INTRODUCTION TO CHAPTER ONE

It is described as an effort to replicate on a computer a real-life or hypothetical occurrence so that it may be analyzed in order to determine how the system performs, according to Wikipedia (2009). System behavior predictions may be made by modifying the variables in the system, which can be used to forecast the behavior of the system as a whole. A computer program that seeks to mimic an abstract model of a specific system under examination can also be thought of as an example. In the words of Thomas and Hooper (1991), a computer simulation is a computer program that comprises a manipulable model of a real-world or theoretical system that can be tested. Students may use the application to guide the model through a series of intermediate phases in order to move it from one state to another and eventually to a defined goal state, as seen in the video. Because of this, the simulation program receives directions from the user and, as necessary, makes alterations to the existing state of the model. As soon as the situation calls for it, the newly created state is presented. It is possible that computer simulations will prove to be extremely effective tools for a number of activities including assessing, developing, and engaging with complex systems or processes. The components of the current learning aim that are the most important to a learner can be represented by computer simulations that are carefully built. It has been said by the authors that “they also tell both teachers and students when there are elements of the real-life system or process that have been reduced or eliminated” (Heinich, Molenda, Russell, & Smaldino, 1999; Sternberg, 1999). Developing correct mathematical models is the foundation of successful computer simulations, and it is essential for effectively depicting the phenomenon or process under investigation (Min, 2002). According to the National Institute of Standards and Technology, on the other hand, “computer simulations have been shown to be most beneficial for learning when extraneous components of the real-life event or process are excluded from the simulation” (National Institute of Standards and Technology, n.d). (Granland, Bergland, & Eriksson, 2000).
As defined by Akpan (2002), “simulation is “the process of creating an accurate model of an actual system and performing tests on that model with the purpose of either learning how the system behaves or assessing various methods to its operation.” Incorporating the power of the computer into virtual reality simulations may prove to be a beneficial tool for educators in the development of higher-level cognitive processes and problem-solving abilities in students at a younger age than is now possible with traditional methods (Ellis, 1984; Marks, 1982; Nakleh, 1983, and Switzer and White, 1984). Classroom simulations in science courses, according to several authors, have the potential to play an important and valid role in the creation of virtual experiments that allow students to use instruments and monitor experiments while they are learning, test new models, and improve their intuitive understanding of complex phenomena. The use of simulations in the classroom, they believe, can assist students in developing a more intuitive understanding of intricate processes. Heinich and colleagues (1999) discovered that simulations can assist students in recognizing links between components of a system, learning about the system, and managing the components of the system, among other things. Through the use of simulations, instructors may make in-class learning more enjoyable for students by giving them the chance to practice in various settings that are similar to “real-life” challenges that they may encounter in the future. Pupils’ ability to synthesize knowledge is enhanced by simulations, which allow them to apply what they already know in a new scenario. Additionally, by providing children with a range of options from which to choose, they are able to achieve a greater level of cognitive functioning as well. Simulators may also be beneficial to students because they give them with learning environments in which they may search for meaning, learn to accept ambiguity, and develop a sense of responsibility.
Simulators have the potential to make major contributions to scientific education by, among other things, offering adequate learning opportunities to a varied range of learners and inspiring students to learn science both within and outside of the classroom environment. Students are introduced to the obstacles through simulations, and they are given the opportunity to use the simulation as a powerful instrument to conduct investigations and solve problems over the course of the course. Aiming to transfer knowledge while also fostering higher-order problem-solving abilities in both the classroom and the real world, educational simulations are used to help students learn more effectively. Students can examine what happens as a result of their investigations and manipulations of variables since they have the capacity to experiment with and adjust variables in simulations. In order to provide feedback to the participants’ thinking and learning processes, the outcomes of this study should be utilised in future research.

