THE DEPLOYMENT OF COMPUTER AIDED INSTRUCTION IN THE

TEACHING OF DIFFICULT CONCEPTS IN THE LEARNING OF BIOLOGY

IN SENIOR SECONDARY SCHOOL, ONDO WEST LOCAL GOVERNMENT

IN ONDO STATE, NIGERIA.

BY

ADEWOLE ESTHER OLUWAKEMI

(BIO/18/6017)

A PROJECT SUBMITED TO THE DEPARTMENT OF EDUCATIONAL

ADMINISTRATION AND PLANNING, ADEYEMI COLLEGE OF

EDUCATION, ONDO

IN PARTIAL FULFILMENT OF THE REQUIREMENTS OF THE

AWARD OF BACHELOR OF EDUCATION (BIOLOGY EDUCATION) (B.Sc

Ed.) OF OBAFEMI AWOLOWO UNIVERSITY, ILE-IFE, OSUN STATE,

NIGERIA

MARCH, 2022.

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 CERTIFICATION

I certify that this project was carried out by Adewole Esther Oluwakemi

matriculation number (BIO/18/6017) in the Department of Biology, School of

science, Adeyemi College of Education, Ondo.

-------------------------------------- ---------------------------------

MR S. A. AKINYELE DATE

Supervisor

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 DEDICATION

This project work is dedicated to my beloved father, the father to the fatherless,

dependable, reliable and mysterious God, the pillar of my achievements and who I am

today.

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 ACKNOWLEDGEMENT

My sincere appreciation goes to Almighty God the owner of life, my provider,

protector and my everything, for His grace over me throughout my schooling, may

His name be exalted, Amen.

My deepest appreciation Mr Akinyele S. A my supervisor thank you for your

love, discipline, diligence, simplicity and care, sincerely, you more than a mentor; I

wouldn’t have get to where I am today without many instructors from primary school

through to this degree program, you are all wonderful, sincerely, am product of every

knowledge you have impacted, you are indeed indispensable, forever I will be grateful

for all sacrifices you have made.

I acknowledge my late daddy Aderemi Adewole who died on 20 th of

November, 2014 may his soul in perfect peace. I also appreciate my caring mother

Florence Bosede Adewole you shall live to eat the fruits of your labour over me in

Jesus. Amen

My sincere gratitutde also goes to My wonderful brother Mr Opeyemi

Adewole and His wife Gloria Olawadunsin Adewole you may live long to thank you

for your support, prayer and understanding during the period. We will be together

forever in Jesus name, Amen.

Thanks to everyone who took time out of their busy schedules to proffered

their resources in one way or the other and contributed immensely to my project, am

also grateful for your support, Prince Adebisi Adewale (Project Consultant). May the

Lord bless you all, Amen.

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 ABSTRACT

The study addressed the deployment of computer aided instruction in the teaching of
difficult concepts in the learning of Biology in Senior Secondary School in Nigeria . The
study purposely assessed the extent to which deployment of computer aided instruction in
the teaching difficult concept in the preparation of instructional contents; the extent to which
biology teachers in secondary schools deploy CAI in instructional delivery. Random
sampling of 40 respondents (40 teachers) from four schools, two research questions
were formed, and questionnaire was used as research instrument and analyzed with
Chi-square. The study discovered that there have been poor and no deployment of
computer aided instruction in the teaching difficult concept in the preparation of
instructional contents in almost; The extent at which biology teachers in secondary schools
deploy CAI in instructional delivery have been inadequate . The study concluded if the our
education system in Nigeria will be able to strive in this modern world, secondary school
Biology teachers should employ CAI in teaching and learning process to help the student to
expose modern development in leaning that beyond normal traditional or conventional
process of learning because if teachers continue to relay on usual way of impacting
knowledge learning cannot survive going to meet the demand of upcoming generations, these
will change the scope and standard of educational system in Nigeria, especially, secondary
school to use CAI to teach biology to be able to cope with dynamics development that are
happen to education in this modern world ; the following recommendations were made
that Workshops and seminars should be organized by STAN in collaboration with the
Ministry of Education to enlighten institution administrators on the need to organize
retraining programming for the Sciences teachers on a regular basis so as to assist them
develop their desired competencies in teaching and learning; the Ministry of Education in
collaboration with donor agencies, communities, PTAs, and private sector in funding
computer studies and ICTs in general in Nigerian schools to enable teachers and students to
experience hands-on training on a regular basis; the biology should use multimedia video
players to play instructional audio and video clips to explain some difficult concept in
Biology; the teacher should assigning instructional activities to students using CAI packages;
Proper training should be giving to the students so that they can use CAI model properly and
so on.

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 TABLE OF CONTENT
Certification…………………………………………………………………………i

Dedication……………………………………………………………………….….ii

Acknowledgement…………………………………………………………………iii

Abstract…………………………………………………………………………….iv

CHAPTER ONE

1.1 Background of the study……………………………………………………..1

1.2 Statement of the problem………………………………………………….…4

1.3 Significance of the study………………………………………………….….6

1.4 Purpose of the study……………………………………………………....….6

1.5 Research Questions……………………………………………..…………....6

1.6 Scope of the study…………………………………………………….……...7

CHAPTER TWO

2.1 Concept of Biology……………..………………………………..…….…….7

2.2 Concepts of Computer Assisted Instruction…………………………..……...8

2.3 CAI Benefits and Drawbacks…………………………………………………9

2.4 Deployment of CAI in preparation of instructional content…………...……..13

2.5 Deployment of CAI in instructional delivery…………………………………21

2.6 Challenges faced by Biology teacher for deployment of CAI in teaching and

learning in secondary school…………………………………………..……..26

CHAPTER THREE

3.1 Research Design……………………………………………………………...30

3.2 Population study………………………………………………………………30

3.3 Sample and Sampling Technique……………………………………………..30

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3.4 Instrument of Data Collection………………………………………………...31

3.5 Validation of Instrument……………………………………………………...31

3.6 Reliability of the instruments……………………………………….…………31

3.7 Method of Data collection…………………………………………………….31

3.8 Method of Data Analysis…………………………………………..………….31

CHAPTER FOUR

Data Analysis, Result and Discussion…………………………………………....33-35

CHAPTER FIVE

5.1 Summary……………………………………………………………………...36

5.2 Conclusion…………………………………………………………………….36

5.3 Recommendation……………………………………………………………...37

REFERENCES………………………………………………………….………...38-47

APPENDIX I…………………………………………………………….………..47-48

APPENDIX II………………………………………………………..…………....49-51

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 CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

The role of Information and Communication Technologies (ICTs) in the school

classroom has increasingly become prominent, both because of the need for children 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 and Oladosu, 2012).

Computer Aided Instruction is a programme of instructional material presented by

means of computer or computer system. Computer assisted learning (CAL) is one of the ICT

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 & Feyzioğlu, 2006).

Computer Aided Instruction (CAI) is a very powerful instructional technique in the

teaching and learning process because CAI provides an interaction between an individual

learner and the computer just as it happens in the tutorial system between the teacher and the

individual learner, and is able to display the instructional material to the individual student

(Olagunju, 2013). CAI is based on the principle of programmed instruction and it makes use

of a combination of tutorial, computer simulation activities and drill and practice programs

(Stennet, 1985). It an important instructional strategy for teachers as it facilitates the learner

by providing individualized instruction, effective interaction with the learner and immediate

feedback (Tyagi, 2014). More importantly, it provides text, graphics, audio, visual, pictures,

animation and simulation in the same media to students (Olagunju, 2013). CAI programs are

therefore multi-media programs.

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 CAI scaffolding is computer instructional support, which helps learners to achieve

goals or finish tasks that they cannot accomplish on their own but can do with the help from

computer tools (Driscoll, 2000). It can support learners both cognitively and affectively.

Biology occupies a unique position in the school curriculum. Biology is central to many

science related courses such as medicine, pharmacy, agriculture, nursing, biochemistry and so

on. It is obvious that no student intending to study these disciplines can do without biology.

