CHAPTER ONE
1.0
INTRODUCTION
1.1 Background to the Study
In the contemporary society,
computer technology has become essential components of every endeavor. The
computer technology has become one of the most powerful agents influencing all
aspects of human life and have advanced our lives in immeasurable
ways for the past 50 years (Chalmers cited in Owusu, Monney,
Appiah & Wilmot, 2010). It has brought great easiness together in
every field of life from military to industry, from health to education,
especially in the development and prevalence of computer-based instruction (Izzet
& Ozkan, 2008). Computer technology, which started with abacus found its way into the classroom in the early 1960s as computer-based instruction. Its forms
appear to offer almost endless avenues for adding to the teachers’ instructional
strategies and enrichment of the learner’s experiences (Demirci, 2006).
Computer
based instruction is the term used in academic areas such as reading, writing
and mathematics skills for students. Additionally, it is the broadest terms and
can refer to virtually any kind of computer use in educational settings,
including drill and practice, tutorials, simulations, instructional management,
supplementary exercises, programming, database development, writing using word
processors, and other applications (Cotton cited in Satwant, 2013).
Numerous
advantages are attributed to computer based instruction to both teachers and
learners in the school. Satwant (2013) opines that computer based instruction enables
the students to learn by self-evaluating and reflecting on their learning
process. It also motivates children to learn better by providing them with the immediate
feedback and reinforcement and by creating an exciting and interesting game-like
atmosphere. Adeyemi (2012) comments computer-based instruction is characterized
by students’ behaviour, maximize responses of students to the instructional materials
and facilitate feedback on students’ performance whereas the conventional
instructional method is characterized by emphasis on instructor behaviour, minimal
responses of students to the instructional materials and delayed feedback on students’
performance.
Therefore,
with computer-based instruction, the quality of instruction can also be
carefully controlled. Computer based instruction reaches all students directly,
as opposed to on-site efforts where training is often given to a few
individuals and then relayed through them to others. It is not meant to replace
face-to-face instruction. This type of instruction is meant to augment
traditional education programs (Satwant, 2013).
From
the foregoing, it is cleared that effects of computer-based instruction are
copious. This study, therefore, investigates the effect of computer-based
instructional resources in teaching and learning mathematics in seniors econdary
schools in Ogbomoso North Local Government Area of Oyo State.
1.2 Statement of the Problem
Mathematics plays important roles in
science and technology discovery and development; and other field of study.
Perhaps due to this assertion, mathematics is a compulsory subject for
secondary school students across the world. In Nigeria, emphasis is lay on mathematics
which is taught at all levels of education and made compulsory at both primary
and secondary schools, and a prerequisite for admission into higher institution
of learning (Adegun & Adegun, 2013).
To make teaching and learning of
mathematics efficacious, computer-based resources are recommended in the
secondary school. Computer-based instruction (CBI) is a method, which use
computer in learning media, strengthening students’ motivation and education
process. It gives opportunities to both students and teachers to learn by their
speed and combine active learning with computer technology.
However, in spite of the benefits of CBI
in teaching and learning mathematics, studies have shown that it is not yet
widely use in Nigerian secondary schools due to the following factors:
i.
Inadequate/lack of computer devices,
ii.
Inadequate educational software, and
iii.
Poor utilization of computer based
resources
Impacts
of these on teaching and learning; and students’ performance are different from
location to location with gender-related differences, according to some
research findings (Owusu, Monney, Appiah &
Wilmot, 2010; Serin, 2011; and Tialobi, 2012). This calls for more researches. This study
therefore investigates the effect of computer-based instruction on teaching and
learning of mathematics in Ogbomoso North Local Government Area of Oyo State, Nigeria.
1.3 Purpose
of the Study
The study investigates the
effect of computer-based instruction on teaching and learning of mathematics in
Ogbomoso North Local Government Area of Oyo State, Nigeria. Specifically, the study
investigates:
i.