Computer simulations give a way of verifying our understanding of the actual world by simulating the structure and dynamics of a conceptual system or a real environment in a controlled setting (Lunce, 2004). Because they concentrate on the most crucial components of a real-world scenario or system, they are able to give “interactive practice” of practical skills (Heinich, Molenda, Russell, & Smaldino, 1999). Similar to interactive museum displays, computer simulations have the capacity to “convey difficult and sophisticated scientific knowledge,” according to the National Science Foundation (Saul, 2001). As a result, a compelling computer simulation encourages learners to take an active role in the interaction. For example, an engaging computer simulation can assist learners in predicting the course and outcomes of certain actions, understanding why observed events occur, exploring the effects of changing preliminary conclusions, gaining insight, and stimulating critical thinking. When employing computer simulations in the classroom, students can also receive “feedback during the learning process,” according to the MIT Sloan School of Management (Granland, Bergland, & Eriksson, 2000). In part because “computer simulations are flexible and dynamic,” they can assist learners in accomplishing certain learning objectives by providing them with support (Gibbons, Fairweather, Anderson, & Merrill, 1997).

Several limitations of computer simulations as compared to other educational approaches must be taken into consideration while evaluating their effectiveness. Due to the widespread use of computer simulations in conjunction with “problem-based learning” methods, they encourage students to personally engage with a problematic situation and experiment with a variety of approaches that can take a long time to arrive at a solution as the first step in the learning process (Heinich, et. al.,1999). As a result, this type of learning may take much longer to complete than other types of education, if not significantly longer than other types of education. As a second point, research has revealed that, in the absence of coaching, the learner obtains little benefit from “discovery learning” through computer simulations, as indicated by the paper’s authors (Min, 2001; Heinich, Molenda, Russell, & Smaldino, 1999). In their view, computer simulations “oversimplify the complexities of real-life situations,” leading to the learner developing a “incorrect understanding” of the real-world problem or system as a result of the simulation (Heinich, et. al., 1999). Finally, it should be mentioned that the construction of computer simulations may need extensive planning on your side, as well as a significant investment of both time and financial resources on your part, before it can begin.

 

Simulator Characteristics and Features

According to Rik (2001), the concept of simulation is a genuine container concept that may be portrayed in a variety of various ways. Management games, war games, training simulators, model driven simulations, and a slew of other activities may be employed in education, in addition to role plays and group discussions, among many other things. There are many more ways to explain simulation, but the fundamental idea is that it is based on the concept of a real container.

He believes that simulation should be viewed from the perspective of someone who is attempting to learn on their own, and that simulation software should be treated as a learning tool. For the most of his working life, he restricted himself to computer-based simulations and modeling exercises. This work is therefore limited to “model-driven computer simulation,” which is a type of computer simulation based on mathematical models of phenomena that we believe is essential to incorporate into education, either through the use of computers in a lesson or by passing it on to children as a worthwhile experience, and which is more or less common.

Standard model-driven computer simulation may be used as a learning tool in a number of settings, and it is becoming increasingly popular. It takes phenomena from the worlds of children and adults into the family home for the aim of observing and discussing them with the rest of the family. Everything, from knowledge on the growth of crops in the tropics to information about the Dutch economy to information in the field of medical, has suddenly been accessible at a low cost and with little trouble. In the classroom, for in-company training, or for extra mural training in general, such learning tools are extremely popular among teachers and educational planners all over the world, whether they are delivered on CD-i, CD-rom, or downloaded from the electronic highway, or whether they are delivered in the home, on CD-i, CD-rom, or downloaded from the electronic highway. Because they can be executed on a computer, computer simulations are frequently recognized as excellent multimedia projects in their own right. A significant benefit may now be gained through the use of motion graphics, video, and other dynamic forms of representation due to the development and availability of low-cost graphic and animation software. Such simulations can only be carried out if mathematical models (also known as “model-driven” models) are first built to represent the relevant events. Then intelligent input must be supplied to guide the simulations throughout their course. Besides the fact that computers are necessary for the digitization of all kinds of information and feedback, they are also required for simulations that should be based on mathematical models and that cannot be carried out without the assistance of computers.

Computerization Examination Time Table (a case study Akanu Ibiam Federal Polytechnic Unwana)

Opinion Mining For Students Feedback Using Supervised Learning Algorithms

 

Background of the Study

Opinion mining, or sentiment analysis, is a text analysis technique that uses computational linguistics and natural language processing to automatically identify and extract sentiment or opinion from within text (positive, negative, neutral, etc.). It allows you to get inside your customers’ heads and find out what they like and dislike, and why, so you can create products and services that meet their needs. When you have the right tools, you can perform opinion mining automatically, on almost any form of unstructured text, with very little human input needed.

