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EXTENT OF AVAILABILITY AND USABILITY OF COMPUTER SYSTEM FROM EFFECTIVE TEACHING AND LEARNING OF CHEMISTRY IN PANKSHIN METROPOLIS

 CHAPTER ONE

INRODUCTION

1.1          BACKGROUND TO THE STUDY

  The role of Information and Communication Technologies (ICTs) in. the school classroom has increasingly become prominent, both because of the need for students to develop skills that can empower them in the modern society and the potential value of such technologies as tools for learning (Gill & Dalgarno, 2008). Various reasons for encouraging the integration of these technologies in the teaching and learning process have been cited. These include the need to equip learners with skills to participate and thrive in an informed society; the need to create highly skilled and flexible workforce  (Atsumbe, Raymond, Enoch & Dhindsa, H. S., & Chung, 2003) the potential for enhancement of the “quality of the learning experience” and transformation of pedagogy (Oladosu, 2012).

               Computer system and accessories are tools that have been shown to have great potential as instructional tools in the classroom. It is a method which uses a computer as a learning media to strengthen students’ motivation, give opportunities to both students to learn by their own speed and combine active learning with computer technology (Akçay, Durmaz, Tuysuz & Feyzioglu, 2006). Its use has dominated human activities since early 1980s when it was first introduced in American schools (Cheema & Zhang, 2013).  Research has shown that adoption of computer into education has often been premised on its potential to revolutionize the educational system and as such better prepare students for the information age, and/or accelerate national development efforts (Albirini, 2006). According to Gonzalez and Birch (2000), Computer systems and accessories has the ability to promote active learning in a wide variety of disciplines from literature to the social sciences and beyond. Similarly, Jonassen (2000) describes Computer systems and accessories as tools that support learning by allowing students to construct knowledge, explore and assess information with other students particularly in science subjects such as Chemistry.

               Chemistry is one of the science subjects offered in the secondary school curriculum in Nigeria. Anecdotal reports show that it is a subject that though is an  elective as per the curriculum planners, has been made compulsory for students at the  form three and four level in most schools probably due to its presumed importance in  students career related goals. However, in spite of this and though it has been acknowledged that the subject plays an important role in learners’ future educational and career-related outcomes learners have continued to post poor results in the subject, year  in, year out (Sirhan, 2007). Generally, the poor achievement in the subject has been attributed to among other factors, students’ attitude towards chemistry, teachers’ attitude towards students’ abilities in chemistry, inadequate teaching and learning resources and poor teaching methodologies (Sirhan, 2007). Relative to the theme of this study, some researchers have also suggested that chemistry curricula commonly incorporate many abstract concepts, a majority of which though central to further learning in both chemistry and other sciences, most students find difficult to grasp (Sirhan, 2007). The inability of such students to grasp the concepts is what could be resulting into their poor achievement. The abstract concepts according to researchers play a key role in further learning of not only other concepts in the subject but also other related subjects. Erduran and Scerri (2003) for instance are categorical that learning of chemistry pose a challenge to a majority of students particularly in the sub-discipline which include Inorganic Chemistry, Organic Chemistry and Physical Chemistry.

               Several researchers have acknowledged that many students find mastery of topics related to chemistry to be difficult (Ryles, 2000). Available records show that the difficulties in mastery is related to the many concepts, theories and processes that the topic entails. Thus, it would not be surprising that many of them find difficulty in answering questions related to content in chemistry. For Nigerian students, WAEC results analysis in the last five years, shows that questions testing chemistry concepts were among some of the most challenging for candidates in the end of course examination (NNEC, 20 1 0). Bhukuvhani, Zezekwa and Sunzurna (2011) on their part report that chemistry presents a lot of challenge to many teachers and students, a proposition also supported by Green (2002) in his comments based on an analysis of the content of chemistry sub-disciplines. Specifically, the researcher found that teachers have a challenge with pedagogical approaches for instruction which result in students poor mastery and subsequently poor achievement in the subject area. Although the study of chemistry may be perceived to. lSë complex by learners and to some extent teachers thus resulting in poor achievement, researchers acknowledge its importance. Sirhan (2007) for instance, stated categorically that chemistry is central in developing new products and improving those of which humankind have increasingly become dependent. This assertion is also supported by Twoli (2006) who holds that the subject area is very important, not only to those who are interested in science-related careers, but also to every individual living today and to the future generations.