Availability and adequacy of computers
for teaching and learning of mathematics in Ogbomoso North Local Government
Area of Oyo State.
ii.
Availability of educational software for
computer based resources for teaching and learning of mathematics in Ogbomoso
North Local Government Area of Oyo State.
iii.
The extent of utilization of computer
based resources for teaching and learning of mathematics in Ogbomoso North
Local Government Area of Oyo State.
1.4 Research
Questions
To realize the
objective of the study, the following research questions were raised:
i.
Are there adequate computers for
teaching and learning of mathematics in senior secondary schools in Ogbomosho
North Local Government Area of Oyo State, Nigeria?
ii.
Are there adequate educational software
of computer-based resources for teaching and learning of mathematics in senior
secondary schools in Ogbomosho North Local Government Area of Oyo State, Nigeria?
iii.
What is the extent of utilization of
computer-based resources for teaching and learning of mathematics in senior
secondary schools in Ogbomosho North Local Government Area of Oyo State, Nigeria?
1.5 Scope of the Study
The main focus of this research study centered
on impacts of computer-based instruction on teaching and learning mathematics
in senior secondary school; other instructional strategies are not within the
scope of the study. The study only covers mathematics; other science subjects
are not within the scope of the study. The study specifically conducted in
Ogbomosho North Local Government Area of Oyo State, Nigeria.
1.6 Significance of the Study
This
study, when completed, would serve as a valuable source of information for
several stakeholders in education sector, particularly those concerned with
mathematics at the senior secondary school level. The importance of the study
to some of the stakeholders are highlighted as follow:
·
Government. Governments, at all level, are responsible for
equipment of schools with educational facilities and resources. The study would
inform the government on the status of computer facilities in the schools for
the realization of the objective of senior secondary schools, and the need for
proactive measure to equip schools with computer-based instructional facilities
for teaching and learning, particularly mathematics.
·
Curriculum planners. The study would be of interest to curriculum planners
because it would inform them on their roles in recommending methods to use in
teaching certain topics in mathematics.
·
Teachers. Teachers as the inevitable personnel in the school
system. Findings of the study would be informed them of the need for them to be
proactive in the service delivery of their profession through innovative
teaching methods that would enhance students’ academic performance; and the
need for them to be computer literate for effective use of computer-based
instruction.
·
Researchers.
Findings of this study would serve
as additional information to the available information as regard to teaching
method with special reference to computer-based instruction. It would boost
literature review of future researchers.
1.7 Operational Definition of Terms
The following
terms have been defined for easy understanding within the context they are used
in the study:
Computer:-ICT devices using for teaching and learning
activities in the school.
Effect:-A change that is observed as a result or consequence of an action or other
causes.
Performance:- Excellent academic achievement
Teaching:- The process of imparting
knowledge to learners.
Teaching Method:- Instructional Strategy
1.8 Abbreviations
Meanings of
major acronyms used in the study are highlighted as follow:
CHAPTER
TWO
2.0 REVIEW OF RELATED LITERATURE
2.1 Introduction
The
main objective of this chapter is to critically examine opinions of scholars
and researchers as regards the topic under review. The chapter is broadly discussed
under the following subheadings:
·
Theoretical Framework
·
Review of
Previous Studies
CHAPTER THREE
3.0 RESEARCH DESIGN AND METHODS
3.1
Introduction
This chapter is concerned with the
description of the methods adopted to achieve the goal of the research study.
It is presented under the following headings:
·
Research Design;
·
Population of the Study;
·
Sample size and Sampling Procedure;
·
Instrumentation
·
Validity of the Instrument;
·
Reliability of the Instrument;
·
Data Collection Procedure; and
·
Method of Data Analysis.
3.2 Research Design
The survey research design will be adopted for the study. According to Sapsford
(2007), survey research design is the collection of quantifiable data from a
population for purposes of description on identify verifications that may point
to casual relationships. It is the systematic method of collecting data from a
defined area which involves collection of necessary information that will
present a good picture of the situation under review (Maisamari cited in
Zakari, 2016). The design was adopted because it involved collection of
information, assessing, and generalizing of the information gather from the
fraction of the research population.
