EFFECT OF COMPUTER ASSISTED TUTORING ON EDUCATIONAL PERFORMANCE OF AGRICULTURAL SCIENCE LEARNERS IN COLLEGE OF EDUCATION GIDAN-WAYA, KADUNA STATE NIGERIA

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EFFECT OF COMPUTER ASSISTED TUTORING ON EDUCATIONAL PERFORMANCE OF AGRICULTURAL SCIENCE LEARNERS IN COLLEGE OF EDUCATION GIDAN-WAYA, KADUNA STATE NIGERIA

ABSTRACT

 

This study determined the effect of computer assisted instruction on the academic performance of agricultural Science students in Kaduna State College of Education Gidan-Waya, Kaduna State Nigeria. The study had four specific objectives.Four research questions stated and four research hypotheses were formulated and tested at 0.05 level of significance. The design adopted for the research was quasi pretest-post-test, experimental design.The population comprisedof sixty one (61) students of NCE II 2015/2016 sessionwho offered courses in agricultural education. The experimental groups were made up of 10 students exposed to computer assisted instruction Package (CAI) for seven weeks while the control was a group of 10 students who were taught using conventional lecture method for seven weeks. An instrument consisting of 20 objective questions and two essay questions agricultural science achievement test (ASAT) with reliability of 0.85 was administered during post-test.Data were analyzed using mean, standard deviation and t-test statistic. The findings of the study revealed there was significant difference in objective test of students taught with CAI than those in the control group.It also showed a significant difference between the academic performances of students taught using CAI and those in the control group. The study further showed that their was significant difference in the academic performance of students taught using CAI based on gender with mean scores for both experimental and control group were 41.60 and 48.00 in favour of female students.The researcher concluded that CAI produced better result than the conventional teaching methods.It is recommendedthat CAI should be used in teaching of agricultural science in colleges of education,and that teachers be provided with modern computers and software’s necessary to teach agricultural science.

CHAPTER ONE

INTRODUCTION

1.1   Background ofthe Study

Todays technology driven economy has impacted all aspects of society, including the work places (Cord, 2009). This and other development have placed education under great scrutiny, with calls for educational reform from multiple directions. Instructional technology including computers has the potentials to help improve the educative process (Anglin, 2005). The Agricultural education instructional process has been challenged for preferred future teaching and learning. To keep pace with the agricultural industry, agricultural education in our tertiary institutions need new ways to deliver instructions which entirely rest on the shoulders of those saddled with the task of producing the man power in the area of teaching and learning of agricultural science.

The philosophy of the Nigeria Certificate In Education (NCE) (Agricultural education programme) is tied with the National philosophy on agriculture for self reliance based on provision of teachers endowed with balance approach between principles and practice of Agriculture for academic and vocational ends, (NCCE, 2012) agriculture education is a double major subject which is offered on itsown and not in combination with any subject.With the following instructional objectives.

  1. To provide graduate with the right attitude and knowledge/professional competency in vocational agriculture.
  2. To produce teachers who will be capable of motivating student to acquire interest and attitude for agriculture.
  3. To develop in the student teacher the appropriate communication skills for effective transmission of agricultural information and skills to a student.
  4. To equip the student teacher with adequate knowledge and ability to establish and manage a model school farm effectively.
  5. To provide sound background to enhance further academic and professional progression of student teacher (NCCE, 2012).

Computer assisted instruction (CAI) is an interactive instructional method that usedcomputer to present materials, and direct the user to additional material which meets the students need. It can also be used to describe internet based instruction through the use

of web page, web bulletin boards, video and real audio, graphics and hard

application.CAI is an interactive instructionalmaterial and monitor. Its instruction uses a combination of text, graphics, sound and video in the learning process.Computer can be used to teach all subject including agricultural science subjects. The use of computer in the process of teaching and learning has become widespread in education with the development of micro-computers. The fundamental use of computer in teaching and learningas a supplement to the conventional method produced higher achievement by the learners than using the conventional method alone.

CAI was utilized as an educational medium which delivers instructional activities in late 1950s.Achuonye, (2011) states that programming the computer to administer the kind of exercises traditionally given by a teacher on black board, textbook or worksheet is a technology that has been changing rapidly over the past twenty years. CAI is still utilized in drills and practice, tutorial, games, and simulation these are commonly used

CAI applications for educational purpose.

Academic achievement is the outcome of educational programme.It is the extentto which a student has achieved his educational goals, it is what students achieved in the studies and how they cope with or accomplish different learning experiences given to them by their teachers (Osuwa, 2002). Academic achievement is commonly measured by examination or continuousassessment (CA)although there is no general agreement on how it is best tested or which aspect are most important, a number of factors have affect the academic performance of students during learning process, this include individual difference, learning environment, children background among others. (Tukur, 2012)

1.2 Statement of the Problem

Teaching is indeed a complex activity and that ofagriculturalscience seems to be morecomplex than people may think,because, this teaching and learning of agricultural sciencedoes not only start and end in the classroom.Erroneously, people believe that it takes only a good degree in agriculturaleducation to adequately teach the subject at any level. It is worthy to notethat effective teaching results when there is a fusion of sound academic knowledge and profound knowledge of the pedagogical principle (Oladeji, Oyeshola&Ikwuakam, 2009). The lack of effective teaching is reported to be the reason for cases of poor students academic performancein national examination (Masanawa, 2015).Studentsperformances have continued to fluctuate in schools continuously. WAEC (2015) further revealed that less than 40% of Nigerian students passed at credit levels in agricultural science in the 2014 Senior School Certificate

Examination (SSCE).

