1.1 Introduction
Technology involves the generation of knowledge and processes to develop systems that solve problems and extend human capabilities. The impact of technology is one of the most critical issues in education (Webber, 2003). The use of information and communication technology (ICT) creates a powerful learning environment and it transforms the learning and teaching process in which students deal with knowledge in an active, self directed and constructive way (Volman & Van Eck, 2001). ICT is not just regarded as a tool, which can be added to or used as a replacement of existing teaching methods. ICT is seen as an important instrument to support new ways of teaching and learning. It should be used to develop student’s skills for cooperation, communication, problem solving and lifelong learning (Plomp et al., 1996; Voogt, 2003).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Information and communication technologies (ICTs) are playing an important role in shaping of the 21st century global economy and making rapid changes in the society. Within the past decade, ICT tools have fundamentally changed the way people communicate and do business (Hussein & Safa 2009, Alonge, 2005). In addition, information and communication technologies are affecting teaching and learning. They have the potential to transform the nature of education, where and how learning takes place, and the role of teachers and students in the learning process. Hussein and Safa further note that Using ICT in the teaching environment provides a wide range of learning climate, attracts the interests of teachers and students and support their motivation.
The world is under increasing pressure to use ICT to teach student’s knowledge and skills they need to function in the 21st century (Alonge, 2005). In the highly competitive knowledge economy of the 21st century, a nation’s stock of technology infrastructure and human capital to manage it is now generally regarded as a new competitive edge in the global trade in the same way as endowment in natural resources and labour dominated the industrial economy of 19th and 20th centuries (Alonge, 2005).
Alonge, (2005) further points that, national policy makers and educational leaders the world over see a great potential in instructional technology. It cannot only enhance students’ achievements and prepare the future stock of technology competent workforce, but also revolutionize the very nature of public education (Alonge, 2005). Hence, the integration of ICT into the education system has become the focus of policy makers and educators. Technology is increasingly seen not only as a tool for addressing the challenges in teaching and learning, or as a change agent in the education enterprise, but also as a central force in economic competitiveness. Given the high hopes being placed in technology to revolutionize public school system, over the past decade, the USA has committed billions of dollars into upgrading public schools technology infrastructure (Alonge, 2005).
Recognizing the value of ICT in education Jonassen and Land, (2000), Yusuf & Afolabi, (2010), advocate for application of technologies as cognitive learning tools. They advocate that the tools should be taken away from instructional designers and give them to the learners as tools for knowledge construction, rather than as media of conveyance and knowledge acquisition. The process of building knowledge bases using these tools will engage the learners more and result in meaningful and transferable knowledge. In cognitive tools, information and intelligence is not encoded in the educational communication which is designed to efficiently transmit knowledge to the learners. Rather than using technologies by education communication specialists, the technologies are taken away and given to the learner to represent and express what they know to others. Cognitive tools and environments activate cognitive learning strategies, critical thinking and generative processing of information (Jonassen & Land 2000; Bereiter, 2002; Serin, 2011). In generative processing, deeper information processing result from activating appropriate mental models, light of newly interpreted information. Bransford, Brawn and Cocking, (2000), note that for a long time schools have made sporadic efforts to give students concrete experiences. These have seldom been at the heart of academic instruction and they have not been easily incorporated into schools because of logistical constraints and subject material to be covered.
Therefore, in Warri-South L.G.A., Delta State where the research was carried out, the activities that was conducted is to know the Teacher's View on Factors Influencing Computer Based Instruction in Teaching of Secondary School Agricultural Science in Dom-Domingos College.
1.3 Statement of the Problem
The number of students enrolling for the Nigeria Certificate of Secondary Education in Agriculture has continued to increase. However, the performance in the subject has not been satisfactory. One approach that research has shown to result in improved performance, and to enhance students’ critical thinking is computer-based instruction. A number of schools in Nigeria have acquired computers for instructional purposes but little has been done to use them for actual teaching of various subjects. This study therefore aimed at examining the factors influencing the use of computer-based instruction in the teaching secondary school agriculture in Dom-Domingos College, Warri-South L.G.A., Delta State.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Teacher's View on Factors Influencing Computer Based Instruction in Teaching of Secondary School Agricultural Science in Dom-Domingos College, Warri-South District. In achieving this aim, the following specific objectives were set out as follows:
- To establish the influence of adequacy of computers in the use of computer-based instruction in teaching secondary school agriculture in Dom-Domingos College.
- To determine the preparedness of agriculture teachers to use computer based-instruction in teaching of agriculture in Dom-Domingos College.
- To determine the influence of practical teaching approach on the use of computer-based instruction in teaching of secondary school agriculture
- To determine the influence of agriculture teachers gender in the use of computer based- instruction in teaching of agriculture in Dom-Domingos College.
- To establish the influence of agriculture teachers’ experience in years of teaching on the use of computer based-instruction in teaching of secondary agriculture in Dom-Domingos College.
1.5 Research Questions
The following questions will be addressed to examine the Teacher's View on Factors Influencing Computer Based Instruction in Teaching of Secondary School Agricultural Science in Dom-Domingos College, Warri-South District.
- Does Computer Based Instruction increases student academic performance in Dom-Domingos College in Warri-South District?
- To what extent does agriculture teachers’ preparedness in use of computers in teaching and the use of computer-based instruction in teaching of Agriculture in secondary school in Warri-South District?
- Does practical teaching approach has influence on the use of computer based instruction in the teaching of agriculture in Dom-Domingos College, Warri South District?
- How does Agriculture teachers’ teaching experience has influence on the use of computers-based instruction in teaching of agriculture in secondary school?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There is no statistically significant difference by gender in use of computer based-instruction in the teaching of Agriculture in secondary schools in Warri-South District.
- H1: There is statistically significant difference by gender in use of computer based-instruction in the teaching of Agriculture in secondary schools in Warri-South District.
Hypothesis Two
- H0: There is no statistically significant relationship between the adequacy of computers and use of computer-based instruction in the teaching of agriculture in Warri-South District.
- H1: There is statistically significant relationship between the adequacy of computers and use of computer-based instruction in the teaching of agriculture in Warri-South District.
1.7 Significance of Study
The study provides research information to stakeholders interested in the incorporation of computer based-instruction in the teaching of agriculture in secondary schools. Besides the provision of computers and other facilities, the ministry of education and other stakeholders may be able to formulate better strategies to ensure that computer-based instruction is fully used in teaching of agriculture and other subjects. The study yields information that could help school administrators to prepare teachers and learners to fully maximize the enormous benefits of computer based instruction as a tool for teaching and learning of agriculture. Universities, colleges training teachers of Agriculture may use data generated from this study to improve the teacher training curriculum. The findings of the study may be useful to other researchers in that recommendations for further research are presented on the basis of the findings.
1.8 Scope of the Study
The study focuses on the Teacher’s View on Factors Influencing Computer Based Instruction in Teaching of Secondary School Agricultural Science in Dom-Domingos College, Warri South District, Delta State.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Establishment Policies: Establishment policies posed a serious limitation as most staffs are not ready to release information needed for this project work. There were lots of information needed from the staffs of this institution to enhance the study which took them time to release or they did not release at all for security purposes, hence the scope was reduced.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
