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INTRODUCTION
1.1 BACKGROUND TO THE PROBLEM OF STUDY
The chief examiner report of the West African examination council (W.A.E.C) Senior
Secondary Certificate/General Certificate of education on biology for the year
2000 to 2002 revealed that candidate’s performances has continuously
deteriorated.( Olatoye2004)
The problem of student poor performance and under achievement in secondary school
subjects have been a major source of concern and interest in the Nigerian
educational sector. Kolawole (2000), Okpala (2001) in physics and Anuka (2000) of
financial accounting all attest to the above facts in their work. According to
Anuka(2000)student’s credit passes in this subject within Zaria educational zone
stood at 42%,38%,35%and 32% from 1997 to 2000. Also, Oyetunji (1998) had reported
student’s credit passes at Ijebu-north local government of Ogun-state to be
14%,14%,7% respectively for 1995 to 1997.All of these researchers have come out
with one thing or the other to buttress the point.
Besides the point stated, their are other teething problems facing student from
poor teaching methods to antique and ancient content or knowledge due to
inadequate finding . In a UNICEF report of 1999, Nigeria was reported to have
allocated 3% of it’s annual income to education between 1990 and 1997 of the
twenty African countries sampled, Nigeria had the least allocation to the sector.
The situation has not improved significantly since then.
Amongst these, is the use of poor instructional aid, archaic text books in the
country. Information technology and intellectual capital are the economic driving
forces. The 21st century has bought with it the rise of knowledge economy. The new
student according to Bayrakter (2001) is rapidly transforming from one building a
tangible product to one of creating, leveraging and turning information into
knowledge to solve a problem or produce an outcomes. The new age is not
characterized by how much you know but how much you can learn (Tapscoth 1997). As
noted by Brown (2000) technology is the “Language” of the knowledge age and that
the classic three R’s of education are being supplemented by three T’s.
Technology, teaming and transference.
The use of ability to learn, manipulate a variety of computer based technologies,
are to work in diverse, virtual environments leads itself well to the transference
of knowledge and skills to a variety of anticipated areas and situation.
Boling(2002)
The use of these technologies will help enhance and even develop essential skills
of verbal and written communications, problem solving, information access and
management, decision-making, collaboration teaming and virtual production.
Students of these must be able to use virtual production software and other
graphics applications to form static complex information into dynamic, easily
understood data. Hence, the need for Computer Associated Instruction (CAI).
CHAPTER TWO
2.0. LITERATURE REVIEW
This Literature study will be reviewed under the following heading.
2.1 INTRODUCTION
The importance of academic achievement in biology indicates that if successful, it
should be applauded. The limited amount of funding available to education requires
that no money should be wasted, computer assisted instruction is needed as a major
step forward in education. Billions of dollars have been spent on technology in
schools. The research on the effectiveness of computer assisted instruction on
academic achievement by traditional teaching method is spare and in some case, not
good quality (North central regional laboratory, 2004).
Proponents of computer of technology in education argue that it makes
learning easier, more efficient and more motivating (Schacter, 1999). Skeptics
argue that there is a lack of experiment data obtained under rigorous scientific
standard. An argument is made that if the experiment were done using a more
scientific method the instructional. The teacher via observations, quizzes and
tests determines mastery of the material.
Another argument made is that if the experiment were done using a more
scientific method the instructional method would prove to be the controlling
factor and not the media of the instruction(Clark, 1983, Neal 1998). This chapter
will provide information on the history of computer in education and cost
association with this technology. Finally, review of other research on the effects
of computer assisted instruction on student achievement will be provided.
CHAPTER THREE
METHODOLOGY
3.0 RESEARCH DESIGN
This study was designed with the purpose of proving and disproving the prelateship
in which one can manipulate the variable of computer assisted instruction.
3.1 POPULATION OF THE STUDY
The population of this study covers students in SSS2 i.e. Senior Secondary School
in Ijebu-North & Ijebu-Ode Local Government
3.2 SAMPLING AND SAMPLING PROCEDURE
The sample was made up of 100 students randomly selected from four co-educational
secondary schools in Ijebu-North Local Government of Ogun State. Simple Random
Sampling procedure was used in the selection. The sample was made up of 100
students which consist of 51 female and 49 female and 49 male randomly selected.