3.3 Population of the Study
The entire senior secondary schools in Ogbomosho
North Local Government of Oyo State constitute the population of the study.
Population of senior secondary schools in Local Council was estimated at fourteen
(14) with students’ population estimated at about five thousand, three hundred
and twenty-one (5,321) (Education Board, 2017).
3.4 Sample Size and Sampling Procedure
Five schools were
randomly selected from the entire senior secondary schools in the local
council. The simple sampling technique was adopted for the sample. These are:
3.7 Data Collection Procedure
Copies of the
questionnaire were distributed to the respondents in their various schools with
the consent of the school principals. The exercise was carried within five (5)
weeks. All the distributed copies were correctly filled and returned, hence,
the study enjoyed 100% return rate.
3.8 Method of Data Analysis
The descriptive statistics of frequency
count, mean and simple percentage were used for analyzing data and answering
the research questions. Since the
questionnaire is a 4-point, a mean score cut-off point of 2.50 and above for
any item (statement) was regarded as accepted; while a mean score cut-off point
that is below 2.50 was regarded as rejected. This is obtained thus:
Sum of rating
No
of option/grade
Hence:
4 + 3 + 2 + 1 = 10
4 4 = 2.5
CHAPTER
FOUR
4.0 DATA
PRESENTATION, ANALYSIS AND INTERPRETATION
4.1
Introduction
This chapter is
concerned with presentation, analysis and interpretation of the data collected
for the study.
4.2 Presentation and Analysis of Data
Data collected were presented in
tabular form, followed by analyses to the data.
4.2.1 Analysis of Respondents’ Demographic Data
Table 4.1: Bio-Data of the Respondents
Variable
|
Class
|
Frequency
|
Percentage
|
Sex
|
Male
|
32
|
42.7
|
Female
|
43
|
57.3
|
|
Total
|
75
|
100
|
|
Age
(year)
|
20
– 35
|
7
|
9.3
|
36
– 50
|
44
|
58.7
|
|
Above
50
|
24
|
32
|
|
Total
|
75
|
100
|
|
Academic
Qualification
|
BSc/equivalent
|
53
|
70.7
|
PG
Degree
|
22
|
29.3
|
|
Total
|
75
|
100
|
|
Working
Experience
(year)
|
5
- 10
|
12
|
16
|
11
– 16
|
32
|
42.7
|
|
Above
16
|
31
|
41.3
|
|
Total
|
75
|
100
|
Source:
Field Survey, 2016
Table
4.1 showed respondents’ information; the respondents consisted of thirty-two
(32) males and forty-three (43) females. Seven (7) of them were between the
ages of 20 – 35 years; forty-four (44) were between the ages of 36 – 50 years;
while twenty-four (24) were above 50 years. Fifty-three (53) were BSc or
equivalent certificate holder, while twenty-two had additional certificates to
their BSc certificates. In term of their working experiences, only twelve (12)
had between 5 – 10 years, thirty-two had between 11 – 16 years, while
thirty-one (31) had more than sixteen years working experiences.
4.2.2
Analysis of Research Questions
Research
question one: Are there adequate computers for teaching and learning of
mathematics in senior secondary schools in Ogbomosho North Local Government
Area of Oyo State, Nigeria?