These factors, among others, have drawn attention of researchers and curriculum planners

towards biology as a subject in the school curriculum (Kareem, 2003).

In spite of the importance and popularity of biology among Nigerian students,

performance at senior secondary school level had been poor (Ahmed, 2008). The desire to

know the causes of the poor performance in biology has been the focus of researchers for

some time now. It has been observed that poor performance in the sciences is caused by the

poor quality of science teachers, overcrowded classrooms, and lack of suitable and adequate

science equipment, among others (Abdullahi, 1982; Bajah, 1979; Kareem, 2003; Ogunniyi,

1979). Students perform poorly in biology because the biology classes are usually too large

and heterogeneous in terms of ability level. In addition, the laboratories are ill-equipped and

the biology syllabus is over loaded (Ahmed, 2008; Ajayi, 1998).

The potential benefits of Computer Assisted Instruction (CAI) cannot be

underestimated in the contemporary world. There is a plethora of established findings on the

instructional value of computer, particularly in advanced countries. There are now several

CAI packages on different subjects. It is obvious that the current trend in research all over the

world is the use of computer facilities and resources to enhance students’ learning. This may

be the reason why Handelsman, Ebert-May, Beichner, Bruns, Chang, et al (2004) opined that

“many exercises that depart from traditional method are now readily accessible on the web”

9
(p. 521), even though teachers do not use these facilities. They further showed that the

interactive approaches to lecturing significantly enhance learning.

In a review of empirical studies on CAI, Cotton (1997) concluded, among others, that

the use of CAI as a supplement to conventional instruction produces higher achievement than

the use of conventional instruction alone, research is inconclusive regarding the comparative

effectiveness of conventional instruction alone and CAI alone, and that computer-based

education (CAI and other computer applications) produce higher achievement than

conventional instruction alone. In addition, students learn instructional contents faster with

CAI than with conventional instruction alone, they retain what they have learned better with

CAI than with conventional instruction alone, and CAI activities appear to be at least as cost

effective as and sometimes more cost-effective than other instructional methods, such as

teacher-directed instruction and tutoring. Furthermore, computer assisted instruction has been

found to enhance students’ performance than the conventional instructional method in

counselor education (Karper, Robinson, & Casado-Kehoe, 2005). Students taught using

traditional instruction combined with the use of computer performed significantly better than

students taught using traditional instruction in a college setting (Akour, 2006). Similarly,

college students taught statistics using lecture-plus-CAI obtained higher averages on midterm

and final exams than students taught using lecture method only (Basturk, 2005). Based on a

review of several studies and shortcoming on studies comparing CAI with conventional

instruction, CAI can be considered as effective in teaching difficult concepts in biology as

traditional instruction.

Therefore, in an attempt to mitigate the poor understand of difficult concepts in

biology in particular, there is a need to seek way of helping students through the use

computer aided instruction in learning of biology. The research study, seek to investigate the

10
deployment of computer aided instruction in the teaching of difficult concepts in the learning

of Biology in Senior Secondary School in Nigeria.

1.2 Statement of Problem

Technology has a great impact on all aspects of education. Today, there are numerous

computer programmes available online and from computer stores to teach various subjects

especially in disciplines where knowledge and skill acquisition are highly emphasized.

Computer assisted instruction (CAI) is a technology based institutional package especially

designed for teaching, learning and mastering of specific concepts in any field of study.

Biology has been shown to significantly contribute in enabling countries attain their science

and technology development targets. Proficiency in the subject in collaboration with other

science subjects enhances a country’s competitiveness in the biological industrial and

technical fields.

The persistent poor achievement has been attributed to several factors including

students’ attitude towards biology, teachers’ attitude towards students’ abilities to learn some

difficult concepts in biology, inadequate teaching and learning resources, and poor teaching

methodologies. The adoption of and use of CAI in schools has been advanced as one of the

major avenues that would help improve performance in the subject. Though evidence show

that the use of CAI in classroom instruction impacts students’ achievement in different topics

of secondary biology curricula, there is sparse information on how it could impact teaching

and learning of difficult concepts specifically, some area in biology reported to pose

challenge to a majority of learners.

In Biological concept like genetics, biochemical reaction in plant and animal, respiration, etc

difficult concepts in biology, students are familiar with but may not or not understand the

process, but the use CAI to design animation and other graphical design that can make them

understand some of the difficult concept in Biology, which means, deployment will be graet

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advantages to teaching and learning of Biology. It is important to ensure that CAI is

deployment in secondary schools especially in the training of teachers. This study therefore

deployment of computer aided instruction in the teaching of difficult concepts in the learning

of Biology in Senior Secondary School in Ondo State, Nigeria in an attempt to contribute in

bridging the existing knowledge gap.

1.3 Significance of the Study

The results of the study would be of immense benefit to the teachers, students,

curriculum planners, examination bodies, government, researchers, and the society at large.

To the teachers, the outcomes of the study should reveal to them ways to enhancing the

effective deployment of CAI in teaching and learning difficult concepts in biology. The

result of the study would make them to have a personal assessment of the use of CAI in

teaching biology and the need to urgently adopt the method in their teaching.

To the student, the findings of the study would enable students acquire the

knowledge, skills and attitudes (KCAS) required to advance in the global economy. To the

curriculum planners, they would need to engage the services of instructional designers,

system analysts, programmer and web developers to design and develop CAI based on

curriculum in preparation of instructional content, instructional delivery and instructional

evaluation for the purpose of assisting classroom teachers more effectively and learners learn

actively and meaningfully.

To the government, the recommendations findings of this study would suggest to the

government about the procurement of state of the art technologies (such as software, CAI and

hardware system) which would be distributed to the institution for purpose of effective

teaching and learning. The graduates of Colleges of Educations would be employed by the

government, to teach in the primary and secondary school systems with the use of CAI, for

effective teaching and learning.

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 Lastly, to the society at large, the findings of the study would reveal to the society

when CAI are deployment by teachers in teaching and learning, the students’ learning. The

findings of the study would reveal to the society when CAIs are deployment by teachers in

teaching and learning, the students learning would be optimized, which means an increased in

the value of learning outcome.

1.4 Purpose of the Study

The main purpose of this study is to examine deployment of computer aided instruction in

the teaching of difficult concepts in the learning of Biology in Senior Secondary School,

Ondo West local government in Ondo State, Nigeria specifically, the study sort to determine:

1. The extent to which deployment of computer aided instruction in the teaching

difficult concept in the preparation of instructional contents.

2. The extent to which biology teachers in secondary schools deploy CAI in

instructional delivery.

1.5 Research Questions

The study sought to answer the following research questions:

1. What extent are deployment of computer aided instruction in the teaching difficult

concept in the preparation of instructional contents?

2. What extent is biology teachers in secondary schools deploy CAI in instructional

delivery?

1.6 Scope of the Study

This research will be delimited to the deployment of computer aided instruction in the

teaching of difficult concepts in the learning of Biology in Senior Secondary School, Ondo

West local government in Ondo State, Nigeria.

CHAPTER TWO

13
 LITERAURE REVIEW

2.1 Concepts of Biology

The biology is a natural science related with the study of living and life beings

including their function, maturation, evolution, structure, origin, taxonomy and distribution.

The Sub-disciplines of biology are recognized on the basis of the shell at which organisms

are analyzed and the processes used to study living organisms: the molecular biology studies

the difficult interactions of systems of livi.ng things;

The cellular biology studies the basic unit of all life of the organisms, the cell in the

body; the physiology studies the chemical and physical functions of the organs, organ system

and tissues of an being and the ecology studies how different beings association and interact

with their surroundings. The subject biology is defined as a natural science which examines

living beings and how they interact with one another and their surroundings. The biology is

defined as the characteristic phenomena or life processes of a category or group of living

beings (Griffiths, et al, 2000).

The biology is ascertained as the most significant area of study and this will continue

to be the most significant, because it's the area that has displayed facts that have taken us

wherever we're nowadays. It's essential to note here that all the success entered in other

branches of knowledge is dependent on the realities revealed by the studies carried through in

the field of biology subject.