3.3 RESEARCH INSTRUMENT
A two sample treatment, pre-test, post-test design was used instrumentation.
The instrument used for this study was three types:
a. Biology Achievement Test (BAT)
b. Questionnaire on students attitude towards biology
BIOLOGY ACHIEVEMENT TEST (BAT)
The instrument used was developed in order to measure student’s achievement
skeleton and supporting tissues in biology.
3.4 REALIABILITY OF INSTRUMENT
The reliability of the instrument was done through a pilot test. A test-retest
method was adopted and a correlation coefficient of 0.73 was obtained. This is an
indication that the instrument is quite reliable.
3.5 VALIDITY OF THE INSTRUMENT
Content Validity: The research instrument covers the effect of computer assisted
instruction on students achievement and attitude towards biology in senior
secondary schools.
Face Validity: The instrument used for this study was subjected to assessment by
my project supervisor. Some items agreed while others disagreed
Administration of Instrument: In the randomly selected schools, the questionnaires
were applied one by one to each student separately. The purpose of the
questionnaire was explained to them for objectivity. This made the respondents
respond positively and their response reliable and objective.
The results obtained were scored as follows:
Strongly Agree - 1 point
Agree - 2 points
Disagree - 3 points
Skeleton and supporting tissues in biology.
SECTION A
This consisted of the personal/demographic data of the subjects involved,
(the biology students) their names etc.
SECTION B
It consisted of 40 items on the four sub-concepts to be taught during the
treatment period. The sub-concepts are axial, appendicular skeleton. All the items
were drawn inline with Bloom’s taxonomy of cognitive domains and educational
objectives, as shown in the table of specification below. From the table of
specification, equal number of items survived scrutiny to evaluate knowledge,
comprehension, application, analysis. Instrument was administered separately on
the respondents which was separately administered and collected back fro data
analysis.
Strongly - 4 points
The points gotten from each respondents were summed up to get the total points for
each of the respondents
Based on estimated Marginal. Mean (Female) =24.157, Mean (Male) 26.299, P ≤ .005.
In the table above, there is significant difference between achievements of male
students compared to the female students in Biology. Male students performed
significantly better than the male counterparts. The mean achievement of male
students in Biology’s 28.299 while that of the female students is 24.157
4.3 COMPARISM OF CHRISTIAN AND MUSLIM STUDENTS ACHIEVEMENT IN BIOLOGY
RELIGION RELIGION MEAN DIFFERENCE STD ERROR LOWER BOUND UPPER BOUND
Muslim Christian .699 .320 -0.885 2.684
Christian Muslim .-899 .320 -2684 .885
Hence there is no significant difference between Biology achievement. The
mean achievement of Muslims students in Biology is 25.677 while that of Christian
performed equally well in Biology.
CHAPTER FIVE
SUMMARY, DISCUSSION, CONCLUSION AND RECOMMENDATIONS
5.0 INTRODUCTION
This chapter presents the summary, discussion of findings suggestion for
further studies, conclusion and recommendations
5.1 SUMMARY
In the previous chapter treatment alone as shown in the table significantly
affects students’ achievement in Biology (F=50.092, P≤0.05). This implies that the
use of CAI significantly affects students achievement. Likewise for gender
(F=5.333, P≤0.05). This implies that students achievement in Biology is
significantly affected by gender.
Religion does not significantly affect students achievement in Biology (F=1.002,
P≥.005). This means that students achievement in Biology is not sensitive to
religion.
Treatment and gender when combined together does not significantly affect
student’s achievement in Biology (F-0.281P≥0.005). Thus, in the sue of CAI, gender
should not be taken into consideration i.e the use of CAI is not sensitive gender.
Likewise it is not sensitive to religion. As treatment and religion do not also
significantly influence students achievement in Biology (F=1.009, P≥0.05). Gender
and religion do not also affect student’s achievement in Biology. (F=1.949,
P≥0.05).
At 3 level treatment, gender and religion do not significantly interact to affect
student’s achievement in Biology (F=0.027, P≥0.05). This implies that in the use
of CAI the instructor does not need a control for gender and religion. Success in
Biology is central to a good education in today.
