Theses and Dissertations

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Theses and Dissertations (Educational Technology)

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    Open Access
    Effects of Presentation Modes of Computer Assisted Instruction (CAI) on Learners' Acquisition of Design Skills in Fine Arts
    (2015-04-17) Badru, Folasade Mardlyya Idowu; Akanbi, D. K
    The study investigated the effectiveness of problem-solving, and drill and practice modes of Computer Assisted Instruction (CAI) on the acquisition of design skills in Fine Arts. I t also examined learners' attitude towards the use of CAI in the teaching of Fine Arts. This was with a view to providing an intervention strategy for improving the performance of students in Fine Arts. The pre-test post-test control group design was employed. The study population consisted of Junior Secondary School (class three) students in Ife Central Local Government. Three schools were purposively selected based on the availability of computers. Twenty students were randomly selected from each of the three schools to constitute two experimental groups and one control group. Two instruments titled "Questionnaire on Attitude to Computer Assisted Instruction"(QACAI) and "Graphic Tool Utility and Achievement Test"(GTUAT) were used for the study. The GTUAT had a test-retest reliability coefficient of 0.67 over an interval of two weeks while the QACAI yielded a split half reliability coefficient of 0.72. Data collected for the study were analysed using descriptive and analytical statistics. The results showed a significant difference between the performance of students exposed to problem solving CAI package and those exposed to drill and practice CAI package (t = 2.105, p < 0.05). The problem solving CAI group (X = 86.75, SD = 11.27) performed better than the drill and practice CAI group (X = 79,50, SD = 10.51). The results also showed a significant difference between the performance of learners exposed to drill and practice CAI package and those exposed to the conventional chalk-and-talk method (t= 7.79, p<0.05) The drill and practice CAI group (X = 79.50, SD = 10.50) performed better than the chalk-and-talk group (X = 52.50, SD = 11.41). Lastly, a significant difference was noted between the performance of learners in the problem solving CAI group and those exposed to the chalk-and-talk method (t = 9.54, p<0.05). The problem solving group (X = 86.75, SD = 11.27) performing better than the chalk-and-talk group (X = 52.50, SD = 11.41). The result also showed a significant difference between the pre test and post test attitudes of learners in the experimental groups to CAI. A comparison of the pre test and post test attitudes of learners in the drill and practice group to CAI showed a t value of 6.20 which was significant at 0.05 level while that of the problem solving group showed a significant t value of 5. 51 at 0.05 level. It was concluded that both the problem solving and drill and practice modes of CAI were effective in improving the performance of students in Fine Arts and in developing a positive attitude towards computer assisted Instruction.
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    Open Access
    Effects of Audio - taped Instructional Package on Learners' Performance in Spoken English in Primary Schools of Akwa Ibom State
    (2015-04-15) Asuquo, Eno Ndarake; Adekomi, A. A.
    This study examined the differences in the performance of learners of English Language exposed to Audio-taped Instructional package and those not exposed in the rural and urban schools of study. It also compared the performances of male and female learners in primary schools exposed to audio-taped instructional package in pronunciation of English language words and identified the effect of the use of audio-taped instructional package on learners' retention of lessons in pronunciation of English language words. This was with ultimate aim of improving the pupils' pronunciation of English Language A quasi-experimental two-by-two factorial design involving pretest and post-test was used. The population for the study consisted of all the Ibibio speaking learners of English Language in all the Public Primary Schools in Akwa Ibom State. Thirty Primary Four Pupils from eight Public Primary Schools ((four rural and four urban) were randomly selected making a total of two hundred and forty pupils . The pretest was a recorded .pronunciation exercise, where words involving vowels and consonants were put on flip cards and charts for all the subjects to pronounce. The post-test was researcher designed, it consisted of the audio-taped recorded instructional stimulus materials that was used as proficiency test. A retention test was administered two weeks after the post-test. The data collected from the pretest-post-test and the retention test from the two groups of study were analyzed using Analysis of Variance, t-test of independent samples and the hypotheses tested at 0.05 level of significance. The result showed that the pupils taught with audio-taped instructional package performed significantly better in the pronunciation of English Language words than those taught with the chalk and talk method (F= 64.32). The result also showed no significant difference in the performance of male and female learners in the pronunciation of English Language words (t=0.61. P<0.05). Further, there was a significant difference (F=8.33) in the retention of lessons in pronunciation of English words among primary school learners exposed to audio-taped instructional package against those not exposed to the study package. The study concluded that audiotaped instructional package enhanced Primary School Learners' pronunciation of English Language words.
