THE EFFECTS OF COMPUTER CONCEPT MAPPING AND DIGITAL VIDEO INSTRUCTIONS ON STUDENTS ACADEMIC ACHIEVEMENT
ABSTRACT
This study is geared purposely to investigate the effects of the use of Computer concept mapping and digital video instructions on students academic achievement. This is studied at a micro level. Therefore, related literature which dealt with students’ perception, use, performance and participation/motivation with regard to computer concept mapping were reviewed as a basis for this research Essay. The study aims to find out the effect of Computer Assisted Concept Mapping (CACCM) and Digital Video Instruction (DVI) on the academic performance of secondary school students. Questionnaire was adopted in gathering information from the respondents which include selected schools from Ojo LGA of Lagos State. Chi-Square statistical analysis was used to analyse and find the result. It was concluded upon that Computer Assisted Concept Mapping (CACCM) and Digital Video Instruction (DVI) has a very significant effect on students academic performance.
TABLE OF CONTENT
Title Page i
Certification ii
Dedication iii
Acknowledgement iv
Abstract vii
Table of Content viii
CHAPTER ONE: Introduction
1.1 Background of the Study 1
1.2 Statement of the Problem 4
1.3 Purpose of the Study 5
1.4 Significance of the Study 6
1.5 Scope of the Study 8
1.6 Research Questions 8
1.7 Research Hypotheses 9
1.8 Definition of Terms 9
CHAPTER TWO: Literature Review
The Need for Science and Technology Education in Nigeria 11
Importance of Instructional Media in Education 14
Information and Communication Technology and Education 16
Nature and Scope of Computer Assisted Instruction 22
Nature and Scope of Concept Mapping 32
Computer Assisted Concept mapping as an Instructional Media 36
Digital video Disc as Instructional Media 38
Gender and Achievement in Science and Technology 40
CHAPTER THREE: Research Methodology
3.1 Research Design 50
3.2 Population of Study 51
3.3 Sample and Sampling Procedure 51
3.4 Research Instrument 51
3.5 Validation of Instrument 52
3.6 Reliability of Instrument 53
3.7 Method of Data Collection 53
3.8 Method of Data Analysis 54
CHAPTER FOUR: Presentation, Analysis and Interpretation of Results
4.1 Introduction 56
4.2 Discussion of Result 83
CHAPTER FIVE: Summary, Conclusion and Recommendations
5.1 Summary 85
5.2 Conclusion 87
5.3 Recommendations 87
5.4 Suggestions for Further Studies 88
REFERENCES 89
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
The growth and development of most nations are dependent on science, technology and mathematics education. Science is that organized body of knowledge, which enhances the ability to acquire skills. It is a search for meaning or exploration of events in nature (Ifeakor 2006). Science and technology related subjects that would enable students have a substantial understanding of science and be able to apply scientific knowledge in solving problems in their ever changing society are Mathematics, Physics, Biology, Health Science, Introductory technology and Physics.
Physics is one of the compulsory subjects for one to study science/ technology related courses in tertiary institutions. It is the science that deals with the properties of different atoms, the ways in which they join together to form molecules, the interaction of various kinds of molecules with one another and the accompanying energy changes. It is the heart or nucleus of science (Adeyemo, 2005). The science of physics includes properties, composition and structure of matter as well as structural, compositional and energy changes involved in chemical reactions. From the foregoing therefore, the major objective of teaching physics in our schools is to enable the students interpret the universe, since the great variety of materials in the universe can be classified into two great entities: energy and matter. Physics has developed knowledge in all these areas of energy and matter which will significantly help in achieving the objective of interpreting the universe (Adeyemo, 2005).
With the importance of physics and provisions made by the Federal Government of Nigeria for effective teaching and learning of physics, the objectives of its teaching and learning as stated in the Nigerian secondary school physics curriculum is yet to be achieved. Physics is one of the science subjects which have been taught using different methods for instance, Ifeakor, (2005) used commercially produced Computer Assisted Instructional package to teach physics, while Olorundare, (2009) used Concept mapping and analogy to teach physics yet student‟s performance in physics is not encouraging. The reasons for poor performance in physics as identified by the following researchers include: poor instructional strategies (Bajah, 2000; Olorukooba, 2007); abstract nature of science concepts (Nsofor, 2006; Ojiaku, 2003); lack of qualified teachers (Biodun, 2004); poor infrastructure and inadequate laboratory facilities (Shalw, 2003); and non-availability and utilization of instructional materials (Yusuf, 2004). Their findings are similar to that of Olorundare, 2007 who found that inadequate laboratory facilities and non-availability and utilization of instructional materials affect the teaching and learning of physics in the secondary schools. Also the chief examiner, West African Examination Council (WAEC, 2007), identified some areas of weaknesses of the students/candidates which were reported as a contributing factor to student’s poor performance. The areas identified include: Poor understanding of general principles and concepts, heat, energy changes, rates of chemical reactions, reversibility of reactions and chemical equilibrium.