The biology is very significant as it allows telling us about the natural world around

the living beings. The biology can tell us about the physical makeup of our physical structure

which enables us to develop treatments and cures for many diseases in the world. Biology can

as well tell us about the bodies of other creatures so we can provide clinical treatments for

farm animals and pets (Coelho et al, 2007).

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 The biology as a separate science was developed in the 19th century as scientists

claimed that organisms shared fundamental features. The biology is now a standard subject of

education at universities and around the universe and over a million documents are published

every year in a wide array of medicine journals and biology.

2.2 Concept Computer Assisted Instruction

Computer Assisted Instruction (CAI), as the name suggests, is the use of computer to

provide instruction. According to Encyclopedia Britannica (2011), CAI is a programme of

instructional material presented by means of computer or computer system. The format can

be from a simple programme to teach typing to a complex system that uses the latest

technology to teach complex abstract concepts. The use of computers in education started in

the 1960s. With the advent of convenient microcomputers in the 1970, computer use in

schools had become widespread from primary education through the university level and

even in some pre-school programmes. According to Anyamene, Nwokolo, Anyachebelu, and

Anemelu (2012), many efforts have been made to improve the teaching methods through the

use of instructional material such as computer. One of the early researchers in the field of

Computer Assisted Instruction in teaching mathematics, Suppes (1965) expressed his view

concerning why computers should be used in instruction. According to Suppes, computer

technology provides the only serious hope for accommodation of individual differences in

subject-matter learning. In addition to the accommodation of individual differences, CAI

provides a means of effective management of classroom instruction by active engagement,

using computer instructional programmes.

Today, there are numerous computer programmes available to teach both theoretical

and practical classroom instructions. These programmes, if well utilized, can effectively be

used to teach complex, abstract and difficult concepts, especially in computing and business

fields. In mathematics, Computer Assisted Programmes are used in teaching algebra,

15
quadratic equation, as well as serve as tools in solving numerical and quantitative analysis.

The study conducted by Anyamene et al. (2012) revealed that the use of CAI

packages/programmes improved the performance of students in mathematics (Algebra). The

better performance in Algebra, according to Anyamene et al (2012), could be as a result of

the effectiveness of the CAI package. The study also revealed that the CAI package

significantly enhanced the retention performance of students taught Algebra than those taught

with conventional method. On the other hand, Jeff, Warren, Pider, Bothell and Evmenova

(2007) conducted a study to determine the effect of CAI (wordmaker) in teaching reading and

reading readiness skills. The wordmaker package served as a supplementary instructional

tool. The tool provided differentiated instruction and supported students’ individual pace of

learning. In addition, the use of word maker in Computer Assisted Learning of reading and

reading readiness skills revealed that wordmaker benefitted both the struggling readers, as

well the high-performing students. In a 10 – week period the evidence showed that

wordmaker had a positive impact on children’s decoding and spelling skills. Eighty-three

(83%) percent of students experienced gains between pre-and post-test scores. In the studies,

it was found that CAI improves the teaching and learning of chemistry (Okoro and Etukudo,

2001), technical education courses (Paul and Babawloro, 2006), geography (Egwnjobi,

2002), counseled education (Kanper, Robinson and Casado-Kehoe, 2005), and in teaching

A.C. three-phase circuits (Ulieru, Iranovici, Enescu and Ulieru, 2012).

2.3 CAI Benefits and Drawbacks

Computer Assisted Instruction (CAI) is a programme originally designed for tutorial

purposes. It is a computer programme that teaches students various topics in different

subjects. Yusuf and Afolabi (2010) claimed that there are now several CAI packages on

different subjects. According to Anyamene et al (2012), the use of computer in the classroom

has given rise to Computer Assisted Instruction software packages for classroom instructional

16
purposes. Umaru (2003) refers to Computer Assisted Instructions as a programme or

instruction or package presented as computer software for instructional purpose. Yusuf and

Afolabi (2010) noted that the potential benefits of CAI cannot be underestimated in the

contemporary world. According to Sombunsukho, Thavara and Aninbon (2012), the use of

CAI in classroom instruction has been found to increase learning achievement since students

taught with CAI programme perform better than those taught by traditional instruction.

CAI brings with it several potential benefits as a teaching/learning medium.

According to Sombunsukho et al. (2012). CAI helps students learn by themselves, and reduce

the burden of teaching. The authors also stated that the incorporation of still pictures, moving

images (video), and audio help make learning interesting and enjoyable, as well be able to

make the students understand the lesson and remember the content of learning more. In

addition, students learn instructional contents faster with CAI than with conventional

instruction alone (Yusuf and Afolabi, 2010). According to Tekbiyik, Konur and Pirasa

(2008), one of the reasons for the use of computer in science education is because of the

capability of the computer to provide text, graph, audio, video, pressure, animation and

simulation in the same media to students. For example, according to Akpinar and Ergin

(2007) cited in Tekbiyik et al. (2008) stimulations foster learning and help students to see

different aspects of a subject and generalize it.

Bitzer was recorded as the first computer scientist to realize the importance of

graphics and sound in the teaching process. The media, when properly integrated, could

capture the attention of students and hence motivate them into mastering the concept being

presented. Media use in teaching and learning also takes care of individual learning styles of

students. Sombunsukho et al. (2012) concluded that in using CAI in teaching and learning,

students can learn lessons containing text, graphics, animated graphics, audio without feeling

tired of learning. Presentation of information in a variety of media can enhance the learning

17
process. Milkova (2008) posited that visual presentation prepared with the aid of Modern

Information and Communication Technology help student to understand better explained

concepts and implementation of them into lectures makes them interesting, illustrative and

understandable, and their location within the virtual study environment enables the students

to deepen their knowledge and increase their imagination. It is also believed that the more

deployment of CAI in instructional delivery, the better class atmosphere may be, the more

actively the students get involved in class participation, the more easily the materials are

accessile to the student (Shyamlee and Phil, 2012). One aspect of CAI that have been

recognized by researchers in promoting students academic achievement is immediate

feedback Sombunsukho etal. (2012) pointed out that a computer has the ability to respond to

user’s questions promptly. Within self-paced learning, learners can move as slowly or as

quickly as they like through a programme. Learners have the opportunity to repeat any task or

review some material again as many times as they choose. The computer does not complain

about repetitions. In self-paced learning, learners can as well skip over a topic if information

is already known, making the learning process more efficient. Akukwe and Uzoma (1999)

stated that about 90% of learners in a learning situation can gain complete mastery of

computerized instructional objective because with computer Aided Learning Programme, the

learner is provided with opportunity to study at his/her pace and at his/her ready-mode time.

Another area where CAI offers benefit to learners is self-directed learning, whereby

learners can decide what they want to learn and in what order. Since learners have different

learning styles and strategies or approaches to learning, CAI could be an effective medium

through which these styles are addressed. Various studies have shown that when learners can

learn in a way that suits them, improvements in the effectiveness of the learning process

normally ensued (Ford and Chen, 2001). According to Akukwe and Uzoma (1999), the

learner learns more when what he/she expected to learn is exactly and systematically

18
presented, demonstrated and explained to him/her in step-by-step fashion in line with the

accomplishment of the stated objective. The programme (CAI) states the specific objective,

generates a tutorial on demand, and then offers abundant opportunities for practice with

immediate feedback.

There are other areas where CAI is found very useful, CAI, as programme instruction,

respond to learners query or instructions without delay, may withhold learners results

unnecessarily, unlike the teacher who CAI is not partial in scoring and grading scores. In

addition, the computer as an electronic instructor does not get tired in information

presentation. The programme is patient and does not embarrass or laugh/mock shy students

when wrong answers are provided. Computer Assisted package many help the reticent

student who is afraid to make mistakes in a classroom situation (Chun, 1994). Every learner

is offered an opportunity to learn at his/her own pace (Akukwe and Uzoma, 1999).

However, there are some drawbacks in the utilization of CAI in teaching and learning.

