COMBINED EFFECT OF COMPUTER TUTORIAL AND DRILL ON SENIOR SECONDARY SCHOOL STUDENTS’ ACHIEVEMENT, INTEREST, AND RETENTION IN BASIC ELECTRONICS
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COMBINED
EFFECT OF COMPUTER TUTORIAL AND DRILL ON SENIOR SECONDARY SCHOOL STUDENTS’
ACHIEVEMENT, INTEREST, AND RETENTION IN BASIC ELECTRONICS
CHAPTER ONE
INTRODUCTION
Background
of the Study
Technology
the world over is dynamic. With advancement in technology, electronic gadgets
and other products that are imported or assembled in Nigeria are coming with
new devices to such an extent that technological development is in a constant
state of flux and change. The influence of technological development in
electronics industries has rendered traditional skills inadequate for work
while creating the need for new and often sophisticated skills. Capri,
Ozseevgec, Sayilkan and Emre (2004) noted that because most students get
information via visual content sources like computer which are used in daily
life very much, it is more difficult to teach students by conventional means.
If principles of how students learn are taken into account, richness of the
visual content makes instruction more lasting and effective Mudasiru and
Adedeji, (2010). One possible solution to these challenges is the use of
computer assisted instructional teaching approach.
Computer
Assisted Instruction (CAI) or Computer Aided Instruction (CAI) refers to use of
computer as a tool in teaching and learning. Computer Assisted Instruction
according to Rabia (2004) is an interactive instructional technique whereby a
computer is used to present the instructional material and monitor the
learning
that takes place. In a computer assisted instruction the students receive
feedback from the computer and maintain some degree of control (Okundaye,
2005). Some of the computer assisted instruction methods include simulation,
tutorial, drill and practice.
Tutorial
provides generally new information to the students in much the same manner as a
human teacher or tutor might. According to Mevarech (1985) CAI tutorials are
based on the principles of programmed learning or instruction.
Instructional
activities are presented either in linear or branching method which uses
hyperlink for videos and, graphs. CAI tutorial gives immediate feedback, create
proficiency in computer usage, and gives students a sense of control over
learning, calls for using sight, hearing and touch (Bialo and Silvin, 1990).
Drill involves a sequence of tasks, exercises, or words repeated over and over
until they can be performed faultlessly. In a CAI drill and practice design,
the computer screen presents the student with questions to respond to or
problems to solve, the student responds, the computer informs the student
whether the answer is correct and if the student is right, he or she is given
another problem to solve, but
if the
student responds with a wrong answer, he or she is corrected by the computer
(Mudasiru and Adedeji 2010). Drill and tutorial are interactive and help
students remember the concepts they have been taught previously (Rabia, 2004).
The CAI
tutorial when used in combination with drill provides instruction in such a way
that each tutorial lesson has a series of frame or branches. The frame or
branch poses questions to students at the end of each lesson. Student answers
questions about the lesson and gets immediate feedback. On each answer, if the
student answers correctly, he will be told to proceed to the next frame but if
the response of the student is wrong, the package will take him or her back to
the frame where the answer could be found or on the alternative gives the
correct answer to the student before proceeding to a new frame. The student has
to respond to every framed questions in the exact order presented and there is
no deviation from this presentation but the student does have the freedom to
work through the material at his or her own pace (Mudasiru and Adedeji 2010).
In addition,
the use of computer tutorial and drill for instruction brings with it several
benefits as a teaching/learning medium. These include self-paced learning,
self-directed learning, the exercising of various senses and the ability to represent
content in a variety of media. With self-paced learning, learners can move as
slowly or as quickly as they like through a program. According to Cotton, K.
(2001), tutorial and drill allow students to progress at their own speed of
learning as they offer learners controlled instructions, provide prompt
feedback, allow for adaptability of instructions (presentations mode and
instructional content mode) using authoring systems, provides lessons with more
than one purpose, random access facilities, and provides facilities for
revisions and updating. With self-directed learning, learners can decide what
they want to learn and in what order. Various studies (Entwistle, 1981; Schmeck
1988; Ford and Chen, 2001) have shown that when learners learn in a way that
suits them, improvements in the effectiveness of the learning process normally
occur. Humans are multi-sensory animals. The more senses through which we
receive information, the easier it is to remember. According to Fletcher
(1990), people remember 20% of what they hear, 40% of what they see and hear
and 75% of what they see, hear and do. The fact that the computer can exercise
various senses and present information in a variety of media can enhance the
learning process. Meskill and Mossop (1997) reported that computer assisted
instruction encourage learning as it enhance students’ interaction with the
learning environment which in turn help sustain students’ interest in learning
and consequently improve students’ achievement and retention of learning.