Table
4.2: Analysis of Research Question One
Table
4.3: Analysis of Research Question Two
S/N
|
Item
|
SA
|
A
|
D
|
SD
|
 x |
Decision
|
1
|
There is
access to the internet in our school
|
11
|
9
|
33
|
22
|
2.12
|
Disagreed
|
2
|
Educational
software are adequately installed on available computers for teaching and
learning
|
9
|
10
|
28
|
28
|
2.00
|
Disagreed
|
3
|
Educational
software on the computers in our schools are up-to-date
|
12
|
8
|
30
|
25
|
2.09
|
Disagreed
|
4
|
There is ICT
resource centre for collaborating teaching and learning among schools
|
6
|
11
|
36
|
22
|
2.01
|
Disagreed
|
 Grand
Mean (gx) |
2.06
|
Disagreed
|
|||||
Source:
Field Survey, 2017
Table 4.3
depicted respondents’ opinions to research questions two; all the questionnaire
items on the Table were disagreed upon with means range from 2.00 to 2.12. The grand
mean to the Items was 2.06. Based on these data, there are
inadequate educational software of computer-based resources for teaching and
learning of mathematics in senior secondary schools in Ogbomosho North Local
Government Area of Oyo State, Nigeria.
Research
question three: What is the extent of utilization of computer-based resources
for teaching and learning of mathematics in senior secondary schools in
Ogbomosho North Local Government Area of Oyo State, Nigeria?
Table
4.4: Analysis of Research Question Three
Table 4.4
depicted respondents’ opinions to research questions two; all the questionnaire
items on the Table were disagreed upon with means range from 1.93 to 2.27. The grand
mean to the Items was 2.07. Based on these data, utilization of
computer-based resources for teaching and learning of mathematics in senior
secondary schools in Ogbomosho North Local Government Area of Oyo State, Nigeria
is not encouraging.
4.3 Discussion of Findings
Results
of the study disclosed the following:
there
are insufficient computers for teaching and learning process in our schools,
there are no multimedia classrooms for teaching and learning in our school,
student ratio to available computers is not encouraging, there are no computer
informatics laboratory for teaching and learning activities in our school, and
there are inadequate ICT facilities in our school in Ogbomosho North Local
Government Area of Oyo State. The finding is in line with the findings of Adedamola
(2015) which revealed that in spite of the importance of computer in teaching
and learning exercise, Nigerian schools are lacking computers to cater for the
growing population of students.
In
addition, the study revealed that educational software is lacking in senior
secondary schools in Ogbomosho North Local Government Area of Oyo State. The
schools are lacking access to the internet, essential education software for
teaching and learning of mathematics are inadequate, some of the available
education software are outdated, and ICT resource centre for collaboration
between schools are not in place. The finding is in consonant with the findings
of Kipkorir (2015), Serin (2011), and Adedamola (2015) which revealed effects
of computer-based resources on students’ academic achievement whereas
developing countries of the world including Nigeria are behind in the provision
of educational software in her schools for teaching and learning exercise.
Furthermore,
the study disclosed irregular utilization of computer-based resources for
teaching and learning of mathematics in Ogbomosho North Local Government Area
of Oyo State. This is due to inadequate computers, insufficient educational
software, lack of expertise with ICT among the teachers, and lack of adequate
training on uses of ICT resources for teaching and learning activities. The finding
is in line with the findings of Kipkorir (2015), and Owusu,
Monney, Appiah and Wilmot (2010), and Adedamola (2015) which attributed
inefficacious utilization of computer-based resources in African countries to
several factors which include inadequate computers and, insufficient
educational software.
CHAPTER FIVE
5.0 SUMMARY,
CONCLUSION AND RECOMMENDATIONS
This chapter deals mainly with the
summary of the research study, conclusions reached by the researcher and
recommendations drawn based on the results of the investigation carried out.
This study investigated
the effect of computer-based instructional resources in teaching and learning
mathematics in senior secondary schools in Ogbomosho North Local Government
Area of Oyo State. To realize the objective of the study, the following research
questions were raised:
i.
Are there adequate computers for
teaching and learning of mathematics in senior secondary schools in Ogbomosho
North Local Government Area of Oyo State, Nigeria?
ii.
Are there adequate educational software
of computer-based resources for teaching and learning of mathematics in senior
secondary schools in Ogbomosho North Local Government Area of Oyo State,
Nigeria?
iii.