Opinion mining and sentiment analysis models can focus on polarity of opinion (positive, negative, neutral), personal feelings (angry, happy, sad, etc.), and intentions or objectives (interested or not interested).

The Impact of Smart Board Technology In The Academic Performance Of Secondary School Students In Computer Studies

CHAPTER ONE/INTRODUCTION

Background to the Study

 

Much attention has been provided to the use of ICT in educational institutions, including schools and universities. Many studies were conducted about such use. Many studies- e.g. Hussain et al. (2017)- suggest that the use of ICT can significantly improve students’ learning outcomes, such as achievement and retention.

Many educators recently make use of smart board. Smart board is a touch sensitive screen that works in conjunction with a computer and a projector. The board is a special type of interactive tourch sensitive screen that can be used to collaborate and communicate with students in the classroom; or colleagues over the internet where there is electricity, an outlet to plug a computer and a projector. A Smart board can be used to enhance the quality of instruction delivery and increase clarity and degree of detail of a lesson.

A Smart board technology introduced in (2009) had dual touch interactive smart board. The dual touch smart board accepts two simultaneous touches, on two separate sides of the surface. Smart Board is different from tablet computing \which commonly displays images. The Smart Board operates as part of a system that makes use of an interactive whiteboard, a computer, projector and interactive software commonly called Smart notebook or collaborative software. The components are connected wirelessly, via USB or special cables. A projector connected to the computer displays images on the Smart board.

Computer technology dramatically changed every aspect of the society including education, marketing among others. The change presupposes the need for examinations on how best to utilize smart board in education to enhance proper understanding by the learners.

As computer technology has continued to evolve, its tools or devices have become increasingly complex. Michael Dertouzos (1997) refers to the importance  of  computer interfaces with other devices and to the development of “Smart tools” which would be components in intelligent rooms, where computer will be embedded in all aspect of one’s environment. Seymour (1995) describing the role of smart board in education coined the term “mathematics” to indicate the manner in which students learn as opposed to the  manner  in which educators teach. The author further stressed the importance of the board as helping students in Piaget, and Vygotsky (1993) stated that allowing students control their learning process affords them the opportunity to collaborate with one another which subsequently encourages them to interact with computers and other smart devices educators can use Smart Board in the classroom in the context of new ideals and views in the learning process.

Solvie (2001) investigated the correlation between the use of a Smart Board as a delivery tool for literacy instruction in a first grade classroom and students’ attention and participation in the literacy lessons. The study found out that Smart Board interactive board created enthusiasm for individualised learning among students. Sovie (2004) in a study on smart board and its effect in students learning reported that the Smart Board effectively engaged students in literacy learning. In addition, Cox et al (2003) also found out that Smart Board allows teachers to gain deeper understanding of their students’ needs while students are better able to learn through collaboration with each other. Kent (2003), indicated that teaching with interactive Smart Board is more fun, enjoying, exciting, and impacting on the speed and depth of learning.

 

Smart Board appeals to both intrinsically and extrinsically motivated students. According to a case study of the Jennings school District (2005) in St. Louis missiouri, Dr Terry stewart and his staff believed that students’ performance should not be defined by test scores alone but also by attendance levels, motivation and behaviour. The author further stated that putting Smart Board in the hands of properly trained staff improves classroom enjoyment and motivation, particularly on the part of extrinsically motivated learners. It also leads to less student truancy.

. Bell (1998) added that answers to opened questions indicated that students were more involved, attentive and motivated when lessons were taught using smart board rather than any other teaching methods. Blanton and Helms-Breazeale (2000) in their study indicated that if students are given the opportunity to view someone they like or respect; demonstrate behaviour they have acquired, then they stand a better chance of acquiring that behaviour. The Smart Board allows the students to watch peer leaders prompt and perform the appropriate behaviour which made the ownership of those behaviour much more enticing. This is because Students with short attention span can attend any situation as long as it is on the television screen.

In addition to making learning more enjoyable and interesting for students, Smart Board intrinsically motivated the students to volunteer to demonstrate knowledge on the Board in front of their peers as a means of showcasing individual achievement. Extrinsically motivated students are enticed by the “wow factor” of the Smart Board and are motivated as a result of the enjoyment they experience from using the board. With the use of Smart Board, teachers develop many creative ways to capture students’ attention and imagination. Bush et al. (2004), found that Smart Board made teaching more visual and learning more interactive which in turn, encourages greater participation of the students, thus improving their motivation and concentration.