There are indication that the use of CAI may not be effective in the classroom instruction if

the teacher and students lack technical skills required in its utilization in institutional delivery

and learning. Lecturers cannot use CAI they cannot manipulate. In order to effectively utilize

CAI in teaching, lecturers should be able to manipulate the programmes features required for

lesson preparation, lesson presentation, evaluation, feedback and storage for future reference.

One other shortfall of CAI, according to Akukwe and Uzoma (1999); is high cost of

developing CAI programmes. It requires a substantial amount of time, energy, resources and

money to acquire the design and development tools (such as computer systems, design

platform-authoring systems, etc), assemble and install the acquired tools, create the

instructional package by integrating the multimedia elements (such as text, graphics, audio,

video, animation and simulation) into the CAI packages; tesk-run the developed CAI; and

implement the new system in the classroom instructional activities. Considering the above

19
mentioned drawbacks, Akukwe and Uzoma (1999) stated that there are shortage of CAI

programme. Akukwe and Uzoma (1999) also pointed out that lack of fund to purchase

already developed programmes, as per teaching/learning of course, some lecturers may be

uncomfortable adopting to the news system or accepting classroom technological

innovations, and therefore will not use them. One of the major drawbacks in utilizing CAI in

classroom instruction is the problem with the supply of electricity. Technological tools are

powered by electricity and therefore, most electronic devices will not be functional in the

absence of electricity. The epileptic power supply is peculiar with the African countries.

2.4 Deployment of CAI in preparation of instructional content

Computer has been an effective tool through which various academic tasks can be

achieved. The software aspect of the computer system drive the entire hardware by telling it

what to do, when to do it and how to do it. The software is categorized into graphical,

database, word processing, spreadsheet, multimedia and educational software. The

educational software are of various types: tutorial, drill and practice, tool, problem-solving,

simulation, games among others. Akukwe and Uzoma (1999) concluded that in the

classroom, computer is used in tutorial, drill, simulation and as a tool to enhance learning.

Deployment of computer assisted instruction in the classroom, refers to the use of

computer to perform classroom instructional activities. One of such activities is lesson

preparation which involves instructional content. The term lesson preparation refers to all the

activities involved in developing or creating a lesson material. The lesson material or

resource could be a lesson plan or multimedia/power point presentation.

Preparation of a lesson content is an important part of teaching. As the teacher

prepares his/her lessons, the materials or resource intended to be used in building the lesson

content, should be adequately and carefully reviewed to ensure that the materials are correct

and valid for the intended use. According to PCCUA Teachers’ daily lesson should include

20
an understanding of the overall and specific teaching goals, the content to be taught, and

capability of the students. The term “Lesson” refers to the content of what is to be taught to a

learners or group of learners. According to Hornby (2000) lesson is something that is

intended to be learned and lesson preparation is the process of getting what is to be learnt

ready for use, to achieved content. (Hornby, 2000). According to online Merrian webster

(2014), a lesson refers to an activity that is taught in order for someone to lesson. A lesson,

simply put, is a unit, or single period of instruction in a subject to achieve the objective

content. An effective lesson should be carefully planned. (Merrian-webster (2014) lesson.

BCIT learning and teaching centre (2003). A lesson is an organized set of activities

designed to present one manageable sized piece of a course. In the school system, a lesson is

prepared by classroom teacher or university lecturers. (BCIT learning and teaching centre

(2003) preparing lesson plans. British Columbia Institution of Technology, Bumaby, British

Columbia, Canada).

Teachers and instructors usually have a lesson plan which dictates the structure of the

teaching. According to university of Michigan (2014) a successful course or lesson depends

on the planning that precedes it (University of Michigan (2014). Course Design and Planning.

Milkova (2014) defined lesson plan as the instructors road map of what students need to learn

and how it will be done effectively during the class time. A lesson plan, according to

university of Michigan (2014) is the plan that the teacher makes to deliver his/her

lecture/lesson. It is a draft or outline of the lecture. To prepare a good lesson plan, the teacher

should consider what to teach and to whom, the teaching materials and step-by-step guide for

the sake of effective instructional delivery strategies for effective lesson planning. Centre for

Research and Learning (CRLT), University of Michigan, (Mikova, S. (2014), before a

teacher plans his/her lesson, the teacher must first need to identify the learning objectives for

the class meeting, and then design appropriate learning activities and develop strategies to

21
 obtain feedback on students learning. Milkova (2014) further stated that a successful lesson

plan addressed and integrates these key components.

i. Objectives of student learning

ii. Teaching/learning activities

iii. Strategies to check students understanding, specifying concrete objectives for student

learning will help teacher determine the dinds of teaching and learning activities to be

used in class, while those activities will define how the teacher will check whether the

learning objectives have been accomplished. Milkova (2014) enumerated several steps

for preparing a lesson plan:

1. Outline learning objectives: This step deals with what topic to teach, what students will

learn and what students will understand and be able to do at the end of the lesson.

2. Develop the introduction: This step involves designing the specific activities that the

teacher will use to get the students to understand and apply what they have learned. This

section also covers set induction – having an idea of the students’ familiarity with topic.

Conclusively, this part of the lesson preparation involves developing a creative

introduction to the topic to stimulate interest and encourage thinking. The teacher can use

a variety of approaches to engage students (e.g. personal anecdote, historical event,

thought – provoking dilemma, real-world example, short video clip, practical application,

probing question etc).

3. Plan the specific learning activities: (the main body of the lesson or content). The teacher

should prepare several different ways of explaining the material (real-life examples,

analogies, visual etc.) to catch the attention of more students and appeal to different

learning styles. The learning activities should be time to fit properly into the lesson

period.

22
 4. Plan to check for understanding when the teacher has finished explaining the topic and

illustrated it with different examples, the teacher need to check for student

understanding. (Evaluation) i.e. how will the teacher know that student are learning? The

teacher should think about specific questions to ask students in order to check for the

understanding, write them down. The teacher should also try to predict the answers

his/her questions will generate.

5. Develop a conclusion and a preview: The teacher summarizes, the main points of the

lesson summarizing a lesson can be done by the teacher or student or by simply

instructing the teacher to write down on a piece of paper what they think were the main

points of the lesson. The teacher then review the students answers to gauge their

understanding of the topic and then explain anything unclear the following class. The

teacher not only summarizes the lesson but also previews the next lesson just to ascertain

how the topic relates to the one that’s coming.

6. Create a realistic timeline: The teacher should ensure that the lesson is timed in a way

that points he does not run out of time and not cover all of the many points he had

planned to cover. Therefore, the teacher should narrow down his learning objective to the

two or three key concepts, ideas, or skills the students are to learn.

Letting students know what they will be learning and doing in class will help keep

them more engaged on tracked. King (2014) stated that the teacher’ daily lesson should

include an understanding of the overall and specific teaching goals the contents to be taught,

and the capability of the learners. (King, (2014) preparing a lesson plan. However, King

(2014) outlined the following steps as guide to preparing and teaching a lesson;

i. Develop the lesson from the unit which is being taught

ii. Select the content of the lesson

iii. Identify information, materials, instructional aids, or tools needed for the lesson

23
iv. Identify reference which are used in creating the lesson

v. Outline the lesson

vi. Identify if there will be an in class or out of class assignment with the lesson

vii. Build in an evaluation by telling the students what they will learn

viii. Teach the lesson or direct the activity which will take place

ix. Use appropriate time to cover the material for the single lesson

x. Always conclude the lesson with a brief summary or review of what has been covered

and remind students about any assignments or reading

Lecturers and instructions should keep unit and course objectives in mind while

preparing a lesson. Intellectual Reserve (2014) stated that the preparation of lesson is an

important part of teaching. Colorado State University (2014) provided practical steps for

lesson preparation as follows.

a. Gatter basic teaching items (such as textbooks, pictures, test).

b. Collect useful materials

c. Making of personal teaching materials (such as quizzes, drawings, games, posters).

d. Use available technology (such as TV, VCR, Cassette/CD player, overhead projectors, or

even computer).Technological advancement has changed and improved on how

teachers/lecturers perform their daily academic tasks. In terms of lesson preparation,

computer has the capability of assisting a teacher in planning and presenting his lessons.