This has become a source of concern for all stakeholders in Education such as parents,teachers, school administrators and government.In Nigeria today specifically no teacher that teaches agricultural science at any level of education can proudly attest that all is well in the teaching of the subject (Oladeji, et. al. 2009). The situation is attributed to avoidable challenges that range from lack of interest in the subject by the students due to insufficient language of expression and or poor language background (Bakies,

2010). On the other hand, there is an array of teaching methods in agricultural science. These include (discussion, field-trip, demonstration, lecture methods among others) often employed by effective and efficient teachers to bring about desired change in the behavior of students. It is however reported that the declining state of students performance in the examination has continue to prevail. To correct this lapse and adequately improvestudents performance, CAI was introduced into the Nigerian

educational system (Momoh-olle, 2013). It is revealing that inadequacy of data on its effect on students’ academic performance has continue to plaque.Also lacking in literature is the effect of the CAI strategy on the academic performance of students across gender line particularly in the Kaduna state (Rufai, 2005).It is against this scenario that this study was conducted.

       1.3       Objective of the Study

The general objective of the study was to find out the effect ofthe use of CAI in teaching agricultural science students in Kaduna StateCollege of education Gidan-waya.

With the following as specific objectives:

  1. Determine the effect of using computer assisted instruction (CAI) on academic performance of agricultural science students in objective test in Kaduna State College of Education, Gidan-waya.
  2. Determine the effect of using computer assisted instruction (CAI) on academic performance of agricultural science students in essay test in Kaduna State College of Education, Gidan-waya.
  3. Compare the difference in objective and essay test performance of students taught agricultural science using computer assisted instruction (CAI) in Kaduna State College of Education, Gidan-way.
  4. Determine the difference between performance of male and female students taught agricultural science using computer assisted instruction (CAI) in Kaduna State College of Education, Gidan-waya.

       1.4       Research Questions

The following research questions were formulated by the researcher to be answered.

  1. What isthe effect of using computer assisted instruction (CAI) on students’ academic performance in agricultural science in objective test in Kaduna state college of education Gidan-waya.
  2. What is the effect of using computer assisted instruction (CAI)on students’ academic performance in agricultural science in essay test in Kaduna state

College of Education Gidan-Waya.

  1. What is the difference in both objective and essay test in academic performance of agricultural science students taught using computer assisted instruction in Kaduna State College of Education Gidan-Waya.
  2. What is the effect of using computer assisted instruction (CAI) on academic performance of male and female agricultural science students in Kaduna State College of Education Gidan-Waya.

1.5       Null Hypotheses

The following null hypotheses were formulated and tested in the study

  1. There is no significant difference between the academic performance of agricultural science student taught using computer assisted Instruction(CAI)and those taught using conventional teaching method in objective test.
  2. There is no significant difference between the academic performance of agricultural science students taught using computer assisted instruction (CAI) and those taught using conventional teaching methodin essay test.
  3. There is no significant difference between the academic performance of agricultural science students taught using computer assisted instruction (CAI)and those taught using conventional teaching methodon objective and essay test.
  4. There is no significant difference between gender inacademic performance of agricultural science students taught using computer assisted instruction (CAI) and those taught using conventional teaching method.

 

 

        1.6       Significance of the Study

The outcome of this study will benefit learners, teachers, educators, curriculum planners, and the general public.

Learners:- The study findings will help expose students to recent method of learning considering the recent technological dispensation and motivate them towards learning new concepts and zeal for easy adoption to new and innovative techniques.

Teachers:- a lot of time could be spared for doing other important things while the computer does most of the teaching and the teacher only co-ordinates or controls the class

Educators:-Educators could reshape their world of technological advancement seeing the usefulness of CAI in teaching and learning situation, thereby spurring them into engaging in this recent technological innovation by improving themselves in the use of ICT tools like computer not only as information tools for research alone, but also in discharging their academic duties such as teaching, administration of examination and marking student scripts.

Curriculum planners:-will see the positive outcome as enough evidence to direct their attention toward solid recommendations and enforcement of computer usage in teaching and learning process.

General public:-they will appreciate the importance of computer in the teaching and learning process and consequentlyassist schools by donating computers and supporting schools financially for better service delivery to the citizenry.

        1.7        Basic Assumptions of the Study

In this study the following assumptions were made.

  1. CAIhelps to enhance students academic performance in agricultural science in Kaduna state college of educationGidan-Waya
  2. CAI may not enhance academic performance of agricultural science students in

Kaduna state college of education Gidan-waya based on gender.

1.8      Delimitation of the Study

This research study was delimited to NCE II students of Agricultural Education Department Kaduna state College of Education Gidan-Waya. The studywas also delimited to the use of CAI in teaching AGE 222(Soil fertility).To establish its effect on academic performance of Agriculturalscience students of college education Gidan-Waya.

EFFECT OF COMPUTER ASSISTED TUTORING ON EDUCATIONAL PERFORMANCE OF AGRICULTURAL SCIENCE LEARNERS IN COLLEGE OF EDUCATION GIDAN-WAYA, KADUNA STATE NIGERIA

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