 

According to Cunningham et al. (2003), it is the visual nature of the Smart Board that keeps students on task as everyone in the classroom becomes more attentive watching the acts. Smith (2000), reports that 78 percent of students observed were motivated by an interactive Smart Board and experience increased understanding of subject matter when it was shown visually on a Smart Board instead of simple explanation. Smart Board promotes class discussion and improve students’ explanation and presentation skills.

 

Salintri, Smith and Covis (2002), states that sustained motivation is key to improving learning outcomes. This is because the use of text and pictures, animations and videos promotes visual learning. Pugh (2001) also found out that the interactivity and visuals of interactive Smart Board are complementary when teaching students with specific learning difficulties or disabilities. Miller et al .( 2005) found out that interactive Smart Board provide a clear focus on the classroom supports students understanding by reducing behavioural problems from frustration that makes the learners unable to keep up with the lesson. Many courses currently present no more than electronic versions of traditional classes without face to face interaction between instructor and students. These electronic courses often contain web materials that lack significant level of creativity or interactivity. Cognitive research suggests that the addition of smart board can actually improve the learning process if certain methods are employed. By using auditory and visual methods of presenting information, students can process that information more quickly thereby fostering an enhanced learning process. Yet it is not clear whether such online learning environment enhance learning outcomes of students or even meets the level of success of traditional classroom

DESIGN AND IMPLEMENTATION OF MEDICAL DIAGNOSTIC

ABSTRACT

This project, Expert System on Avian and Fever Diagnosis, is a software system tailored for use in the Diagnosis of Avian Fever Diseases. The software is an expert system with a database containing an expert knowledge. The user only uses it to determine whether he or she has any of the diseases within its domain and also Present expert system uses inference rules and plays an important role that will provide certain methods of diagnosis for treatment. The software has been designed to be interactive with audio capability eliciting from the user if they have symptoms of the diseases. The user response helps the expert system to determine the level at which the disease is present. The user is further advised on what next to do. This software is implemented in visual C# programming environment, due to its appropriateness and user-friendliness.

THE PROBLEMS AND PROSPECT OF TEACHING AND LEARNING OF COMPUTER SCIENCE IN NIGERIA

ABSTRACT

This study investigated the problems and prospect  of teaching and learning of computer science   in Nigeria. Data was collected from 50 respondents comprising of 10 instructors and 40 students randomly selected from the Edo State institute of management and technology. The analysis of data collected revealed that inadequate professionally trained teachers, inadequate computers, inadequate instructional resources, inadequate instructional resources, lack of motivation and incentive for teachers, lack of encouragement and motivation for the students, student apathy and indifference are problems associated with the teaching and learning of computer science education. It was recommended inter alia, that computer science teachers should be given appropriate pedagogical training to provide them with the requisite knowledge needed for efficient and better performance and the relevant instructional resources and support infrastructural facilities provided to ensure effectie teaching and learning of computer science education at the institution.

