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THE EFFECT
OF INFORMATION VISUALIZATION ON TEACHING AND LEARNING BASIC TECHNOLOGY
ABSTRACT
The study
attempted to investigate the effect of information visualization on teaching
and learning basic technology in the Junior Secondary Schools in Lagos State,
Nigeria. The study equally reviewed some important and extensive literatures
under sub-headings. The descriptive research survey design was applied in the
assessment of respondents’ opinions towards the subject-matter. In this study
also, five research questions and five null hypotheses were formulated and
tested with the applications of the mean (x) and standard deviation (sd) for
the analyses of the research questions and the questionnaire responses from the
selected respondents, the Pearson Product Moment Correlation Coefficient and
the independent t-test Statistical tools for the null hypotheses at 0.05
significance level. A total of 100 (one hundred) respondents, 50 (fifty) male
and 50 (fifty) female teachers were selected for this study. The results of the
study found out that: Hypothesis one is a significant effect on the effect of
Information visualization tools on students’ performance in science subjects at
the Junior Secondary Schools in Lagos State, Nigeria; Hypothesis two indicated
that there is a significant difference between the academic performance of
students taught by teachers who are computer literate and those who are not
literate; Hypothesis three showed that there is a significant relationship
between the availability of information visualization tools and teachers’
effectiveness in the Junior Secondary Schools in Lagos State, Nigeria;
Hypothesis four revealed that there is a significant relationship between the
level of awareness of the use of information visualization among science
teachers and teaching effectiveness in junior secondary schools in Lagos State,
Nigeria and finally,hypothesis five showed that there is a significant
relationship betweenteachers’ access to Information visualization tools and
mastery of subject matter among science teachers at the Junior Secondary
Schools in Lagos State, Nigeria. Based on the analyses of data, the following
recommendation was made by the researcher that students should develop
interests in the use of the information visualization tools available in the
schools for their daily teaching and learning processes in the basic technology
subject at the junior secondary school level in Lagos State, Nigeria and that
teachers should ensure that they are literate on the use of the information
visualization tools in the teaching and learning processes in the schools in
Lagos State, Nigeria. This is because, if teachers in basic technology are all
literate in the use of computer and other related information visualization
tools, they would be able to carry out effective teaching and learning
activities in the subject and in the schools in the state.
CHAPTER ONE
INTRODUCTION
1.1 Background of study
Information
is the numeral system most commonly used for encoding and decoding textual
computer information. It is the answer to a question of some kind, from which
data and knowledge can be derived from (Ware, 2014). Information is conveyed
either as the content of a message or through direct or indirect observation of
certain things. Information is retrieved in its raw state as data and processed
into decodable and meaningful information. According to Barnes (2003),
information is collected and analyzed to create suitable information for
decision-making. Spence (2011), is of the opinion that, since the eye is used
as primary sense, a path-way into the mind that allows users to see and
register what they have seen in their minds. The eye is an important organ of
the body that humans cannot do without. Therefore, SanJos (2012) opined that,
to communicate effectively, the use of visualization is key to reflection on
what the mind conceptualizes in human beings.
Visualization
is a process of taking raw data and converting them to a form that is viewable
and understandable to humans. Jinsheng (2010), explains that visualization can
refer to what visualization (the product, object or visual image) or the how of
visualizing (the process, activity or skill). Merriam-Webster (2010), defines
visualization as the "formation of mental images" or "the act or
process of interpreting in visual terms or of putting into visible form."
Visual representations and interaction techniques take advantage of the human
eyes, broad bandwidth pathway into the mind to allow users to see, explore, and
understand large amounts of information at once.
Information
visualization focuses on the creation of approaches for conveying abstract
information in an intuitive way. Salaberry (2011), observed that, information
visualization involves visual as well as interactive presentation and
organization of complex data in a clear, compelling and convincing
representations. Rober (2014), also opined that, information visualization can
thus, be seen as an essential element in human daily lives, especially those in
data-driven professions, such as online educators (teachers, students and
stakeholders). Pylyshyn, (2013), states that, presentation in teaching and
learning processes is very important for users of information to understand the
messages of the communication taking place using information visualization
tool. The amount of information required to process by a human brain can be overwhelming.
For a basic
technology teacher to effectively handle the subject at the basic school level,
preparation and effective use of information visualization tools are needed.