5.2 DISCUSSION OF FINDINGS
This discussion of the findings is presented in this chapter in relation to the
research hypothesis.
Research Hypothesis 1
There was no significant effect of treatment (CAI) on student achievement in
Biology. And it was found out that treatment alone has significant effect on
student’s achievement in Biology. (F=50.092, P≤0.05). This implies that the use of
CAI significantly affects student’s achievement. According to Hayes and Robinson
(2000): Lowe (2001) technology enhanced learning was a cure for most education
problems particularly one experienced in the conventional environment. Dr. Tanyang
Armstrong. (Punch April 13 2008 pg 24) further agreed by declaring that packages
such as the Computer Assisted Instruction (CAI) enhanced learning by 30%.
Research Hypothesis 2
The research hypothesis states there is no significant effect of gender on
students achievement in Biology. (F=5.333, P≤.005). This implies that students
achievement in Biology this was in contrast with the findings of Ogunkola (2005)
who insist that there is a need to be gender sensitive. However this is different
with the CAI package.
Research Hypothesis 3
There is no significantly affect religion of students achievement in
Biology. Religion itself does not affect or impact on students achievement in
Biology (F=1.002, P.0.05). This implies that students achievement in Biology is
not sensitive to religion.
Research Hypothesis 4
The research hypothesis states “Treatment and gender will not have a significant
effect on students achievement in Biology.
From the findings in the data analysis, F = 0.0281, P≥0.05). This shows that
treatment and gender are considered together there will be no significant effect.
However this is different when gender is considered typically alone. This tends to
contradict the finding of Ogunkola who opined the need to be gender sensitive
although in the absence of treatment. Therefore CAI will work irrespective of
treatment or gender.
Research Hypothesis 5
Treatment and religion will not have any significant effect on student
achievement in Biology. From the data, (F=1.099, P≥0.05). This shows likewise that
CAI is not sensitive to religion as treatment and religion does not significantly
influence students achievement in Biology.
Research Hypothesis 6
There is not significant effect of gender, treatment and religion in
students achievement in Biology with the score where F=1.949, P≥0.05). Therefore
the does not affect CAI nether inferences the achievement of students towards
Biology.
Research Hypothesis 8,9 AND 10
There is no significant difference between Biology achievement of students
exposed to Computer Assisted Instruction and students in the control group.
There is no significant difference in Biology achievement of Muslim and
Christian students.
There is no significant difference between male and female students in
Biology.
At 3 level treatment, gender and religion do not interact to affect
generally students achievement in Biology. This is expressed by the graphical
expression in page four. This implies that in the use of CAI the instructor does
not need to control for gender and religion.
5.3 CONCLUSION
In conclusion it must be clarified here that Computer Assisted Instruction (CAI)
is an e-learning package, designed with the of increasing and enhancing students
performance and achievement in Biology and not meant to replace classroom teachers
but rather simplify their work, thereby increasing there worth.
It is expected that the treatment gives its support by further making it’s
presence much more felt in these aspect, providing financial and human resources.
The Ministry of Education should also ensure that the CAI package is harmonized
into the revised curriculum coordinating regular workshops and seminar for
teachers to imbibe its use. With the result of this findings, I strongly believe
this will be an eye-opener to all stakeholders and professional reluctant to adapt
electronic learning.
5.4 RECOMMENDATIONS
In the light of the findings made in the study, it is suggested that arrangement
be put in place to correct the attitude of students towards Biology and further
encourage the sue of Computer Assisted Instruction (CAI). This can be done through
workshops, seminars the print and electronic media e.t.c.
It is further suggested that conscious efforts be made at providing. Conducive
learning environment that is interactive, colorful and unique. This will to a
great extent increase student’s interest in the subject making learning very
practical, interesting and fascinating.
The National Institute of Teachers (NTI) should incorporate these package where
the need arises into the courses of the teacher’s institute, alongside seminars
and workshops for teachers so as to improve there disposition towards the subject
and familiarizing them with the technicalities and methodology involved. The same
advice goes for curriculum planners’ professionals, stakeholders, policy makers,
school administrator.