Students’
achievement refers to performance in a school subject as designated by a score
or mark obtained in an achievement test. According to Anene (2005) achievement
is quantified by a measure of the student’s academic standing in relation to
those of other students of his age. Interest is a persisting
tendency to
pay attention and enjoy some activities. Interest has been viewed as
emotionally oriented behavioural trait which determines a student’s vim and
vigour in tackling educational programmes or other activities (Chukwu, 2002).
Retention of learning on the other hand, refers to a repeated performance by a
learner, of behaviour earlier acquired, elicited after an interval of time
(Momoh-olle, 1997). It is affected by degree of original learning, the method
of learning and learner’s memory capacity, among other factors. In a study,
Momoh-olle found that male generally outperformed girls in retention test in
Physics while (2003) found a similar result in technology education. Students’
interest, achievement and retention in any learning activity are sustained by
the active involvement of the
learner in
all aspects of the learning process. Ogwo and Oranu, (2006) and Ngwoke (1995)
emphasized that unless the teacher stimulates students’ interest in learning, students’
achievement will be minimal. Hence, it is essential that technical teachers use
teaching method which ensures students’ active involvement in learning and
provide suitable learning environment to improve achievement, retention and
stimulate interest of students in Basic Electronics.
Basic
Electronics is one of the vocational subjects offered at senior secondary
school (SSS) level in Nigeria. According to Adesina (2002), electronics is a
field of study that is both science and technology related. It is concerned
with the ways in which the movement of electrons through space is controlled
and
manipulated.
Its applications feature in radios, televisions, computers, transmitters,
receivers, aeronautics and other related equipment. The objectives of studying
basic electronics in senior secondary schools in Nigeria according to Federal
Ministry of Education (FME, 1985) are to: develop a further understanding of
the basic concepts and principles of electronics; build and test simple
electronic
devices;
develop skills in circuit fault tracing and repairs; apply simple electronic
devices in the construction of electronic system and; prepare students
adequately for further work in electronics. The National Policy on Education
(2004) stipulated that Electronics should be one of the Vocational courses to
be taught in Senior Secondary School to provide trained manpower and give
training necessary for an
acquisition
of skills to individual who shall be self-reliance economically. But the way
topics in Basic Electronics are taught appears to lack instructional procedure
that creates interactive style. Berryman (2000) noted that the implication is
that the instructions are not logically sequenced to fit the ability of the
learners as teachers could not provide teacher-led practice to engage in
reciprocal teaching.
According to
Boyle, Duffy and Donleavy (2003) the methods are based on behavioural learning
theory, emphasize knowledge transmission from teachers to passive students and
encourage rote memorization of facts. Campbell and Campbell (1999) noted that
when students are passive in the classroom, they
become
apathetic and repulsive to learning. The consequence is that students are
unable to retain their learning and apply it to new situation (Roegge, Wentling
and Bragg, 1996). The shortcomings of the present teaching methods partly
accounted for the poor performance of students in the Senior School Certificate
Examination and National Examination Council (NECO) Examinations. In West
Africa
Examination
Council Chief Examiners’ reports (1989 and 1990) showed that the performance of
senior secondary school students in basic electronics was very poor. The
council advised among others, that vocational subjects of which Basic
Electronics is one of them should be taught with appropriate teaching methods
to achieve better results. WAEC results showed that average failure rate in
basic electronics in the years 1996, 1997, 1998, 1999, 2000, 2001, 2002, 2003,
2004, 2005 and 2006 were 86%, 94.29%, 68.85%, 72%, 30.76%, 24%, 28.82%, 40.14%,
56.84%, 59.57% and 42.49% respectively (WAEC National Office, Lagos Public
Affairs Unit Vol.05/L/PR/92). In the same vein, statistics of NECO examination
results
showed that average failure rate in basic electronics in the years 2001, 2002,
2003, 2004, and 2005 were 79.90%, 58.65%, 75.34%, 94.63% and 68.27%
respectively.
The
increasing effects of globalization and the rapid rate of technological changes
on work places have informed the recommendation by United Nations, Educational,
Scientific and Cultural Organization (UNESCO) and International Labour
Organization (ILO) (2002) that all technical and vocational education system in
the 21st century should be geared towards life long learning. This requires
that schools should in addition to academic skills; inculcate workplace basic
skills such as learning to learn, creativity, problem solving skills,
collaborative skills and higher order thinking skills in order to increase the
students’ flexibility and job mobility which will make them adaptable to the
present and envisaged changes (Hallak and Poisson, 2000 and Paris, 1998). In
this context, Rojewskin (2002) noted that a shift from teacher-centred
instruction to learner-centred instruction is needed to enable students acquire
the new 21st century knowledge and skills. In order to attain to students
centered method of teaching Basic Electronics, Computer Assisted Instruction
(CAI) was to b used.