This could be in terms of reading through what is to be taught, writing note of
lessons, crossing appropriately all 'Ts' and all ‘I’s', and above all, having
the a clear knowledge of the effective and expertise use of information
visualization components and other teaching and learning materials in the
classroom in order to deliver the lesson effectively and for the students to
maximize the objectives of what has been taught and learnt. According to Arinze
(2004), effective teacher preparation in basic technology comes as a result of
previous professional development the teacher had undergone. This culminates
from the strict education the teacher has received which had helped him to
master the nitty-gritty of the arts of teaching, learning and classroom
management. Greenfield (2006), observes that both the preparation and professional
development of a teacher, give the teacher in basic technology, the impetus and
academic authority to effectively teach in the classroom, and by extension, the
effective learning ability of the students. Greenfield is of the opinion that,
effective teaching in basic technology as a result of effective preparation and
professional development, result in effective students' academic achievement in
subject-matter, at any school level (primary, secondary and tertiary
institutions).
The teacher
occupies a very important position in any school system. According to Akande
(2005), teacher's work is very crucial because without the teacher, there will
be no president, the governors, senators and illiteracy would have covered the
whole earth. With the teacher, there is enlightenment, knowledge and
civilization in the world. No nation can rise above its teachers. Therefore,
the teaching profession is important because it is the job that produces
educated and learned people for the development of the society (Wuji, 2005).
Before one
becomes a teacher in basic technology, a studious stage is passed through. For
instance Uzor (2006) agrees that a teacher in basic technology passes through
the teacher-training college or the University education to become a trained
and experienced teacher. According to Uzor, the essence of a basic technology
teacher going through rigorous teacher-education or training, is to arm oneself
with the appropriate skill, ability and expertise that are inherent in the
teaching and learning processes in the subject-matter. As Onyeji (2007) puts
it, in basic technology, teachers are trained in order to acquire the needed
skills of teaching i.e. knowing what to teach (mastery of content) and knowing
how to teach (mastery of methodology). The basic technology teacher, who is
trained and experienced, equally knows how to manage the classroom and how to
deliver theobjectives of what is taught in the classroom. At any stage or
school level, a teacher in basic technology requires to acquire cognate experience
and training to effectively deliver the lesson in the classroom. Appropriately,
Abagunde (2004), opined that, students' performance in basic technology at the
junior secondary school level is largely dependent on the extent of how
teaching is carried out and the extent instructional materials like the
information visualization aids are used in the classroom.
Adeleke
(2006), is of the view that, to determine the performance of the students in
basic technology, teachers' performance in the subject, the teacher must be
versatile in the use of information visualization aids such maps, projectors,
slides, computers, calculators etc. The primary goal of a teacher in basic
technology is for the students to have high academic achievement and to excel
in their educational career at the end of any examination(s) or tests in the
class. Highly trained and experienced teachers in basic technology, produce
students that are excellent in academic and in characters as well at the junior
secondary school system in Nigeria.
A student is
said to have performed well if he/she scores 60% and above in any
examination(s) and test(s) organized by the school at the end of any school
year or session. A traditional assumption in teaching has been that students
require challenging learning tasks, tasks of intermediate difficulty. This idea
has been disproved. Research shows that students need and enjoy very high
success rates, which come only from tasks at an appropriate difficulty level
that are clearly taught and readily comprehended. For example, Good and Good
(2001) and Everton (2003), found that high socio-economic status elementary
children learned best when the teachers' questions elicited about 70% correct
responses, while low socio-economic status pupils learned best with about 80%
correct answers to questions. They concluded that learning proceeds best when
the material such as information visualization is some-what new or challenging,
yet relatively easy for children to understand and integrate with existing
knowledge and skills. Another study carried out by Filby(2005), concluded that,
younger students and less able students, almost errorless, performance high
during the teaching of an effective science teacher using appropriate teaching
and learning aids, which equally produces better and greater satisfaction to
both the teacher and the students.
According to
Olabisi (2003), many teachers in basic technology, do not know what to teach
and how to deliver the main objectives of the subject to their students. Some
others are illiterates when it comes to the applications of certain information
visualization equipment in the classrooms. These remarkable weaknesses by these
teachers may be as a result of lack of mastery of content or practically not
knowing how to teach in the classroom. In other words, effective teachers in
basic technology apply knowledge and utilize available materials such as
information visualization and other important materials to deliver the subject
in their classes. For instance, the effective basic technology teachers monitor
students' progress which takes place at all levels of the school system. The
effective teachers in basic technology monitor minute-by-minute comprehension,
drawing, reading and writing skills of students, their overall success and engagement
rates along with the longer term achievement records of every student in the
subject-matter.
There ought
to be an inter-locking existence between theory and practice, which is why
included the subject basic technology as part of the subject to be offered in
junior secondary education. Basic technology is the use of scientific knowledge
used in practical ways to solve human problem. Junior secondary education is
the education which a child receives immediately after primary education. With
the use of visual aids in practical subject like basic technology, students are
motivated by solving real-world problems, which make them to articulate a
preference for doing things rather than listening to one person talking, most
instructors believe learning with practice is the most effective way for
students to learn (Authentic learning for 21st century, education-use learning
initiative). This buttresses the Chineses adage which says "what I hear I
forget, but what I see I remember". Teaching students at the junior
secondary school level with the use of information visualization gives them the
needed motivation for higher academic performance (Uzomah, 2012).
