Senior High Schools’ Students’ Perception of Computer-Aided Instruction in North East Region of Ghana
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Date
2019
Authors
Bariham, Iddrisu
Muchiri, Mohamed Moses
Ondigi, S. R.
Kiio, Mueni Ngungui
Journal Title
Journal ISSN
Volume Title
Publisher
IJIRAS
Abstract
We live in a digitized world. Presently, globally, technology drives almost all aspects of human endeavors. For instance, in the field of education, Computer-Aided Instruction (CAI) which is grounded on the principle of programmed instruction facilitates the effective learning of concepts, generates interest and curiosity of learners, fosters critical thinking, and provides learners with immediate feedback. CAI help Social Studies students develop problem-solving skills, collaborative learning, communication, emotional intelligence, problem-solving, and creativity. However, the effective implementation of CAI in schools depends on several variables including students’ perception of the CAI as tools for teaching and learning. This study was therefore conducted to investigate Senior High Schools students’ perception of CAI as tools for teaching and learning, and whether gender and school location influence students’ adoption of CAI during learning of Social Studies. The quantitative research design was adopted for the study. The data for the research was collected from 3 Junior High Schools randomly sampled from the North East Region of Ghana using Slovin’s formula for sample size determination. Two research questions and two hypotheses were formulated to direct the study. Data were collected using structured questionnaires administered to 270 students from the 3 randomly sampled schools. The questionnaire was designed with a 5-point Likert scale using closed-ended questions. To determine the reliability of the questionnaire, a pilot study was conducted. The test-retest method was used to determine the reliability of the instrument. This was carried out among 20 respondents who were not included in the research sample. The value of the coefficient of correlation “r” was found to be 0.78, which implied that the instrument was reliable. Data were analyzed using descriptive and inferential statistics. Frequencies were used to analyze data on students’ perceptions of Computer-Aided Instruction, the extent of integration. Pearson’s Chi-square was used to test the hypothesis to determine whether there was a significant difference between male and female students and young and old teachers’ application of CBI in learning of Social Studies. The study found that students’ perception of CAI was positive, however, their application of technology in learning was limited. Also, male students were using technology to learn than female students. There was no statistically significant difference between rural and urban students integration of CAI in learning. The study recommends the supply of schools with relevant digital infrastructure, training, and supply of laptops to female students, and allowing Senior High Schools students to use phones in schools purposely for learning to increase students’ performance.
Description
Research Article
Keywords
Social Studies, Instruction, Computer, Gender, Digital divide, Computer-Aided Instruction, Policy, Hypothesis