However,
several studies have been conducted on CAI in many subjects. These studies
indicated very different results. Some of the studies found no significant
difference between CAI and conventional teaching methods on students’
achievement, retention and interest (Nurettin, Simsek, Özlem and Çakır,
2009; Cetin,
2007; Alacapinar, 2003; Bayraktar, 2001). Some other researches found CAI more
effective in improving students’ achievement, interest and retention than the
use of conventional teaching methods (Liao, 2007; Bryan, 2006; Wilder, 2006;
Brooks, 2005; Preciado, 2004; Moodly, 2004; Cater, 2004; Yenice, 2003; Brophy,
1999, Child 1995; Morse, 1991; Cotton, 1991). Additionally,
studies such
as Onasanya, Daramola and Asuquo, (2006), which examined effect of gender on
achievement of students taught Introductory Technology with CAI have shown that
there was no significant difference in the mean achievement of male and female
students. Gender is a psychological term, which describes behaviours and
attributes expected of individual on the basis of being a male or a
female
(Uwameiye and Osunde, 2005). The obvious implication of these findings showed
that the use of CAI in teaching is not significant in all subjects for
students’ achievement, interest and retention.
Statement of
the Problem Learning outcome of every student according to Bakare, 2009,
majorly
depends on
the type of teaching methods, teaching strategies, and instructional techniques
or approaches employed by the teacher during instruction. Traditional teaching
methods such as lecture, demonstration and field trip adopted for teaching
basic electronics in senior secondary school by teachers are often referred to
as conventional teaching method termed to be teacher centered instead of
students
centered
(Sonola, 2007). This method of teaching technical subjects according to her,
discouraged creativity and disallowed students from thinking beyond what is
presented to them by their teachers. The students are reduced to passive
learners and as a result become apathetic and repulsive to learning.
Since
literature review showed that there was no perfect superiority of CAI over
conventional teaching methods, the researcher decided to study combined effect
of Tutorial and Drill on Senior Secondary School students’ achievement,
interest and retention in basic electronics to find out whether it will be more
significant than the use of CAI.
The report
from Federal Ministry of Education (1993, WAEC 1996-2006) (NECO 2001-2005)
identified lack of application of effective methodology for teaching technical
subjects as major reason for low academic achievements of students in senior
secondary schools – Cambell and Cambell (1999), also
explained
that traditional method of teaching do not adequately equip teachers with
contemporary views of students intelligences and their vast learning
capabilities.
Recommendation
of UNESCO and ILO (2002), that vocational and technical education system in the
21st century should be geared towards life long learning cannot be achieved by
traditional teaching methods use by the teachers of senior secondary school to
teach basic electronics. Hence, this traditional teaching
methods used
by these teachers may be responsible for the low academic achievement in basic
electronics.
In view of
the need to use computer technology to provide student-centered and interactive
knowledge environment, several studies had been conducted to determine the
effect of Computer Assisted Instruction (CAI) on students’ achievement,
interest and retention in various disciplines. These studies ended up with many
different results. While some of the studies found no significant difference
between CAI and traditional teaching methods.
Some of the
studies found significant difference between CAI and traditional teaching
methods on students’ achievement, interest and retention. Hence, this study
therefore is to determine the combine effect of Computer Tutorial and Drill as
alternative teaching method on senior secondary school students’ achievement,
interest, and retention in Basic Electronics in Lagos state.
Purpose of
the Study
The purpose
of this study was to determine combined effect of Computer Tutorial and Drill
on senior secondary school student’s achievement, interest and retention in
Basic Electronics in Lagos State. Specifically, the study sought to:
1. Determine
the achievement scores of students taught Basic Electronics with Computer
Tutorial and Drill and those taught using the conventional teaching methods.
2. Determine
the interest of students taught Basic Electronics with Computer Tutorial and
Drill and those taught using the conventional teaching methods.
3. Determine
the retention of students taught basic electronics with Computer Tutorial and
Drill and those taught using the conventional teaching methods.
4. Compare
the achievement scores of boys and girls taught basic electronics using
Computer Tutorial and Drill.
5. Compare
the interest scores of boys and girls taught basic electronics using Computer
Tutorial and Drill.
6. Compare
the retention of boys and girls taught basic electronics using Computer
Tutorial and Drill.