The computer facilitates the processes embarked by the teacher in preparing quality and

effective lesson.

According to Jack (2001), teachers can create and manipulate their own graphic

images, and designs using features in corporate programming languages. Before the teacher

begin using computer assisted instructional packages to design and develop his classroom

lessons, there are some tips he should consider: Plan alternative activities, Build on previous

24
materials, Balance the challenge of content, Create your own materials, Centre lessons

around the student by making it interactive as possible, Assessment of learners needs, and

Keeping a brief log of what log be done (Colorado State University, 2014).

In building CAI content (often referred as tutorial), the lecturer should have some

knowledge of programming and authoring tools. Harper (2012) defined programming

language as a means of expressing computations in a form comprehensible to both people and

machines. There are several programming languages that can be used to build a standard

instructional package. Programming languages with visual interferences contain features that

enable the lecturer import and export multimedia filled as well as change the look and feel of

the packages. Functional controls such as image frames/pictures boxes, buttons, menus, text

boxes, option and checkboxes and labels can be used to plan the lesson interface, which

should be user-friendly and non-sophisticated. On the other hand, the authoring system tools,

(also referred to as an integrated design software) are among the computer assisted

multimedia – based tools used for the integration and synchronization of various multimedia

elements, such as text, audio/sound, graphics, video and/or animation (Nwangwu, 2013).

National Open University of Nigeria (2006) refers to an authoring system as a programme

which has pre-programmed elements for development of interactive multimedia software

titles.

UNESCO (2002) explained that authoring tools or software are high-level computer

programmes that enables teacher create computer-based training (CBI) interactive

presentation, and multimedia courseware (electronic courses) in any field of study.

Considering the content preparation using CAI, multimedia systems (2012) stated that

multimedia authoring tools/CAI provides the important framework that multimedia

developers need for organizing and editing the elements of multimedia like graphics, sounds,

animation and video clips. Authoring tools are designed to make development of multimedia

25
content preparation tasks simpler since it provides a plat form for binding together the content

and functions of a project. (Multimedia Systems, 2012).

Khademi, Hahshences and Kabir (2011) listed the two commonly used authoring

software – Adobe flash used to develop standalone interactive multimedia, courseware, and

web-based hypermedia and Microsoft PowerPoint (which is a presentation software used to

create slideshows).

However, CAI, as the name implies, simply means the use of computer system to

assist in performing various instructional activities. Modern word processing application

(such as Microsoft word 2013) has great features that enable text entry media importation,

table and chart-creation, as well as hyper linking and bookmarking tools, among others.

The online teacher resources (2014) enumerated the following procedures for using word

processors to in planning lessons contents’ word processors to in planning lesson;

a. Overview and purpose of the lessons

b. Goals and objective of the lesson

c. Resource such as laptops, pages, projectors, keyboard, white board, and application

software, among others.

Microsoft word allows teachers insert text, import pictures, inserts hyperlinks (a feature in

Microsoft word that links text or graphic images within or outside the document) insert table,

draw and paint objects, etc. A lot of resources and tools are required when creating lesson

plans in Microsoft word or any other word processing programmes. The teacher needs a

digital camera and scanner for capturing and acquiring images to be inserted into the lesson

document; books as reference materials for content development; and online resources where

further details about the lesson can be linked to.

However, the Microsoft word lesson plan document offers little interactivity through

hyper linking and bookmarking but not as sophisticated as Adobe flash (formerly

26
macromedia flash) and Microsoft PowerPoint 2013. Therefore the lesson plan word

document will serve as a guide to developing powerful, interactive, CAI using programming

languages or authoring tools. The instructional developer now translates the word document

into functional active engaging instructional packages (The online Teacher Resource, 2014).

Lesson: Plan Title using word processors for the first time technology.

Designing and developing lesson content in CAI developer tools requires that

lecturers should possess skills in instructional design. There may be a need to edit the image,

audio and video clips to be included in the interactive instruction. Nwangwu (2013) stressed

that the ability to utilize both software and hardware facilities for processing and running

multimedia instruction is very essential and useful in teaching and learning process in

schools. This is an indication that no quality interactive lesson will be created by lecturers if

they do not posses enough skills in manipulating the digital instructional design tools. In

addition, lecturers should as well understand guidelines for developing effective interactive

instructional packages. Pankuch (1998) concluded that a good multimedia training

package/software must have good and timely case that relate to student problems.

According to Lappas and Yannas (2012), designing multimedia CAI application by

using own resources allows trainers to easily modify existing multimedia application for

meeting new course requirements or meeting students evaluation criteria. In designing

computer – based instruction, Nwangwu (2013) provides the following guideline to consider.

a. The instructional developer (Lecturer) should determine the type of content to build into

the digital courseware.

b. The target audience or category of people that will use the courseware should be

determined.

27
 c. The design and development platform (authoring or programming) should be taken into

consideration before building the CAI package. This is largely dependents on the content

to develop perceived ease of use and perceived usefulness.

d. The platform where CAI will be deployed and delivered should also be ascertained

advance. The CAI package could be delivered on CD/DV, DS as standalone applications

or download on mobile phones or the internet. Once the CAI design and development

guideline are adequately and carefully reviewed, the design and development process

should begin. This will ensure that nothing is left out during the development process

which could affect the entire developed CAI.

2.5 Deployment of CAI in instructional delivery

One of the major reasons behind the introduction of CAI into subject learning is due

to its perceived usefulness in aiding the teaching and learning process. Lee (2000) stated that

the reasons why computer technology is applied in instruction include:

(a) prove practices for students through the experiential learning

(b) offer students more the learning motivation

(c) enhance student achievement

(d) increase authentic materials for study.

(e) encourage greater interactions between teachers and students and peers.

(f) emphasize the individual needs

(g) regard independence from a single source of information, and enlarge global

understanding (Lee, 2000). Lai and Kritsonis (2006) concluded that computer technology

can provide a lot of fun games and communicative activities, reduce the learning stresses and

anxieties, and provide repeated lessons as often as necessary (Lai, & Kritsonis, (2006). Today

with the high development of computer technology computer can computers can capture,

analyze, and present data on students performance during the learning process (Lai and

28
Kritsonis, 2006). Worthington, Spinelli, Prvar etal, cited in Basturk (2005) enumerated some

benefits of CAI in teaching and learning to include emphasis on active learning enrichment of

collaborative learning, encouragement of greater student independence and task-based

teaching. According to Worthington etal (1996), computerized study guide can impact and

improve students overall level of mastery. Computer Assisted Instruction as a supplement to

lecturers in an introductions psychology class. Hornby (1995) opined that the opportunity to

use computers in teaching subject such as statistics provides hands on activities, supports co-

operative learning, provides active/constructive learning experiences and produces greater

peer interaction (Hornby,1995). The benefits of CAI in teaching and learning in schools,

is an indication that proper deployment of CAI in classroom instruction greatly facilitates

teachers process of instructional delivery and students rate of learning and mastery. The term

“instruction” means the art of directing in order to perform an act and learn/master the

processes involved in achieving the desired goal. Nwangwu (2013) defined instruction as an

aspect of teaching through which learners are actually engaged with planned learning

opportunities. According to Mbakwe (2005), instruction is the actual interaction process

between the teacher and learner. Effective instruction is achieved when teacher lessons are

planned, learning resources provided, experience are of meaningful utilitarian value, and

content of instruction can be brought down to the age level and psychological experience of

the learners (Meziobi, 2009). The teacher plays significant role in instructional delivery. The

actual implementation of the curriculum content is done by the teacher. Azubuike (2011)

argued that the greatest single factor in teaching and learning is the teacher. In a technology

classroom, the teacher assumes the role of facilitator, ensuring that students are adequately

assisted during instructional delivery through computer assisted instruction (CAI packages).