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    Open Access
    The Effects of Interactive Instructional Compact Disc Package on the Performance of English Language Learners in Schools of Science in Osun State
    (2015-04-02) Ajibade, Adewole
    The study investigated the use of interactive instructional compact disc package in the teaching of English Language in Schools of Science in Osun State. It also examined the influence of the package on the retention and attitude of students towards the subject. This was with the ultimate view of improving the performance of students in English Language. A pre-test, post-test control group design was adopted for the study. The population comprised all five hundred and thirty SS II students of the eight Schools of Science in Osun State. One hundred and eighty students were randomly selected from three schools using proportional sampling technique and were assigned to two experimental groups and a control group. The first experimental group comprised students exposed to audio stimulus material (IICODIPA) while students treated with audio visual package (IICODIPAV) formed the second experimental group. The students taught with the conventional instructional method constituted the control group. Two instruments were used, namely: Continuous Writing Achievement Test (CWAT) and Learners’ Attitude Towards English Language Continuous Writing (LATECW). The two experimental groups were exposed to the interactive instructional compact disc package of either IICODIPA or IICODIPAV while the Control group was taught using the conventional instructional met h o d . Both CWAT and LATECW were used for pre-test, post-test and retention tests. Results were analysed using descriptive and inferential statistics. The findings showed that the experimental groups exposed to interactive instructional compact disc package performed significantly better than their counterparts that used the conventional method (F=56.329, P < 0.05). There were also significant differences in the paired mean scores of the three groups; IICODIPA and IICODIPAV (t = 9.7. P < 0.005), IICODIPA and CONTROL (t=15.8, P < 0.05), and IICODIPAV and CONTROL (t=25.5, P < 0.05). The results also showed that students exposed to IICODIPA and IICODIPAV had higher level of retention when compared to those in the conventional group (F = 3.381, P < 0.05). IICODIPA and IICODIPAV (t =6.2, P < 0.05), IICODIPA and CONTROL (t =3.9, P < 0.05). and IICODIPAV and C O N T R O L (t=10.1, P < 0.05). Results further showed that utilization of interactive instructional compact disc package positively influenced the attitude of students towards English Language (F= 32.13, P < 0.05). The study concluded that interactive instructional compact disc package was effective. It enhanced performance, retention and attitude of students in English Language.
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    Open Access
    Status of Media in Teaching Physics in Selected Secondary Schools in Kaduna state, Nigeria
    (Obafemi Awolowo University, 1984) Pearce, Nathaniel Olugbolahan; Akanbi, D.K.
    This study was designed to examine the availability, utilization of media for instruction and the problems connected with the use of media for teaching physics in Kaduna State of Nigeria. Questionnaire, structures interview end participant observer scheme directed to the physics teachers, and randomly selected secondary schools students in Kaduna State were used for the collection of the data. The study population comprised seventeen physics teachers and two hundred and eighty-one form five physics students. Based on the analysis of the data collected, some of findings were that; a) Teachers in the schools used mainly the recommended textbooks for their teaching. (b)There was low utilization of instructional media. (c) Physics teachers like other teachers in the state did not seize the unique opportunities of their proximity to the available resource centres to aid them in the selection and use of media for their teaching. It is therefore recommended that; (a) Educational media centres should be established in all the local.government education offices which will cater for all the schools in the locality. The centres should cooperate with the Federal Government media centres such as the National Educational Research Centre (N.E.R.C), National Teachers' Institute (N.T.I), Radio and Television Education Broadcasting Departments and the Centre for Educational Technology (C.E.T) of the Ahmadu Bello University for professional expertise. (b) Teachers in schools should be trained in the use of media. (c) Local production of science instructional materials should he considered as means of combating the present inavailability of media. (d) The government should reinforce their priority for science teaching in the schools through the timely provision of needed science equipment and materials.
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    Influence of Non-print Media on Adult Literacy Programmes in Oyo State.
    (Obafemi Awolowo University, 1986) Adeniji, Jonathan Gbemiga; Akanbi, D. K.
    This study examined the influence of non-print media on adult literacy programmes in Oyo State. It investigated the availability and frequency of use of non-print media. It examined the influence that the use of non-print media had on the attitude of learners and instructors. Problems militating against effective use of non-print media were identified. The relationships between the extent of use of non-print media, teachers' educational qualifications and in-service training experiences in media use were also determined. Information was collected by questionnaire and interview. From the population of about 2,673, the study sample consisted of 300 adult learners and 30 instructors. Averages, percentages and multiple correlations were used to analyse the data. Emanating from the analyses of the data are the following: Non-print media were not very frequently used to teach adult learners. Learners and instructors living in urban areas have more positive attitude than those in rural areas, towards the use of non-print media. Lack of funds was the most important problem hindering effective use of non-print media. Educational qualifications and in-service training experiences of instructors were found inadequate. It was recommended that religions bodies, governments and communities should provide more funds to acquire non-print media. Teacher training institutions should emphasize the use of non-print media in their course contents. Local governments should organize seminars, talks and workshops on media use regularly. Governments should mount more development programmes to provide facilities for use of non-print media in rural setting. It was also recommended that instructors with formal educational training in media use should be more involved in the teaching of adult learners.