               In an attempt to be in tandem with the current prevailing conditions in the information age, World Bank (2007) suggested in its report that science curriculum has to be taught through the use of modem Computer system and accessories so that learning can be enhanced and more curiosity and enthusiasm created in the learner. Other  reseachers have called for adoption of constructivist-based teaching methods such as  Computer Assisted Learning as a way of developing globally-connected knowledge societies (Bereiter, 2002; UNESCO, 2005; World Bank, 2008). They argue that students should no longer be exposed to learning methods that tend towards passive reception of sanctioned information through memorization and recall but need to be exposed to methods that promote gaining skills through active participation such as information gathering, evaluating source quality, collaborating, problem-solving, and ultimately knowledge creation. This, they suggest is best achieved through adoption of methods such as Computer Assisted Learning (CAL) in the teaching and learning process.

               Specifically, Anderson (2002) stated categorically that adoption of CAL in instruction of Chemistry is best placed for solving the pedagogy based problems that teachers and learners face in mastery of concepts in the topic and by extension the subject. This is probably because previously, empirical studies have associated the use of CAL with improved student achievement in different subjects (ImpaCT2, 2001, World Bank, 2007). ImpaCT2 (200 1) for instance showed that teachers in schools where pupils were taught English using Computer system and accessories reported higher mean scores for their pupils which was attributed to the fact that the use of the ICT tool in teaching and learning have positive effect on behaviour, motivation, communication and process skills and that it enable students to learn more autonomously. It is on this background that the researchers seeks to investigate on the extent of availability of computer system and their accessories for effective teaching and learning of Chemistry in senior secondary schools in Pankshin Local Government Area.1.2          STATEMENTOFTHEPROBLEM               Obviously methods have changed from what it used to be during the ancient days compared to this our own time and period. Of course greater height can be achieved today with the integration of Computer system and accessories in teaching and learning chemistry in Senior Secondary Schools. One of the most trend is the using of internet facilities such as computer, bulletin boards electronic gadgets, notice board, video conferencing, projector and much more for effective and easy delivery of chemistry education. Therefore, the researcher wishes to find the extent of availability and usability of computer system for effective teaching and learning of Chemistry in Pankshin metropolis.1.3          PURPOSE OF THE STUDY

The purpose of this study is to investigate the extent of availability and usability of computer system from effective teaching and learning of Chemistry in Pankshin metropolis. The study is guided by the following objectives:

1. To find out the extent of the availability of computer system and their accessories in the teaching and learning of Chemistry in Senior secondary schools in Pankshin Local Government Area.
2. To determine the influence of computer system and their accessories on the academic performance of Senior secondary school chemistry students in Pankshin Local Government Area.
3. To determine the factors affecting the integration of computer system and their accessories in the effective teaching and learning of Chemistry in Senior secondary school in Pankshin Local Government Area

1.4       RESEARCH QUESTIONS

1. To what extent are computer system and their accessories available in the teaching and learning of Chemistry in senior secondary schools in Pankshin Local Government
2. What are the influences of computer system and their accessories on the academic Performance of Senior secondary sçhool chemistry students in Pankshin Local Government Area of Pankshin
3. What are the factors affecting the integration of computer system and their accessories in the teaching and learning of Chemistry in Senior secondary school in Pankshin Local Government Area?

1.5       HYPOTHESES

H1: There is no significant influence of Computer system and their accessories on the academic achievement of chemistry studentsH2: There is no significant impact on the availability of computer system arid their accessories and the teaching and learning of Chemistry1.6          SIGNIFICANCE OF THE STUDY               The findings are expected to contribute practically towards enhancement of implementation of the use of Computer System and Accessories in the teaching arid learning process to enhance teachers’ pedagogical approach. Chemistry teachers would thus benefit from recommendations on best approach on the implementation of the use of computer system and accessories in classroom practice. School administrators are expected to benefit from recommendations of the best approaches to adopt to provide an enabling environment for implementation of Computer systems and accessories in teaching and learning process.               Lastly, policy makers are to benefit from recommendations emanating from the empirical data on best methods for management and provision of Computer system and accessories implementation process for teaching and learning process in secondary schools for appropriate policy formulation and dissemination.1.7 OPERATIONAL DEIFNITION OF TERMSCAL: Use computer and computer supported programs in classroom instruction.Chemistry: The branch of science that deals with the study of matter.ICT integration: Use of ICT tools to aid classroom learning process.Computer: This is the electronic device that accepts data as an input, store and process them electronically to produce the desired output or information with the aid of a set of instructions.Computer system: this is a programmable machine which response to a specific set of instruction in a well-defined manner.