1.2 Statement of the Problem
The problems
inherent in the poor use of the information visualization cannot be
overemphasized. This is because of the abstract nature and theoretical method
of teaching basic technology at the junior secondary school level without
minding the level and ages of the students. This makes the method of delivery
for the students somewhat difficult for comprehension.
Due to poor
system of lesson delivery, most times students are not able to relate what they
have been taught in class because the teacher failed to apply certain vital
aids that enable students visualize what has been taught in the classroom.
Teachers in basic technology neglect the use practical work to teach the
students, this is why most students in basic technology fail to grasp the main
object of the lesson at the basic level.
In another
development, some factors that lead to poor performance in basic technology can
be attributed to the followings: lack of visual aids, lack power supply, by the
school, non-availability of facilities or equipment, poor mastery of content
and methodology by the teachers, poor motivation by the learners, lack of
interest by the student, use of conventional out-dated methods in teaching,
teachers' illiteracy in the use of computers, lack of innovations in teaching and
learning of the subject and so on. The above identified problems, gave rise to
the examination of the effect of information visualization on the teaching and
learning of basic technology at the junior secondary schools in Lagos State,
Nigeria.
1.3Purpose
of the Study
The main
purpose of the study is to examine the effect of information visualization on
teaching and learning of basic technology in Lagos Mainland Junior Secondary
Schools. The objectives of this study are:
1. To investigate the effect of
Information visualization tools on teaching and learning at the Junior
Secondary Schools in Lagos State.
2. To ascertain the difference between
the academic performance of students taught by teachers who are computer
literate and those who are not.
3. To investigate the level of
availability of information visualization tools in the Junior Secondary School
in Lagos State.
4. To assess the level of awareness of
the use of information visualization among science teachers in junior secondary
schools in Lagos State.
5. To
determine the relationship between
teachers' access to
Information visualization tools and subject mastery.
1.4 Research Questions
Answers were
sought to the following research questions
1. What is the effect of
Information visualization tools on teaching and learning at the Junior
Secondary Schools in Lagos State?
2. Will there be any difference
between the academic performance of students taught by teachers who are
computer literate and those who are not?
3. What is the level of
availability of information visualization tools and teachers' effectiveness in
the Junior Secondary Schools in Lagos State?
4. To what extent is the level of
awareness of the use of information visualization among science teachers in
junior secondary schools in Lagos State?
5. What is the relationship
between teachers' access to Information visualization tools and mastery of
subject matter among science teachers at the Junior Secondary Schools in Lagos
State?
1.5 Research Hypotheses
The
following hypotheses were tested:
Ho 1. There is no significant effect of
Information visualization tools on students' performance in science subjects at
the Junior Secondary Schools in Lagos State.
Ho 2. There is no significant difference between
the academic performance of students taught by teachers who are computer
literate and those who are not.
Ho 3. There is no significant relationship between
the availability of information visualization tools and teachers' effectiveness
in the Junior Secondary Schools in Lagos State?
Ho 4. There is no significant relationship between
the level of awareness of the use of information visualization among science
.teachers and teaching effectiveness in junior secondary schools in Lagos
State.
Ho 5. There is no significant relationship between
teachers' access to Information visualization tools and mastery of subject
matter among science teachers at the Junior Secondary Schools in Lagos State.
1.6 Significances of the Study
The way
individuals utilize information visualization tools informed by the research
findings will be of vital importance to high quality education for the teachers
and students at the Junior Secondary Schools. The Information visualization
tools can be used to create learning environments where students are allowed to
explain and defend their thinking, opinions and decisions in order to cultivate
critical thinking and meta-cognition.
1.7 Scope and Delimitation of the Study
This study
is intended to focus on Information Visualization competence for Technology
teachers for effective teaching of basic technology in junior secondary school.
It is delimited to information visualization competent, skill needed for the
effective teaching of basic Technology in Junior Secondary School. The findings
of the study will be hindered by the shortfall of finances, time and the
inhibition of the respondents to answer accurately the items presented in the
study. In terms of geographical area, this work will cover fifty percent of
both government and private junior Secondary schools that offers basic
technology within Mainland development area of Lagos state.
1.8 Operational Definition of Terms
Information
Visualization: This is a teaching and learning tool that adds effectiveness in
the teaching and learning processes in the basic technological schools in Lagos
State.
Tools: These
are materials used in teaching and learning processes
ICT Knowledge:
This is the ability to apply the knowledge in the Information and communication
technology in the field of teaching and learning in schools at the junior
secondary schools.
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