Computer assisted concept mapping is an instructional strategy that incorporates the use of computer instruction with concept mapping. Not much work known to the researcher have been done using these instructional strategy to improve teaching and learning, even where it has been used, it is outside the shore of Nigeria and no study has been found for physics. For example, Chien-hsun Tu (2006), conducted a study on the effect of computer assisted concept mapping learning in social studies. There was a positive effect on the students‟ achievement in social studies.
Digital video instruction is an instruction presented through the use of a television monitor and a digital video disc or digital versatile disc (DVD). Digital video disc is an optical disc with storage media format. Its main uses are video and data storage. The digital video disc has a player which it uses to retrieve what has been stored into it. Both the digital video player and the television monitor require electricity to power them. The influx of home video’s/CD’S is an issue of great concern that needs to be addressed. The situation is such that parents and even youths of school age go after home videos instead of getting/purchasing educational DVD/CD; S. These students are allowed to watch these home videos for hours. It is therefore, the intention of the researcher to see how this ability to watch home videos can be utilized to achieve academic excellence in the classroom setting. Most researches that have been conducted are on videotape instruction. For instance, Osokoya, (2007) investigated the effect of video instruction on secondary school students‟ achievement in History. The findings showed a positive effect on student’s achievement. Also, Orisabiyi (2007), who determined the effect of videotaped package on students achievement in biology found videotape instruction to be effective. Furthermore, Gbodi and Laleye (2006), found videotape instruction to be effective on students‟ achievement in Integrated Science. Digital video instruction has been found to be effective in the learning of mathematics (Adebayo, 2008) and so the study considered its effectiveness when used to teach physics. From the studies made so far, no research known to the researcher has been carried out on the comparative effects of computer assisted concept mapping, digital video instruction and lecture method of teaching on student’s achievement in physics.
1.2 STATEMENT OF THE PROBLEM
The performance of students in science generally and physics in particular has been quite unsatisfactory over the years (Olorukooba, 2007; WAEC, 2010, NECO, 2010). The external examining bodies such as West African Examination Council (WAEC) and National Examination Council (NECO) have repeatedly reported poor performance in physics.
The report of the chief examiner, West African Examination Council 2004-2005 revealed that candidate’s performance was poor. For the years 2006 and 2007 the report is that there is no improvement in the performance of candidates who sat for Secondary School Certificate Examination (SSCE) in physics. Furthermore, a critical look at the statistics of candidates‟ enrolment and performance in physics in Nigeria between 2002 and 2007 (appendix A), and candidates enrolment and performance in physics in Niger state for the years 2000 to 2007 (appendix B), shows that the performance of the candidates was poor. The percentage failure of physics students in the secondary school certificate examination (SSCE) for the years 2000, 2001, 2002, 2003, 2004 and 2005 are 67.42, 60.99, 53.67, 41.40, 53.28 and 46.40 respectively while the years 2006 and 2007 recorded 50.73 and 70.77 percentage failure. Also, WAEC chief examiners report for 2008-2010 indicated poor performance. In the report, 2008 recorded 77% failure, 2009 recorded 79.67% failure while 2010 recorded 80% failure. The persistent poor performance, according to the chief examiner for the years 2008- 2010 was as a result of: Poor understanding of general principles and concepts, heat, energy changes, rates of chemical reactions, reversibility of reactions and chemical equilibrium. This poor performance as indicated by the results can be attributed to many factors which includes lack of appropriate and effective use of media. This is evident from the results of the senior secondary school certificate examination for physics in Niger state. See appendix B. Despite all that has been done to improve students‟ achievement especially in physics, students still perform poorly. Therefore, as a result of this evident poor performance by students, the study determined the effects of computer assisted concept mapping and digital video instruction on student’s achievement in physics.
1.3 PURPOSE OF THE STUDY
This study determined the effects of computer assisted concept mapping and digital video instruction on secondary school students’ academic achievement in physics.
