect on secondary school students (mean=3.47); social factors affecting the effective use of computer aided learning in basic science are language barrier (mean=2.60) and discouragement of students from taking responsibility for their own learning (mean=2.57) respectively and constraints facing the teaching of basic science using computer aided learning support in schools are inadequate CAL facilities in school (3.90), frequent electricity interruption (3.89), poor network bandwidth (3.88), limited budgetary allocation to basic science education (3.40), lack of/limited ICT skills among teachers(3.20) amongst others respectively. It was recommended among others that government should invest heavily to provide adequate number of computers CAL facilities in schools and also enhance internet connection in the schools to ensure easy access to teaching and learning materials of Basic Science using CAL. Also, the government should develop pre-service and in-service staff training programmes that are tailored to the school programmes to keep teachers up to date with the technological changes which will promote proper integration of computer aided learning in teaching and learning. Those teachers that are not ICT compliant should be encourage to study further in order to meet up with the new demand.
Computer Aided Learning of Basic Science among Students (QECALBSS). It was validated by the researchers’ supervisor and two experts in Department of Curriculum and Instructional Technology, Faculty of Education, University of Benin, Benin City. Its reliability was established at 0.84 using Cronbach Alpha method. The data collected for the study was analyzed using frequency tables, simple percentages and mean. The findings revealed that level of computer aided learning of basic science among the students in was fairly above average (mean=2.73); computer aided learning of basic science had high and positive effect on secondary school students (mean=3.47); social factors affecting the effective use of computer aided learning in basic science are language barrier (mean=2.60) and discouragement of students from taking responsibility for their own learning (mean=2.57) respectively and constraints facing the teaching of basic science using computer aided learning support in schools are inadequate CAL facilities in school (3.90), frequent electricity interruption (3.89), poor network bandwidth (3.88), limited budgetary allocation to basic science education (3.40), lack of/limited ICT skills among teachers(3.20) amongst others respectively. It was recommended among others that government should invest heavily to provide adequate number of computers CAL facilities in schools and also enhance internet connection in the schools to ensure easy access to teaching and learning materials of Basic Science using CAL. Also, the government should develop pre-service and in-service staff training programmes that are tailored to the school programmes to keep teachers up to date with the technological changes which will promote proper integration of computer aided learning in teaching and learning. Those teachers that are not ICT compliant should be encourage to study further in order to meet up with the new demand.
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