This will certainly change the perspective of students towards biology (i.e create
positive attitude) motivating students, interest and improving their performance.
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Dear Respondents,
This questionnaire is designed for research purpose. It is purely on
academic structure to collect information on the attitude of students as
determinates of student achievement in biology. So please feel free to answer
frankly and sincerely, as your response shall be treated confidentially.
QUESTIONNAIRE FOR STUDENT ATTITUDE TOWARDS BIOLOGY (QSATB)
SECTION A (PERSONAL DATA)
Please respond to all items below as candidly as possible.
Complete the blank spaces and tick ( ) for appropriate options.
Name of school:……………………………………………………………
Sex: Male Female
Class:………………………………………………………………………..
Age:………………………………………………………………………….
Religion: Christianity Islam
SECTION B
In this section, please tick ( ) the response that is most applicable to you,
use any of this.
SA - Strongly Agree
A - Agree
D - Disagree
SD - Strongly Disagree
9 Biology appears difficult because our teacher does not make use of examples
in the vicinity.
10 Our biology laboratory is not large enough to contain all member of my
class.
11 Specimen and equipments are inadequate in the laboratory during practical
biology.
12. Male students are more favourably disposed to practical than female.
16 Our biology teacher is lazy the way he/she goes about the practical work.
S/N STATEMENT SA A D SD
1. The learning of biology is always a difficult exercise.
2 Many biology terms and topics are too technical or difficult to learn.
3.
4 Lack of interest in biology is largely due to the problem of fear of
biology.
5 Biology syllabus is too extensive to be covered.
6 I prefer other subjects to biology.
7 The poor methods of teaching, causes my lack of interest in biology.
The symbol A represents (a) Neural canal (b) Neural spine (c) Centrum
39. The symbol B represent (a) Vertebrate canal (b) Neural arch (c) Neural
40. Identify the structure above
(a) Lumbar and thoratic (b) Sacral and Cervical vertebral (c) Thoratic and
vertebral (d) Centical Vertebral.
THE EFFECT OF COMPUTER –ASSISTED INSTRUCTION ON STUDENTS ACHIEVEMENT IN BIOLOGY IN
IJEBU-NORTH AND IJEBU-ODE LOCAL GOVERNMENT, OGUN STATE
BY
NOVEMBER 2008.
CERTIFICATION
I certify that this project study was carried out by OJEIKERE DANIEL OLUWADAMILARE
in the Department of CSIT/Biology, Faculty of Education, Olabisi Onabanjo
University under my supervision.
---------------------------- ----------------------------
DR. (MRS.) B.D OLUDIPE DATE
SUPERVISOR
ACKNOWLEDGEMENT
The journey to true success requires the help of others along the way. I am a
product of the input, investment, encouragement, criticism, and the advice of many
individuals whom I have been privileged to meet along the way in life.
I would like to start by acknowledging the support of my supervisor, Dr.
(Mrs.) Bimbo Oludipe who made out time to direct, correct and encourage me at the
crucial part of this study. Like a good coach she had a way of removing the
reproach. Thank you.
I must also thank the members of my family especially my parents, Mr. and
Mrs. Ojeikere for their moral, spiritual and financial support. You are the best
in the world. To my only brother Toyin. It is not what you don’t have that slows
you down but what you have and have not used. I believe in you, be the best!
To my friends, Eniola, Samsonsony, Bode God bless you.
And to all others whose names I cannot remember you are loved and blessed.
Thanks .
DEDICATION
To the resilient human spirit buried under centuries of oppression and
inhumane treatment screaming for freedom, (O.O.U) students to express it’s true
potential.
To generations destined to go beyond the attainment of degrees, to impacting the
whole of the human race.
To the generation destined to go beyond deliverance into the land of true freedom
to experience the fullness of God’s purpose and plan for mankind.
ABSTRACT
This study was carried out to investigate the “Effect of Computer Assisted
Instruction on Students achievement and attitude towards biology”. This study was
a descriptive type of research. Ten research hypothesis were tested at 0.05 level
of confidence. The sample was made up of 100 students (51 females, 49 males) drawn
from four co-educational secondary schools in Ijebu-North and Ijebu-Ode Local
Government Area in Ogun State.
