CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The dynamics of household, workplace, and educational environments are continually evolving worldwide. Technologies such as email, e-learning, and computer applications have profoundly influenced daily life, notably enhancing the educational journey within schools. Acknowledging the pivotal role of computers in modern education, Nigeria incorporated computer education into its curriculum as early as 1989 (Achuonye, 2021). This integration allows students to navigate their learning at their own pace, tailored to their interests and aptitudes.
Research by Yusuf and Afolabi (2020) underscores the efficacy of computer-assisted instruction (CAI) as a complement to traditional teaching methods, yielding superior academic outcomes. CAI, characterized by user-friendly interactive learning, involves students engaging with programmed instructional materials facilitated by a computer interface. Through CAI, computers not only deliver instructional content but also monitor and adjust learning progress. Employing a blend of text, graphics, audio, and video elements, CAI enriches the learning experience, serving as a tool to optimize instructional delivery (Patrick, 2018).
Bamidele (2011) and Akinola and Adodo (2012) define CAI as a method through which students independently explore and grasp subject matter, structured into manageable segments based on individual proficiency levels. The overarching aim of CAI is to foster student advancement and address challenges encountered in the teaching-learning process.
Computer provides immediate feedback, for students to know whether their answer is correct or not. It also offers different types of activities and a change of pace from teacher to group instructions. The function of CAI are captured and listed by Osuwa (2012) as follows:
1. Assessing students capabilities with a pre-test
2. Presenting educational materials in navigable form.
3. Providing repetitive drills to improve the student‟s command of knowledge.
4. Providing game based drills to increase activities.
5. Assessing students progress in a post-test.
6. Routing students through a series of course of instructional programme.
Academic performance encompasses students' achievements in their studies and their ability to navigate various learning tasks presented by their educators. According to Flegm (2005), educational institutions gauge success through academic performance, which reflects how well students meet institutional standards. Teaching method, as articulated by Nzewi (1999), involves a blend of instructional behaviors orchestrated to instigate positive learning outcomes.
Teaching behavior denotes intentional actions undertaken by educators to facilitate student learning. This encompasses a spectrum of activities including verbal and non-verbal cues such as gestures and body language, aimed at conveying content, concepts, and principles effectively. Universal Basic Education Board (UBEB) (2018) views teaching method as a tool for fostering understanding, emphasizing its role in articulating ideas and beliefs through resource manipulation and communication.
Teaching method serves as a framework for imparting knowledge, ideas, and beliefs to individuals or groups. It serves as a guideline for enhancing teaching and learning experiences, employing various strategies to ensure clear communication of the educator's message. Consequently, teaching method emerges as a foundational element in education, playing a pivotal role in instructional design and delivery.
While many senior secondary schools rely on conventional teaching methods, research such as that conducted by Yusuf (2020) indicates that Computer-Assisted Instruction (CAI) can significantly impact the academic performance of students, particularly in subjects like biology. Thus, the integration of CAI into teaching methodologies holds promise for enhancing student performance and warrants further exploration
1.2 Statement of the Problem
Despite numerous government initiatives, mandates, and recommendations, as well as the widespread adoption of technology globally, there is a noticeable lack of effective computer utilization among teachers outside of the computer science realm, particularly in subjects like agricultural science. Computers remain inadequately integrated across the curriculum, and their utilization by school teachers is often insufficient and suboptimal.
As the world evolves with technological advancements, Computer-Assisted Instruction (CAI) has emerged as a potent technique for enhancing teaching and learning. However, in Kaduna State, the use of CAI in teaching agricultural science has been discouraged, leading to limited and ineffective integration. Consequently, agricultural science teachers face challenges in delivering quality instruction, resulting in poor student comprehension and increased failure rates in external examinations such as WAEC and NECO.
The primary aim of this study was to investigate the impact of Computer-Assisted Instruction (CAI) on the academic performance of senior secondary school students in Agricultural Science within Kaduna State, Nigeria. The specific objectives of the study were:
- To assess the influence of utilizing CAI compared to conventional teaching methods on the performance of senior secondary school students in objective tests for Agricultural Science in Kaduna State.
- To evaluate the impact of using CAI versus conventional teaching methods on the performance of senior secondary school students in essay tests for Agricultural Science in Kaduna State.
- To compare the academic performance of students instructed in Agricultural Science using CAI with those taught through conventional methods.
- To conduct a comparative analysis of the academic achievements of students taught Agricultural Science using CAI versus conventional methods
1.4 Research Questions
The following research questions were asked to guide the study:
1. What is the influence of using CAI and conventional method for teaching agricultural science on the performance in objective tests of senior secondary school students in Kaduna state?
2. What is the effects of using CAI and conventional method for teaching agricultural science on the performance in essay test of senior secondary school students in Kaduna state?
3. What is the performance of students who were taught agricultural science using CAI and those taught using conventional method?
4. What is the performance of students who were taught agricultural science using CAI and those taught using conventional method?
1.5 Research Hypotheses
The following null-hypotheses were tested at 0.05 level of significance:
1. There is no significant difference between the performance of senior secondary school students in objective test when taught with CAI and conventional method of teaching in Kaduna state.
2. There is no significant difference between the performance of senior secondary school students in essay test when taught with CAI and conventional method of teaching in Kaduna state.
3. There is no significant difference between the performance of students taught agricultural science using CAI and those taught without it
4. There is no significant difference between the performance of students taught agricultural science using CAI and those taught without it
1.6 Significance of the Study
The outcomes of this research hold significant relevance for various stakeholders within the educational sector, including curriculum developers, educators, agricultural science teachers, students, parents, and policymakers.
Firstly, curriculum developers and planners, particularly within the Nigerian Educational Research and Development Council (NERDC), stand to benefit from the findings. Insights gained from this study could inform potential modifications to the secondary school curriculum, ensuring alignment with current educational needs and practices.
Moreover, implementers of the curriculum, such as general teachers in secondary education, would find valuable guidance in utilizing the study's results to enhance instructional practices.
Agricultural science teachers would be empowered by the dissemination of study findings through publications and seminars, enabling them to prioritize the integration of Computer-Assisted Instruction (CAI) into teaching methodologies, thereby improving teaching and learning processes.
Students of agricultural science would also benefit significantly from this research, as effective utilization of CAI would optimize their learning experience and enhance subject mastery.
Parents would gain valuable insights into their children's academic performance, enabling informed decisions regarding career paths and future prospects.
Furthermore, policymakers at both the Federal Ministry of Education (FME) and State Ministry of Education (SME) levels would be able to utilize study findings to refine curriculum implementation strategies and ensure consistency across educational institutions. This alignment with prescribed content standards would contribute to improved student performance in external examinations such as the West African Senior School Certificate Examination (WASSCE) and the National Examination Council (NECO), ultimately enhancing overall educational outcomes.
1.7 Basic Assumptions of the Study
In this study, the following assumptions were made that:
1.
teaching students with Computer
Assisted Instruction (CAI) method will make high performance than teaching
without CAI.
2. the students have little knowledge of computer despite the fact that they have completed their junior secondary schools.
3. most of the schools have unqualified Agricultural Science teachers and computer laboratories.
 ON THE ACADEMIC PERFORMANCE OF SENIOR SECONDARY SCHOOL STUDENTS IN AGRICULTURAL SCIENCE){kind=link}
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