BACKGROUND OF THE STUDY

Computer education technically in schools has become one of the most fast growing and far reaching developments in Nigeria (Okebukola and Ajewole, 1990). The transmission of information and instruction are now bending towards Computer technology. According to Okebukola (1990), the idea of using and studying computer in schools and its gradual acceptance started in  the late 1960 even though computers have been around much earlier. Computer is conceived as a device or machine designed specially to perform calculations, process data and store information which can be easily retrieved whenrequired (Aghadino, 1990; Adamu and Bello, 2002). To Ahore (1990), computer refers to a device for executing precisely stated rules with accuracy, rapidity and with great reliability. On his part Adamu (1994), described computer as a machine used by human beings to solve problems. This probably explains the role of computer in processing information for dealing with certain problems confronting human kind. From the foregoing, it is obvious that computer is a device or machine designed to help process information or data and for storing such information for future use in dealing with problems of daily living. Computer education, on the other hand, Okebukola (1990) described as the learning that can lead to computer literacy. This implies that the aim of learning and teaching computer science is to make individual develop the knowledge and skills of computer application or use. Computer science is a learning process in which the individual is taken through the rudiments of using the computer to store and process data/ information accurately and efficiently. The process seeks to equip the individual with skills and knowledge that can make him/her use the computer effectively (Adamu and Bello, 2002). Anyone who is literate in computer or has received computer education and instruction is expected  to tell the computer what he wants it to do and, this according to Gboboniyi (1989), Aghedino (1990), and Adamu and Bello (2002), include the ability to understand what the computer says. They add that to be literate in  computer science amounts to been able to read, write and speak the language of the computer.In modern world, the computer is being gradually  applied in all aspects of human endeavour. It has been stressed that the application of computer will enhance effectiveness and efficiency in this rapidly growing and technologically changing world. Computer education is being advocated because it is almost certain that computer literacy will have as much impact on career  opportunities in the fast growing information age (Adamu  and Bello, 2002). The relevance of computer science is therefore, hinged on its utility value. The National Policy of Education (NPE, 1981, revised in 1988, 1991, 1998 and 2004) introduced the teaching of computer science in Nigerian schools. The inclusion of the study of computer science in the school curriculum was aimed at providing opportunity for every student to become computer literate. The study of computer science has in effect, gained tremendous influence on the student and society. However, the use and study of computers in Nigeria is recent when compared to other parts of the world where computers have been in use in all facet of human endeavour including offices, schools, industries, research centre’s, communication, hospitals to mention but a few. The complex nature of present day school situation has

made transmission of information and instruction to students and the nature of learning and teaching in general more complex. This has made the role of the teacher in promoting learning more challenging. The new role does not just, involve mere transmission of information to students but also include looking at the problems associated with learning and instruction so that students can gain maximally from teaching and learning

process. Computers are now used where there is a lot of data to be manipulated, where complex tasks must be managed or where there is need for real time access to centralized information from arbitrary locations such as in education, telemedicine, telecommunicating and in several other area (Adewopo, 1995). The study of computer in school is therefore, aimed at helping the students cope with modern technological development, equip them knowledge and competencies or skills of programme and administrative management as well as, improve the learning process.. Students are expected to master the skills of computer appreciation or application and not just what it is and can do. Students are therefore, expected to be taught in such  a way as not only to conceptualize and understand the  computer, but also to be able to effectively manage their own learning, reinforce it and apply such knowledge or  training in practical situation. This new approach hasmade the teaching of computer science a little bit more complex and challenging. It has been observed that the teaching and learning of 193 computer science in schools has not been quite easy. Often time, people talk about inadequate equipments, facilities, and computers instructional resources for learning and teaching exercise (Aghadino, 1990;Okebukola, 1990). It is believed that teaching of science in general and computer science in particular is beset  with a number of problems (Adamu, 2000). The slow pace of learning and application of computer had been attributed to this. This presupposes that there are problems associated with the teaching and learning of  computer science education.

 STATEMENT OF PROBLEM

The first challenge in teaching and leaning Computer Science in nigeria is the problem caused by a lack of interaction between the teacher and the student/s that is a feature of face-to-face classroom teaching (Hentea, Shea, & Pennington, 2003). For technical subjects in Computer Science such as computer programming, database design and AI, this lack of interaction is exacerbated. In Computer Science subjects, the teaching requires a high level of communication between students and the teacher. In the class room  where students may be located at a great distance and studying in isolation(for example, outback Australia), interaction may be synchronous (real time) or asynchronous (anytime). Asynchronous methods use collaborative tools that enable students to communicate with their teacher and their peers at any time forms of asynchronous communication technology, and can be used for teacher-student communication and student-student exchanges. The problem of teaching and learning of computer science and be summaried.

Thus:

• Inadequate Professionally trained computer teachers
• Inadequate computers
• .Lack of support infrastructural facilities
• Inadequate instructional materials or teaching aids
• Poor instructional delivery 104 2.08 Not accepted as problem
• Poor teachers attitude toward the subject
• General students apathy and indifference in computer science  Lack of motivation and encouragement for students
• Lack of incentive and motivation for teachers.

OBJECTIVE OF THE STUDY

The objective of the study are listed below:

• To understand the problem in learning and teaching of computer science.
• To set up a strategy in solving those problem.
• To set up a standard for teaching computer science in Nigeria

SCOPE OF THE STUDY

The limits of this study is the problems and prospect of teaching and learning of computer science in Nigeria. A means of ensuring standard teaching and learning of computer science. The study involves the development of strategy in solving the problem.