Specifically, the study determined, the
- Effect of computer assisted concept mapping on secondary school students’ academic achievement in physics.
- Effect of digital video instruction on secondary school students‟ academic achievement in physics.
- Effect of computer assisted concept mapping on secondary school student’s achievement in physics by gender.
- Effect of digital video instruction on secondary school student’s achievement in physics by gender.
1.4 SIGNIFICANCE OF THE STUDY
Theoretically, the findings of this study will help teachers to give students task in hierarchical order. It will help teachers to move from simple to complex task. Since learning new knowledge is dependent on what is already known, curriculum planners will always consider the entry behaviour of students as they plan the curriculum.
Also, it is expected that the teaching and learning process, students, teachers, teacher trainees, curriculum developers, policy makers, parents, government and the nation at large would benefit from the findings of this study in the following ways:
The result of this study will have positive impacts on teaching and learning of physics in secondary schools, as it will re-emphasize the need for teachers to always enrich the teaching and learning process with instructional media. This will encourage head, hand and heart co-ordination and promote harmonious interaction between learners and materials to be learnt. This in turn would relieve passivity, monotony, excessive verbalism, thereby preventing physics from being taught in a manner that produces in the mind of learners a feeling of boredom and distaste for physics.
The results of this study is expected to be useful to the learners as it will provide opportunities for students to practice basic skills, learn some basic concepts on their own and at their own pace. Also it can lead to arousing students interest in science especially physics, make them to be creative and help in the generation of ideas to solve world problems. By the use of digital video instructional package, the interest of the learners for irrelevant movies and entertainment programs could systematically be transferred to a more productive and educative pursuit. Also the learners listening skill which is vital to efficient learning would be improved upon.
Since students learn differently and at different pace, abstract concepts are simplified and individualized learning will be encouraged. The result will encourage teachers to use multiple media in presenting instructions to students. It will also help teachers to vary their instructional approaches, develop creative skills and help in making their lesson interesting as well as making their instructional objectives to be achieved.
The findings could hopefully assist curriculum planners to include in the curriculum for secondary level instructional materials/strategies that would help in bringing about meaningful learning. It may also provide locally produced computer instructional package, the use of which would consequently build up teacher’s and learners confidence in the subject matter and to be information and communication technology (CACM) compliant. This is to give direction and confidence to the teacher whose job it is to put the curriculum into use and to ensure the attainment of specific objectives of learning science.
The findings of this study would be of immense benefit to the nation as it could lead to the turnout of learners with solid foundation in science (physics) to meet the demands of science and technology of the new millennium. This study may be a spring board for future researchers who might wish to embark on a similar study in physics or other discipline such as biology or physics.
1.5 SCOPE OF THE STUDY
This research examined the effects of computer assisted concept mapping and digital video instruction on the academic achievement of students in physics. Lagos metropolis was used and some selected schools in Ojo local government area were covered. The study was limited to Senior Secondary II (SSII) of the Senior Secondary Schools selected.
1.6 RESEARCH QUESTIONS
The study was guided by the following questions
- What is the effect of computer assisted concept mapping instructional strategy on secondary school student’s achievement in physics?
- What is the effect of digital video instructional strategy on secondary school student’s achievement in physics?
- What is the influence of gender on secondary school student’s achievement in physics using computer assisted concept mapping instructional strategy?
- What is the influence of gender on secondary school student’s achievement in physics using digital video instructional strategy?
1.7 RESEARCH HYPOTHESES
The following research hypotheses were formulated.
HO1: There is no significant difference between the mean achievement scores of students taught physics using computer assisted concept mapping, digital video instruction and lecture method.
HO2: There is no significant difference in the mean achievement scores of male and female students taught physics using computer assisted concept mapping, digital video instruction and those taught using lecture method.
HO3: There is no significant treatment-gender interaction effect on the academic achievement of students in physics as measured by their mean achievement scores in Physics Achievement Test (PAT).
1.8 DEFINITION OF TERMS
Achievement: a thing done successfully with effort, skill, or courage.
Test: a procedure intended to establish the quality, performance, or reliability of something, especially before it is taken into widespread use.
Digital: expressed as series of the digits 0 and 1, typically represented by values of a physical quantity such as voltage or magnetic polarization.
Computer: an electronic device for storing and processing data, typically in binary form, according to instructions given to it in a variable program.
Mapping: an operation that associates each element of a given set (the domain) with one or more elements of a second set (the range).
Video: the recording, reproducing, or broadcasting of moving visual images.
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