Instructional delivery, simply put is an art of presenting learners with information the

learners require for learning. Instructional delivery according to Nwangwu (2013) refers to

29
procedures and routines used to teach instructional activities. CAI is used to provide

instructional activities to learners. An instruction involves teaching particular skill or subject

(Nwangwu, 2013). According to Nwangwu (2010), in computer education, an instruction

could be a video clip demonstrating on how to use computer software or an animation

showing how to operate a computer system. Burrous (2008) defined instruction as the process

by which information is transferred from a more knowledgeable other to a loss knowledge

other for purpose of applying that information to perform a specific task, or set of tasks. CAI

provides practical instructions to students in completing and computer-related tasks. Schmitz

etal (1996), explained that the purpose of using any learning technology including software,

for teaching and learning is to facilitate the access, assimilation and production of

information. Okeke cited in Onwuchekwa (2010) argued that the utilization of modern ICT in

education potentially enhance the effectiveness and efficiency of teaching.

The ultimate goal of integrating technology in education is to provide a new

instructional delivery channel to facilitate student learning and to improve their learning

outcome (McCombs and Lin, 2007). In computer education, effective instruction makes

students’ learning meaningful and authentic. The use of CAI in instructional delivery is

suitable for the teaching of practical concepts in computer courses’.

Several researchers have been conducted to determine the effectiveness of CAI in

education. Other studies compared the effect of CAI and traditional instructional method on

various fields of study. According to Sharaideh (2011), computers have become the basis of

data processing technologies used in realizing information production, manipulating and

storing, sharing and distributing processes. Since they address to more senses compared to

other technological tools and make abstract and complicated concepts concrete digitally

because of their extensive multimedia properties, they are one of the most important

technological tools which are made use of in educational and instructional process

30
(Sharaideh, 2011). CAI is often regarded as the use of computer as an aid for presenting

course materials. Kocak (1997) aimed at investigating the effectiveness of computer assisted

language learning on vocabulary teaching and learning. The results of the study supported the

hypothesis that the experimental group liked working with computer are they learned and

retained more vocabulary than the control group. A study by Ozdemir (2001) probed whether

online media tools help or discourage young learners. The results of the study showed that

online tools were more effective than classroom learning instruction on students’ productive

vocabulary (Kocak, (1997). It was concluded that the computer assisted vocabulary

instruction group could do better in the production test because it triggers students motivation

and students can study individually at their own pace during the application.

Varnadakis, Zetou, Antoniou and KioumourtZoglou (2002) conducted a study to

investigate the effectiveness of computer assisted instruction on teaching the skills of setting

in volleyball. The results of the study indicate that CAI is a functional method in teaching the

skill of volleyball setting to children aged 12 – 14 years old. Lehmann et al cited in

Vernadakis et al. (2002) reported in a finding that administrators’ and faculty opinion,

computers and instructional educational technology have a positive impact on the quality of

teaching and research. Students indicate that the availability of electronic information has

been helpful in their work (Goggin, Finkenberg and Morrow, 1997). Thus, there is agreement

among colleagues and students that technology (such as CAI) can be a useful tool for a

successful teaching and learning environment.

CAI as an educational delivery and learning tool, can be delivered in different forms

of delivery platforms. There are two common CAI delivery platforms – standalone and

online. The standalone mode of instructional delivery allows the storage of CAI package on a

CD/DVD or any other storage devices, which can be played on any system. The major

disadvantage of the standalone approach is that, the user is required to carry the CD/DVD

31
about since it cannot run on systems that do not have it installed. Secondly, the loss of

CD/DVD or system malfunction can easily occur and content (CAI) is lost permanently or

temporarily. On the other hand, the online method of CAI delivery is an approach whereby

the content to be taught and learned from is uploaded to the internet, and with the use of

internet facilities, can be downloaded any time any place irrespective of the computer

currently used. The advantage of online delivery is that the CAI content can be assessed

anytime as well be installed in a system for subject used in the absence of internet

connection. However, the cost of internet connectivity is high and may not be afforded by

many students. Secondly, network failure or breakdown and slow/poor connectivity affects

the online instructional delivery, as well frustrates students’ interest to learn.

Doe (1998) stated that one advantage of the online format is the ability to include a lot

of graphic images over a thousand in all his video clips. Hopefully, according to Doe (1998),

they will make the subject more interesting and the material easier to understand. The online

format is made possible through the World Wide Web. LittleJohn and Higgison (2003) stated

that World Wide Web (or the web) provides access to a range of digital resources including

online librarians, journals, databases, and datasets. The web, according to LittleJohn and

Higgins, can form the basis of many types of learning such as resources, enquiring, or

problem-based learning. The available materials programmes, websites and other services of

the internet are multiplied every day, revolutionalizing the technology being used. Its

application grows exponentially holding vast amount of information that is accessible to users

anytime anyplace.

The use of computers in the classroom instruction has been a viable means through

which students are provided with authentic learning materials leading to deep learning,

especially in the field of sciences where abstract and complex concepts require step-by-step

illustration. According to Higgins (2012), there is evidence from research that ICT can help

32
learners to learn and teachers to teach more effectively. Higgins (2012) expressed that one

important factor in using learners’ attainment improves when using ICT is because they

spend more time working at or practicing the skills being studies and tested. Lynch, Fawcett

and Nicolson (2000) conclude that software can ensure that learners are given tasks at an

appropriate level that can be matched to their prior attainment or their individual needs. A

systematic review by Goldberge, Rusell, and Cook (2003) revealed that on average, students

who use computers when learning to write are not only more engaged and motivated in their

writing, but they produce written work that is of greater length and higher quality. According

to the Access Centre (2004) computer programmes are interactive and can illustrate a concept

through attractive animation, sound and demonstration.

2.6 Challenges faced by Biology Teachers for deployment of CAI in teaching and

learning in Secondary Schools.

Computers Assisted Instruction (CAI) has long been used in the education sector for

the purpose of teaching and learning. CAI is computer software that presents learners with

various kinds of instructions, which enable them practice and master concepts that are often

abstract, difficult or hard to be taught and learned. According to Akcay and Unal (2011), the

most important technological device used in learning – teaching activities is computer. Akcay

and UNAL stated that computers have been an indispensable part of learning activities in

terms of having superior qualifications such as effectuality, integrity, consistency, usefulness,

multipurpose usage, high speed, reliability, mutual interaction, and are used in every field of

learning teaching process.

However, despite the overall usefulness of CAI in teaching and learning, several

research works have identified the problems or challenges facing its deployment in classroom

teaching and learning process. Such problems encountered by biology teachers in the use of

CAI in teaching and learning include lack of technical expertise in manipulating the

33
electronic facilities and resources (such as computers, courseware and fixing technical

errors), irregular power supply, insufficient funds, lack of well equipped computer

laboratories, inadequate number of CAI, shortage of CAI programmes, management

acceptance issue, lack of training and retraining (professional development) programmes for

Biology teachers, among others. Other problems encountered in the effective deployment of

CAI in teaching and learning are lack of Access to ICT facilities in schools, perceived ease of

use and perceived usefulness, technical support issue and sustainability. Ajaps (2010)

enumerated some of the problems facing teaching and learning in schools to include lack of

relevant teaching and learning materials and equipment such as textbooks, audio aids, video

tapes and laboratories. Ajaps (2010) also stated that over population in the classroom affects

teaching learning in schools. The teaching of science subjects/courses in higher institutions

with the use of CAI is likely to be affected by the limited number of CAI packages and

inadequate number of computer systems where the packages will be executed.

Teachers’ and students’ competences in manipulating computer facilities and

resources could as well be a source of challenge in the use of CAI for teaching and learning

in Nigerian Secondary Schools. Nwangwu (2010) expressed that technological advancement

has greatly contributed to the challenges facing teachers of Information and Communication

Technology (ICT). According to Nwangwu, new breakthroughs and improvements occur

daily in the field of technology and computer teachers (that is, those who use computers to

teach) often find it hard to adopt to these change because of their work commitments. Haas

(2006) states that one of the challenges in bringing ICT into education however has been that

in many cases teachers lack the skills necessary to integrate technology into the classroom,

and the professional development to understand how to make best use of ICT for the benefits

of the students.