SIGNIFICANCE OF THE STUDY

• To understand the problems of teaching and learning of computer science in Nigeria.
• To know the methods or ways of solving them
• To know the standard to set up in teaching computer science in schools.

LIMITATION OF STUDY

This research work in carried out in Nigeria and as a result it is limited from other countries.

DIFINITION OF TERMS

• Computer: Computer is conceived as a device or machine designed specially to perform calculations, process data and store information which can be easily retrieved when required
• NPE: national policy of education
• CSETAQ: Computer Science Education Teaching Assessment Questionnaire (CSETAQ)
• PEFRN: Policy on Education Federal Republic of Nigeria

Design and implement of Andriod Based App for News around the school

 

CHAPTER ONE

INTRODUCTION

1.1 Background of the study

Information communication technologies (ICTs) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together, and combine to form networked world-which reaches into every nook and cranny of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability; improving the delivery of basic services; and enhancing local development opportunities (UNDP, 2006). According to Ogunsola (2005) ICT “is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live”. It can be used to access global knowledge and communication with other people (Ogunsola, 2005). Students who use ICTs gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002).

In addition, through ICT, students extend and deepen their knowledge, investigation, and inquiry according to their needs and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, 2001). Information communication technology (ICT) has no doubt changed the face of teaching and learning globally. And serious nations are taking the advantages inherent in ICT to impact on the educational sector. Though Nigeria is also making efforts to join the ICT fray, these efforts appear to be ineffective. Computer laboratories are largely non-existent in many public schools across the country. And where they exist, they are nothing to cheer. Due to this general neglect and other factors, comprising corruption, outdated curriculum, ill-motivated teachers, materialism and academic laziness on the part of Students and Teachers, the nation has been reaping mass failure in public examinations. Arising from this, stakeholders are calling on government to provide basic facilities including ICT-driven teaching aids for the nation’s educational system (The Punch Newspaper 2012).

Therefore, the Impact of ICT in Nigeria and any other developing society especially in Anambra Secondary Schools can’t be overemphasized. It is very pertinent if one can note that technological advancement has shown lights to the dark paths of students all over the globe.

As part of the IT curriculum, learners are encouraged to regard computer as tools to be used in all aspect of their studies. In particular, they need to make use of the multimedia technologies to communicate ideas, describe projects and order information in their academic work.

It also has been shown that if some secondary schools in Ogbaru like the ones selected;Victory comprehensive secondary school Atani, Community Secondary School, Atani and Ogbaru High school, Ogbakuba advance by using ICT tools, educational development will be enhanced in the schools and student’s academic output, performance and societal impact will be on the increment. Therefore, it is important to state that government at all levels needs to do a lot in the area of ICT development on our educational sectors.

Robinson(1991:100) stated that information technology (ICT) can be used to serve three main purposes which are:

1. To deliver all or part of the learning content to learner
2. To supplement and extend content provided in a different form
3. To provide a 2 way channel of communicaton for exchange between tutors and students with their peers for feedback, debates, support and for solving learning problems.

Web-Based Intelligent Traffic Management System In Nigeria

introduction

With the increase in urbanization, many cities around the world are experiencing a very rapid growth in the number of vehicles which lead to serious traffic congestion problems. This places a greater demand on operating roadway systems with maximum efficiency. One major factor that affects the traffic flow is the management of the traffic at road intersections. Hence a good traffic management system is needed to maximize the efficiency of the traffic flow. In traditional TMS, each intersection is controlled by its own controller which sends signals to the intersection’s traffic lights for changing their states. Manuscript received June 26, 2009. This work was supported by the Deanship of scientific Research. Author is with the Department of Electrical and Electronic Engineering at the University of Bahrain. Each intersection controller works independently of other intersections’ controller with no way of being remotely controlled or monitored. Today, with the wide availability of high bandwidth internet connectivity and the miniaturizing of web servers, the process of remotely monitoring and controlling various systems became more achievable. Embedded Web Server (EWS) has emerged to simplify the design process of systems that needs to be connected to the internet for the purpose of monitor and control. Most EWS are microcontrollers that support the sophisticated and well established TCP/IP communication standard. Hence, EWS based devices (internet appliances) can be plugged into any Ethernet network, allowing users to monitor and control their embedded applications using any standard browser. This has caused a strong trend towards embedding internet capability in many different areas such as industrial control, power-supply monitoring and control, environmental monitoring , telecommunications, robotics , healthcare, home security,and many consumer electronic devices.