Significance
of the Study
The benefits
that shall accrue from this study are many, specifically, teachers will benefit
from the result of this study in that they will use the instrument to evaluate
the students, rather than the teacher-made test. The achievement, interest and
retention scores of students taught basic electronics with computer tutorial
and drill and those taught using the conventional teaching methods would enlighten
technical teachers on the effectiveness of computer tutorial and drill.
Technical teachers’ work will become easier and interesting as they will be
playing supervisory roles. This will bring great improvement in technical
teachers’ morale.
The knowledge
gained from the skills in the use of computer tutorial and drill method of
teaching basic electronics will be better as opposed to the present
conventional teaching method which is teacher centered. Technical teachers will
use student centered interactive knowledge classroom environment to secure and
sustain the attention of the students in learning basic electronics. The
knowledge of computer tutorial and drill if found effective will help the
teachers to improve their instructional delivery to bridge the gap in
achievement, interest of boys and girls in basic electronics.
The findings
of this study if found to have positive effect and implemented will also be of
benefit to students’ participation and interest in the class room activities.
There will be improvement in students’ achievements and interest through the
use of Computer Tutorial and Drill command to achieve active
engagement,
frequent interaction, and connection to real world of work. This in turn will
enable students to pass their SSCE examinations in basic electronics.
Consequently, it will help to reduce the number of unemployed secondary school
leaver’s rate of drop out, crime rate, violence, substance abuse and the rise
of political extremism associated with it.
Ministry of
Education (Technical Division) will benefit from the findings of this study.
Effectiveness of Computer Tutorial and Drill will no doubt influence the
decision of the Ministry of Education on the need to provide computers and
laboratories in senior secondary schools if found to have positive effect.
Further more, findings will also sensitize the Ministry to organize
conferences, workshops and seminars to train basic electronics teachers on the
use of Computer Tutorial and Drill to improve their instructional delivery.
The
significance of this study is particularly in the area of curriculum
development. The result will be of immense benefit to the basic electronics
curriculum development experts. They will find it valuable especially in the
provision of empirical evidence on the effectiveness of computer tutorial and
drill
in the
teaching of basic electronics. The information obtained, will hopefully
influence future trend in basic electronics curriculum review. The findings of
this study will provide curriculum planners with the information which could
lead to the recommendation of Computer Tutorial and Drill in teaching basic
electronics in senior secondary schools.
Lastly, this
study will also serve as source of literature to schools and educational
researchers.
Research
Questions
The
following research questions were formulated to guide this study:
1. What are
the mean achievement scores of students taught basic electronics with Computer
Tutorial and Drill and those taught using the conventional teaching methods?
2. What are
the mean interest scores of students taught basic electronics with Computer
Tutorial and Drill and those taught using the conventional teaching methods?
3. What are
the mean scores of students taught basic electronics with Computer Tutorial and
Drill and those taught using the conventional teaching methods in the retention
test?
4. What are
the mean achievement scores of boys and girls taught basic electronics using
Computer Tutorial and Drill?
5. What are
the mean interest scores of boys and girls taught basic electronics using
Computer Tutorial and Drill in the interest inventory items?
6. What are
the mean scores of boys and girls taught basic electronics using Computer
Tutorial and Drill in the test for retention of learning?
Hypotheses
The
following null hypotheses were tested at 0.05 level of significance.
Ho1: There
is no significant difference between the mean achievement scores of students
taught basic electronics with Computer Tutorial and Drill and those taught
using conventional teaching methods.
Ho2: There
is no significant interaction effect of treatments given to students by gender
with respect to their mean scores in the basic electronics achievement test.
Ho3: There
is no significant difference between the mean interest scores of students
taught basic electronics with Computer Tutorial and Drill and those taught
using conventional teaching methods in interest inventory items.
Ho4: There
is no significant interaction effect of treatments given to students by gender
with respect to their mean scores in basic electronics interest inventory items
Ho5: There
is no significance difference between the mean scores of students taught basic
electronics with Computer Tutorial and Drill and those taught using
conventional teaching methods in the test of retention of learning.
Ho6: There
is no significant difference between the mean achievement scores of boys and
girls taught basic electronics using Computer Tutorial and Drill.
Ho7: There
is no significant difference in the mean interest scores of boys and girls
taught basic electronics using Computer Tutorial and Drill.
Ho8: There
is no significant difference between the mean scores of boys and girls taught
basic electronics with Computer Tutorial and Drill in a test of retention of
learning.
Ho9: There
is no significant interaction effect of treatments given to boys and girls with
respect to their means scores in Basic Electronics retention of learning.
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