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THE IMPACT OF COMPUTER STUDIES IN
HIGHER INSTITUTIONS OF LEARNING
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
During the
last two decades education institutions have invested heavily in information
and communication technologies (ICT) particularly computers. The use of
computers has had a major impact in the higher institution context, and in
teaching and learning methods (Ema and Ajayi, 2006).
One puzzling
question is the effective impact of these computers usage on student
achievement and on the returns of education. Many academic researchers have
tried to answer this question at the theoretical and empirical levels.
According to Anyanwu (2003), they have faced two main difficulties. On one
hand, student performance is hard to observe and there is still confusion about
its definition. On the other hand, computer is evolving technologies and their
effects are difficult to isolate from their environment.
There is no
standard definition for student achievement. The standard approach focuses on
achievement and curricula, how students understand the subjects and obtain
their certificate or their marks. However, a more extensive definition deals
with competencies, skills and attitudes learned through the education
experience (Kamba, 2009). The narrow definition allows the observation of the
outcomes of any change in secondary education, while the more extensive
definition needs a more complex strategy of observation and a focus on the
labour market. The outcomes of education are mainly validated in the higher
institutions.
The effect
of computer studies on learning is currently in relation to the internet to
facilitate teaching and learning. Computers are the technologies used in
conveying, manipulation and storage of data by electronic means, they provide
an array of powerful tools that may help in transforming the present isolated
teacher-centered and text-bound classrooms into rich, student-focused,
interactive knowledge environments (Ogunsola, 2005).
To meet
these challenges, higher institutions must embrace the new technologies and
appropriate computer use for learning. The relationship between the use of
computer and student performance in higher institutions is not clear, and there
are contradictory results in the literature. Earlier economic research has
failed to provide a clear consensus concerning the effect on students’
achievement (Kamba, 2009).
Since
student performance is mainly explained by a student’s characteristics,
educational environment and teachers’ characteristics, the use of computers may
have an impact on these determinants and consequently the outcome of education.
The differences observed in the performances of students are thus more related
to the differentiated impact of computer studies on the standard determinants.
The direct
link between computer use and students’ achievement has been the focus of
extensive literature during the last two decades. Several studies have tried to
explain the role and the added value of the computer technologies in classrooms
and on student’s achievement. The first body of literature explored the impact
of computer uses. Since the Internet revolution, there has been a shift in the
literature that focuses more on the impact of online activities: use of
Internet, use of educative online platforms, digital devices, use of blogs and
wikis, etc.
Looking at
the link between computer studies and student achievement seems nowadays a misunderstanding
of the role and nature of these technologies. In fact, since computer is
general purpose technology (GPT), it needs to be specified in order to meet the
needs expressed by students and to be adapted to the local context and
constraints (Antonelli, 2003; Youssef, 2008).
A variety of
models of usages can be identified leading to the same outcome. Computer
studies brings widened possibilities for the learning processes that are
independent from place and space. Computer studies also allows more flexible
(asynchronous) and more personalized learning. It offers new methods of
delivering subject at secondary education level. Taking advantage of these
opportunities needs a profound change in the organization of the secondary
education system.
1.2 STATEMENT OF THE PROBLEM
For many
years, educational researchers have maintained an interest in the effective
prediction of students’ academic achievement at school. The prediction and
explanation of academic achievement and the examination of the factors relating
to the academic achievement are topics of greatest importance in different
educational levels. Studies have shown that prior academic achievement is an
important predictor of performance at other levels of education. Similarly,
cognitive ability was found as the strongest predictor of academic achievement.
However, some studies confirm that the correlation between cognitive ability
and academic achievement tends to decline as students progress in the
educational system.
The direct
link between computer studies and students’ academic achievement has been the
focus of extensive literature during the last two decades. Some of them help
students with their learning by improving the communication between them and
the instructors (Valasidou and Bousiou, 2005). Leuven et al. (2004) stated that
there is no evidence for a relationship between increased educational use of
computer and students’ academic achievement. In fact, they find a consistently
negative and marginally significant relationship between computer studies and
some student achievement measures. In support to these, some students may use computer
studies to increase their leisure time and have less time to study. Online
gaming and increased communication channels do not necessarily mean increased
achievement. Based on all these, the researcher is examining the effect of computer
studies on academic achievement of higher institution students in Nigeria.
1.3 OBJECTIVES OF THE STUDY
The
following are the objectives of this study:
To examine the relationship between computer
studies and academic achievement of higher institution students in Nigeria.
To examine the effectiveness of computer
studies in teaching and learning process in higher institutions in Nigeria.
To identify the disadvantages of computer
studies in higher institutions in Nigeria.
1.4 RESEARCH QUESTIONS
What is the relationship between computer
studies and academic achievement of higher institution students in Nigeria?
What is the effectiveness of computer
studies in teaching and learning process in higher institutions in Nigeria?
What are the demerits of computer studies
in higher institutions in Nigeria?
1.5 HYPOTHESIS
HO: There is
no significant relationship between computer studies and academic achievement
of higher institution students in Nigeria.
HA: There is
significant relationship between computer studies and academic achievement of higher
institution students in Nigeria
1.6 SIGNIFICANCE OF THE STUDY
The outcome
of this study aims at determining whether or not the use of computers has any
significant influence on the academic achievement of students in higher
institutions in Nigeria.
More over
education is the bedrock of any society. Nigeria as a developing nation needs a
standard higher institutions that has available learning resources, that
teachers can improvise learning resources easily and more often also where
teachers and students utilize learning resources on a regular basis. It could
be a guide line for incoming students and be educative to them when writing and
studying similar problems in school.
This
research will be a contribution to the body of literature in the area of the
effect of personality trait on student’s academic performance, thereby
constituting the empirical literature for future research in the subject area.
1.7 SCOPE/LIMITATIONS OF THE STUDY
This study
will cover the level of computer studies in higher institutions in Nigeria with
a view of ascertaining its influence on student’s academic achievement.
LIMITATION
OF STUDY
Financial
constraint- Insufficient fund tends to impede the efficiency of the researcher
in sourcing for the relevant materials, literature or information and in the
process of data collection (internet, questionnaire and interview).
Time
constraint- The researcher will simultaneously engage in this study with other
academic work. This consequently will cut down on the time devoted for the
research work.
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