34
 Teachers are seen as the facilitators of knowledge. Teachers are expected to posses

more skills in the deployment of ICT in the teaching and learning process to enable them

impact relevant and up-to-date knowledge and skills required in learning with computers

(Nwangwu, 2010). Professional development of teachers is a crucial matter in the education

system. Unfortunately, in most Nigerian secondary schools, professional development (i.e.

training and retraining of teachers) are not taken into adequate consideration. Few of the

seminars and workshops organized for lecturers are not usually sustainable. When teachers

are not adequately prepared on effective deployment of the state-of-the-art CAI and other

technologies in instructional delivery, their productivity will adversely be affected. This is

why Wheeler (2000), maintained that in this age of rapid change and uncertainty, there is one

thing of which people can be certain - teachers will need to adapt to change if they are to

survive and keep pace with new methods and technologies. Umeano (2006) described a

situation whereby many young ones – students and pupils – seem to be very ahead of their

teachers in ICT skills and knowledge since many of them come from background where there

are computers and internets facilities. Therefore, most teachers are afraid of embarrassing

themselves in front of their students and thereby develop negative attitudes towards ICT

(especially CAI) use and its implementation in the educational process. Shortage in

infrastructural facilities such as computer laboratory, according to Nwangwu (2010) greatly

affects the implementation of CAI in schools. Nwangwu asserts that in most Nigerian

schools, there is scarcity in the number of computers and computer parts in laboratories.

Computers primarily serve one individual or a pair of students at a time. In a classroom

setting, computers may not be practical unless there is a significantly favourable ration of

students to computers (Nwangwu, 2010).

Poor internet connectivity is another challenge facing lecturers in the use of CAI for

instructional delivery. The internet is a global system of interconnected computer network

35
that uses the standard internet protocol suit to serve billions of users worldwide (Nwafor and

Eneogu, 2011).

However, there is evidence that in Nigerian schools, there is lack of poor internet

connectivity. Nwangwu (2011), in his article on using module to facilitate e-learning in

higher institutions, reported that broadband and wireless connectivity issues, such as network

breakdown and slow band with affect successful implementation of e-learning programmes in

schools. Lecturers in higher institutions need to be adequately connected to fast internet

workflows to enable them have access the online CAI resources for developing instructional

contents. There are CAI packages that are online-enabled which can only be accessed with

the aid of internet connection. The teacher can as well upload his instructional content (such

as text, audio, pictures, video or animation) to be accessed by students at their own

convenient time and then learn at their own pace. This helps to accommodate the different

preferred learning styles of students, thereby facilitating deep and authentic learning in the

students.

Teachers in Nigerian secondary schools are also faced with the problem of technical

support. Computer facilities used in the execution of CAI packages in computer laboratories

require professional technical support to remain functional and up-to-date (Nwangwu, 2011),

Nwangwu (2011) observed that lack of technical support and non-replacement of

damaged ICT tools affects the use of e-learning in higher institutions. Therefore, Nwangwu

recommends the need for the employment of technical support assistants and provision and

maintenance of the existing infrastructure and upgrading both hardware/software.

36
 CHAPTER THREE

RESEARCH METHOD

3.0 Introduction

This chapter explains the methods to be employed in carrying out this research work,

the description of sample and sampling techniques and the validity of research instrument. It

contains a discussion on how data for this work will be collected and analyzed.

3.1 Research Design

This is the systematic analysis of steps and approaches to data collection and useful

suggestions and recommendation towards addressing the deployment of computer aided

instruction in the teaching of difficult concepts in the learning of Biology in Senior

Secondary School, Ondo West local government in Ondo State, Nigeria.

3.2 Population of the Study

The population for this study consist of four secondary schools and 10 respondents

will be selected randomly, making up 40 respondents that was chosen from the secondary

schools selected in Ondo West Local Government Area of Ondo State. They are;

a. St. Joseph Catholic Grammar School, Ondo.

b. St Monica Grammar School, Ondo.

c. St. Andrew Grammar School, Ondo.

d. Demonstration Secondary School, Ondo.

3.3 Sample and Sampling Technique

The sample will consists of four selected schools by random sampling from all

secondary school in Ondo West local Government. Sample will adopt the total number of 40

teachers will be selected from four secondary schools which contained 10 in each secondary

schools from Ondo West Local Government Area of Ondo State.

37
3.4 Research Instrumentation

The major tools that will be used for collection of data for this research was questionnaire.

The questionnaire consist of two section i.e section (A) and section (B). sections (A) contain

information of personal data of the respondents, and section (B) will focus on the deployment

of computer aided instruction in the teaching of difficult concepts in the learning of Biology

in Senior Secondary School, Ondo West local government in Ondo State, Nigeria.

3.5 Validity of Instrument

The instrument for data collections was personally designed by the researcher and

presented to the supervisor and all the necessary errors were corrected. This is to ensure that

the items of the questionnaire measures what they suppose to measure; after the correction

and approval the researcher then will administered the questionnaire to the female students in

the proposed schools.

3.6 Reliability of the instrument

To ascertain the reliability of the research questionnaire, simple percentage method

will be used after necessary amendments and rectification that questionnaire are neatly

corrected and copy out, typed, administer out to the subject that will be involved.

3.7 Procedure for data collection

The researcher will seek for permission from the school principal to administer the

questionnaire to some selected teachers in the school. The researcher was stress that all

questions should be answered as honestly as possible, since all the answers were treated

confidentially. The researcher will stay with the respondents and collect the completed copies

immediately to avoid loss of materials.

3.8 Data Analysis

The copies of questionnaire was administered and arranged properly to aid

researcher’s work. The information gathered from the respondents will be tabulated into table

38
using frequency table and analysed using Chi-square statistical methed; the findings was

reported and discussed in chapter four.

39
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.0 Preamble

This chapter represents the demographic information of the participants that were

selected for this study. It presents answers to the research question raised. The chapter also

presents answer to the discussion of the findings which are generated from the research

questions

4.1 Demographic Presentation

Description Frequency Percentage

Female 27 67.5

Male 13 32.5

Total 40 100.0

The table 4.1 shows that one hundred respondents were involve in this study. 24.8%

of the respondents were male while the remaining who constitute 75.2% were female. The

result from this table is an indication that =the female respondent who participated in this

study were more than the male ones.

Age Frequency Percentage

20-25yrs 3 7.5

25-30yrs. 8 20

30-35 12 30

35 – 40 10 25

40 and above 7

Total 40 100

40
 The table revealed the age of the respondents. Approximately 59.7 % of the

respondents were 18 to 25 years, about 40.3 % of the respondents were within 25 to 30 years.

4.2 Answer to the research Questions

Research Question 1: What extent are deployments of computer aided instruction in the

teaching difficult concept in the preparation of instructional contents?

Table 4.2

Chi-Square Calculated T-Tabulation Degree Of Freedom Level Of Significance

X2C X2 DF Α

6.40 28.87 18 0.05

From the above table, shows that the chi-square calculated of (6.40) is greater than the

table value calculated of (28.87). Therefore, this implies there is no deployments of computer

aided instruction in the teaching difficult concept in the preparation of instructional contents.

In the support with the statement above (Akour, 2006) stated students taught using

traditional instruction combined with the use of computer performed significantly better than

students taught using traditional instruction in a college setting. Similarly, college students

taught statistics using lecture-plus-CAI obtained higher averages on midterm and final exams

than students taught using lecture method only (Basturk, 2005).

Research Question 2: What extent is biology teachers in secondary schools deploy CAI in

instructional delivery?

Table 4.3

Chi-Square Calculated T-Tabulation Degree Of Freedom Level Of Significance

X2C X2 DF Α

10.80 28.87 18 0.05

41
 Table 4.5 the above table, shows that the chi-square calculated of (28.87) is greater

than the table value calculated of (10.80). Therefore, the extents at which biology teachers in

secondary schools deploy CAI in instructional delivery are very poor. In the line with

statement above Handelsman, Ebert-May, Beichner, Bruns, Chang, et al (2004) opined that

“many exercises that depart from traditional method are now readily accessible on the web” ,

even though teachers do not use these facilities. They further showed that the interactive

approaches to lecturing significantly enhance learning.