A 20 items questionnaire on student’s attitude towards biology was used for data
collection, titled “Questionnaire on Student’s Attitude towards Biology (QSAB).
And 40 items of (BAT) Biology Achievement Test were used to collect data was from
the respondents. Statistical analysis was used to test for the hypothesis drawn.
The statistical method was the inferential statistics of t-test ANACOVA, and using
SPSS the findings revealed that:
There is no significant effect of treatment (CAI) on student achievement in
Biology.
There is no significant effect of gender on student’s achievement towards
Biology.
There is no significant effect of religion on student achievement in Biology
There is no significant effect of religion and gender on student achievement
in Biology.
There is no significant effect of gender and religion on students
achievement
There is no significant effect of student exposed to treatment and those in
the control group. There is no significant effect of religion on student
achievement in Biology.
There is no significant difference between Christian and Muslim students
achievement in Biology.
There is no significant effect between male students and female students
exposed student’s achievement in Biology.
Based on the findings, it was recommended that there should be future studies to
reinforce the claim that CAI has a positive impact on student achievement it is
equally suggested that the classroom sequence of classroom curriculum be allowed
to align without the use of CAI, using its tutorial package. This will increase
student’s performance and remove the frustration on teachers.
Also the government should make donations of computer laboratory to increase
student’s interest in the given subject. There is no significant effect of
religion on student achievement in Biology.
Lastly, to improve the efficiency and effectiveness in teaching and learning
process the CAI package should be improved upon by all professionals concerned
with all these we shall all be better for it.
TABLE OF CONTENTS
CERTIFICATION I
DEDICATION II
ACKNOWLEDGEMENT III-IV
ABSTRACT V-VI
TABLE OF CONTENTS VII-XI
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND TO THE PROBLEM OF THE STUDY 1-4
1.1.1 SCIENCE, BIOLOGY AND INSTRUCTION 4-8
1.1.2 THE COMPUTER SYSTEM 8-9
1.1.3 CAI (COMPUTER ASSISTED INSTRUCTION) 9-11
1.1.4 COMPUTER AS AN INSTRUCTIONAL TOOL 11-14
1.1.5 COMPUTER –BASED INSTRUCTIONAL IN NIGERIA 14-16
1.2 THEORETICAL FRAMEWORK 16-19
1.3 PURPOSE OF STUDY 19
1.4 STATEMENT OF PROBLEM 19
1.5 THE SCOPE AND LIMITATION 19-20
1.6 RESEARCH HYPOTHESIS 20
1.7 RESEARCH QUESTIONS 20-22
1.8 SIGNIFICANCE OF STUDY 22-24
1.9 DEFINITION OF TERMS AND ABBREVIATION 24-25
CHAPTER TWO
2.0 LITERATURE REVIEW 26
2.1 INTRODUCTION 26-27
2.2 BRIEF HISTORY OF COMPUTER IN EDUCATION 28-31
2.3 MASTERY LEARNING 31-49
2.4 USE OF COMPUTER ASSISTED INSTRUCTION 49-54
2.5 APPRAISAL OF LITERATURE 55-56
CHAPTER THREE: METHODOLOGY
3.0 RESEARCH DESIGN 57
3.1 POPULATION OF THE STUDY 57
3.2 SAMPLING AND SAMPLE PROCEDURE 57-58
3.3 RESEARCH INSTRUMENT 58
3.4 RELIABILITY OF INSTRUMENT 58-59
3.5 VALIDITY OF THE INSTRUMENT 59-61
3.6 TABLE OF SPECIFICATION 61
3.7 METHOD OF DATA ANALYSIS 61
CHAPTER FOUR: DATA ANALYSIS
4.0 INTRODUCTION 63
4.1 RESEARCH QUESTION ANALYSIS 63-64
4.2 TITLE OF TABLE 1 (ANCOVA OF MAIN INTERACTION EFFECTS OF TREATMENT, GENDER
AND
RELIGION ON STUDENTS ACHIEVEMENT
IN BIOLOGY) 65-69
4.4 COMPARISM OF CHRISTIAN AND MUSLIM
STUDENT’S ACHIEVEMENT IN BIOLOGY 69