What is the extent of utilization of
computer-based resources for teaching and learning of mathematics in senior
secondary schools in Ogbomosho North Local Government Area of Oyo State,
Nigeria?
The survey research
design was adopted for the study. The entire teachers in the fourteen (14) senior
secondary schools in the Local Government constituted the population of the
study. Five (5) schools were randomly selected from where fifteen (15) teachers were sampled for the study.
The sample size of the study is made-up of seventy-five (75) teachers. Computer-based
Assessment Scale (CBAS) was used for data collection. CBAS was a close-ended questionnaire
constructed in a 4-point Likert scale format, and contained two sections – A
and B. Section A is concerned with respondents’ bio-data; while Section B is
concerned with the questionnaire items. The instrument was face validated by
the research supervisor, who scrutinized the instrument to ascertain their
suitability for objectives for which they were designed. After his observations
and corrections, the instrument was modified as directed and used for data
collection. The descriptive statistics of frequency count, mean and simple
percentage were used for analyzing data and answering the research questions. Since the questionnaire is a 4-point, a mean score
cut-off point of 2.50 and above for any item (statement) was regarded as
accepted; while a mean score cut-off point that is below 2.50 was regarded as
rejected. The study revealed inadequate computers and
educational software for teaching and learning of mathematics in Ogbomosho
North Local Government of Oyo State, and irregular utilization of computer
based instruction.
5.3 Conclusion, Implication of
the Study
Based on the
findings of the study, the following were deducted:
i. There are insufficient computers for
teaching and learning process in our schools, there are no multimedia
classrooms for teaching and learning in our school, student ratio to available
computers is not encouraging, there are no computer informatics laboratory for
teaching and learning activities in our school, and there are inadequate ICT
facilities in our school in Ogbomosho North Local Government Area of Oyo State.
ii. Educational software is lacking in
senior secondary schools in Ogbomosho North Local Government Area of Oyo State.
The schools are lacking access to the internet, essential education software
for teaching and learning of mathematics are inadequate, some of the available
education software are outdated, and ICT resource centre for collaboration
between schools are not in place.
iii. Utilization of computer-based resources
for teaching and learning of mathematics in Ogbomosho North Local Government
Area of Oyo State is irregular. This is due to inadequate computers,
insufficient educational software, lack of expertise with ICT among the
teachers, and lack of adequate training on uses of ICT resources for teaching
and learning activities.
The
implication of these is that advantages of computer-based instruction are not
properly explored in senior secondary schools in Ogbomosho Local Government of
the Oyo State due to the above challenges.
5.4 Recommendations
In line with
the findings of the study, the following are recommended:
i.
Government should ensure availability of
computer in senior secondary schools to ensure easy utilization for teaching
and learning exercise.
ii.
School management should ensure that
available computer and computer related devices for teaching and learning are
safeguarded and proper handled.
iii.
Training opportunities for teachers
should be geared towards equipping them with computer skills for application in
discharging their professional responsibilities.
iv.
Teachers should endure to utilize computer-assisted
instruction for teaching and learning exercise, and improvise when necessary
for the benefit of the students and to facilitate students’ academic
performance.
5.5 Limitations of the Study
It is true that success cannot be
achieved without challenges. This study was confronted with numerous challenges
which in turn strengthened the researcher’s determination to carry on with the
research. Major among these challenges is stress of obtaining information from
the sampled schools. However, despite these challenges, the researcher was able
to achieve the objective of the research study within the time frame.
5.6 Suggestion for Further Study
Based
on the experience of the researcher during the course of this study, the
following areas are recommended for further research:
i. Assessment of the Effects of
Computer-Based Instructional Strategy on Students’ Academic Achievement and
Retention in Ogbomosho North Local Government Area, Oyo State.
ii. Comparative Study between computer-based
and teacher-directed instructional strategies on Students’ Academic Achievement
and Retention in Ogbomosho North Local Government Area, Oyo State.
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