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 CHAPTER FIVE

SUMMARY, CONCLUSION, RECOMMENDATION

5.1 Summary

This research works an investigation into the deployment of computer aided instruction in the

teaching of difficult concepts in the learning of Biology in Senior Secondary School, Ondo

West local government in Ondo State, Nigeria. The study is divided into five chapters,

chapter one delved into background of the study and the purpose among others. Chapter two

reviewed the work of other writers while chapter three focuses on the researched

methodology. In chapter four, the responses of the respondents were analysed and discussed,

while chapter five summaries the study. The researcher observed through the responses of the

respondent that there has been inadequate deployment of deliver instruction in a variety of

computer formats (eg. Audio, video, text, pictures, animation, etc.) in the classroom, Use

multimedia video players to play instructional audio and video clips to explain some difficult

concept in Biology, Assigning instructional activities to students using CAI packages and so

on.

5.2 Conclusion

Generally, Teaching has been considered as one of the most interesting and

challenging professions in human endeavor. Those who teach others must possess the right

characteristics, skills and competency to enable them impart knowledge that will have a

durable effect on the lives of the people they teach. The teachers’ characteristics and

competence are directly related to the quality of instructions they deliver in the classrooms as

well as to the overall academic performance of students. Incidentally, the level of ICT skills

teachers possess determines the level at which the utilize CAI in their teaching and learning

process. From the findings it shows that there been poor deployment CAI in teaching of

difficult concepts in the learning of Biology in Senior Secondary School, some of the response

43
are negative, this is been major setback to the use CAI in teaching and learning biology, very

few of the response agreed to presentation of biology lesson of difficult concept in powerpoint

slideshow mode in the class, also delivery of instruction in a variety of computer formats (eg.

Audio, video, text, pictures, animation, etc.) In the classroom is nothing to write about because

of poor adoption, and assigning instructional activities to students using CAI packages have

not been serving it purpose, if the our education system in Nigeria will be able to strive in this

modern world, secondary school Biology teachers should employ CAI in teaching and

learning process to help the student to expose modern development in leaning that beyond

normal traditional or conventional process of learning because if teachers continue to relay on

usual way of impacting knowledge learning cannot survive going to meet the demand of

upcoming generations, these will change the scope and standard of educational system in

Nigeria, especially, secondary school to use CAI to teach biology to be able to cope with

dynamics development that are happen to education in this modern world.

5.3 Recommendations

Based on the findings and implications of this study, the following recommendations

were made:

1. The Ministry of education should initiate policy actions that will ensure Biology

teacher are participate in a professional development programme once every year to

enable them acquire the relevant skills needed to utilize CAI packages effectively.

2. The State ministry of education should consider a review of Biology Curriculum with

a view to incorporating capacity building programmed into the teaching of Biology

every resources of CAI.

3. Workshops and seminars should be organized by STAN in collaboration with the

Ministry of Education to enlighten institution administrators on the need to organize

44
 retraining programming for the Sciences teachers on a regular basis so as to assist

them develop their desired competencies in teaching and learning.

4. The Ministry of Education in collaboration with donor agencies, communities, PTAs,

and private sector in funding computer studies and ICTs in general in Nigerian

schools to enable teachers and students to experience hands-on training on a regular

basis.

5. The biology should use multimedia video players to play instructional audio and

video clips to explain some difficult concept in Biology

6. The teacher should assigning instructional activities to students using CAI packages.

7. Proper training should be giving to the students so that they can use CAI model

properly.

45
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 ADEYEMI COLLEGE OF EDUCATION, ONDO
SCHOOL OF SCIENCE
DEPARTMENT OF BIOLOGY
TEACHERS QUESTIONNAIRE ON THE DEPLOYMENT OF COMPUTER
AIDED INSTRUCTION IN THE TEACHING OF DIFFICULT CONCEPTS IN THE
LEARNING OF BIOLOGY IN SENIOR SECONDARY SCHOOL, ONDO WEST
LOCAL GOVERNMENT IN ONDO STATE, NIGERIA..
The purpose of this questionnaire is to gather information on the topic above Research topic.
Please help to fill the item below correctly. Your information will be confidentially treated.
SECTION A: Demographic Information (Tick as Appropriate)
Sex: Male ( ) Female ( )
Department__________________________ Level__________________________________
Age: 20-25yrs. ( ) 25-30yrs. ( ) 30-35 ( ) 35 – 40 ( ) 40 and above ( )
SECTION B
Key to response, Strongly Agree- SA, Agree- A, Disagree- D, Strongly agree- SD
INSTRUCTIONS: Thick (√) option that represent your opinion.
SN ITEM A SA D SD
Deployment of Computer Aided Instruction in The Teaching
Difficult Concept in the Preparation of Instructional Contents
1 Use of digital camera or scanner to capture instructional pictures to
explain difficult concepts in Biology
2 Recording of live instructional of some procedures as video for
playback using the digital camera in teaching of some biological
difficult biological concept
3 Use of media editing software (such as paint, camtasia, etc.) to prepare
quality instructional media.
4 Use PowerPoint to create slide presentations. For lesson presentation
5 Use of sound recorder to narrate lesson content for presentation
6 Use of CD/DVD-ROM to store instructional content
7 Use of digital camera or scanner to capture instructional pictures
8 Use of authoring packages (such as Adobe flash or PowerPoint) to
synchronize lesson content with narrated audio file.
9 Converting of lesson content from one format to another (eg. From

55
 power point to video or from video to flash) or convert text to speech.
10 Recording of live instructional procedures as video for playback using
the digital camera
Biology Teachers in Secondary Schools Deploy Computer Aided
Instruction in Instructional Delivery
11 Setting up interactive multimedia facilities for Biology instructional
delivery
12 Drawing images and illustrate facts on the interactive multimedia
screen using the interactive whiteboard pen
13 Present a biology lesson of difficult concept in powerpoint slideshow
mode
14 Use multimedia video players to play instructional audio and video
clips to explain some difficult concept in Biology
15 Downloading lesson content (eg. Text, audio, video) from various
online platforms (eg. Email, Youtube, moodle, facebook, etc.)
16 Present live lesson to students using online video conferencing
programme like skype
17 Record and share instructional contents to students in a CD/DVD-
ROM.
18 Download instructional resources from hyperlinked sited for further
illustrations during instructional delivery
19 Deliver instruction in a variety of computer formats (eg. Audio, video,
text, pictures, animation, etc.) in the classroom.
20 Assigning instructional activities to students using CAI packages.

56
 APPENDIX II

Details of the Chi-square Analysis

Descriptive Statistics

N Mean Std. Deviation Minimum Maximum

Agree 10 1.2000 3.79473 .00 12.00

Disagree 10 38.8000 3.79473 28.00 40.00

Research1 10 6.2000 11.48719 .00 32.00

Research2 10 29.8000 15.38975 .00 40.00

Research Question 1 Agree

Observed N Expected N Residual

0 9 5.0 4.0

12 1 5.0 -4.0

Total 10

Research Question 1 Disagree

Observed N Expected N Residual

28 1 5.0 -4.0

40 9 5.0 4.0

Total 10

57
 Observed N Expected N Residual

0 7 2.5 4.5

8 1 2.5 -1.5

22 1 2.5 -1.5

32 1 2.5 -1.5

Total 10

Research Question 2

Observed N Expected N Residual

0 1 2.0 -1.0

8 1 2.0 -1.0

18 1 2.0 -1.0

32 1 2.0 -1.0

40 6 2.0 4.0

Total 10

58
 Test Statistics

Agree Disagree Agree Disagree

Chi-Square 6.400a 6.400a 10.800b 10.000c

Df 18 18 18 18

Asymp. Sig. .011 .011 .013 .040

a. 0 cells (.0%) have expected frequencies less than 5. The minimum

expected cell frequency is 5.0.

b. 4 cells (100.0%) have expected frequencies less than 5. The

minimum expected cell frequency is 2.5.

c. 5 cells (100.0%) have expected frequencies less than 5. The

minimum expected cell frequency is 2.0.

59