UTILIZATION OF COMPUTER FOR INSTRUCTION IN ELECTRONICS TECHNOLOGY IN ADEKUNLE AJASIN UNIVERSITY AKUNGBA AKOKO ONDO STATE

CHAPTER ONE

                                                              INTRODUCTION

Background of the Study

              Information and communications technology has become highly important in everyday affair among policy makers, economists, academics, general public and private organizations. Seminars, conferences and workshops are being organized every year across the world on the relevance of Information and Communication Technology (ICT) which emphasizes its importance for the society as well as individual development. Curtin (2002) opined that information and communication technology is a set of tools and application that are facilitated by electronic means to capture, store, process, transmit and display information. According to Ogechukwu and Osuagwu (2010), information and communication technology is the processing and maintenance of information and the use of all forms of computer communication network and mobile technologies to mediate information. Information and communication technology is an umbrella term that includes any communication devices or application, encompassing; radio, television, cellular, phones, computer and other network hardware and software, satellite system and among others, as well as the various services and application associated with them, such as video conferencing and distance learning.

1

              Information and communication technology is utilized in various context such as education, health care, agriculture, library among others. One of the ways by which ICT is utilized in education is through computer assisted instruction. Computer assisted instruction is the utilization of computer for instructional planning, delivery and evaluation (Aginam, 2006). The usefulness of ICT depends on the locality, culture and the particular ICT that is available and how it is configured and managed.  

The use of computer for instruction is self-learning technique, usually offline or online, involving interaction of the student with programmed instructional materials. Wikimedia (2008) expressed that computer for instruction is an interactive instructional technique whereby a computer is used to present the instructional materials and monitor the learning that takes place. Computer assisted instruction uses a combination of text, graphics, sound and video in enhancing the learning process. It uses tutorials, drill and practice, simulations, and problem solving approaches to present topics and to test students understanding. The advantage of computer assisted instruction to both teachers and students include its flexibility in the use of multiple choice question as well as the provision of immediate feedback, summary of students’ performance, exercise for practice and worksheet and text (Ajayi, 2005).

Computer assisted instruction as viewed by Ayo (2001) is the use of computer system and telecommunication equipment in information processing during classroom instruction. In the education context, it refers to various resources and tools (software) presented through computer. Some examples of ICT tools, according to Akuegwu (2011) include desktop, laptops, video machines, multimedia projectors or power point, digital cameras, internet facilities, computer networks, telephone, e-library, television programmers’ and data base among others. Today, ICT in education encompasses a great range of rapidly evolving technologies such as desktop, notebook, and local area networking, the internet, and the world wide web, CD-Roms and DVD, and applications such as word processors, spreadsheets, tutorial, simulations, electronic email, videoconferencing and virtual reality (UNESCO, 1999).

Research has indicated that the use of computers can support new instructional approaches and make hard-to-implement instructional methods such as simulation or cooperative learning more feasible (Roblyer, Edwards and Havriluk, 2004). Moreover, educators commonly agree that the use of computer has the potential to improve student learning outcomes and effectiveness if it is used properly (Wang, 2001). The use of computer, the internet and related technologies, given adequate teacher training and support, can indeed facilitate the transformation of the learning environment into a learner-centered one. The primary factor that influences the effectiveness of learning is not the availability of technology but pedagogical design for effective use of computer (Mandell, Sorge, Russel, 2002).

Nigeria, as a nation has recognized the pivotal roles of ICTs in the revitalization and the development of the country’s education system. This recognition brought about the development of specific ICT related policies so that the country’s education system could harness the potentials of ICT for instruction in Nigerian schools. The first holistic attempt at introducing ICT in all facets of the country’s life was the approval by the Federal Government of Nigeria of National Policy on ICT in 2001. The Nigerian National Policy for Information Technology (2001) recognized the need for ICT utilization in education. The three major objectives of using ICT in educational delivery among others include to empower the youths with ICT skills to prepare them for competitiveness in a global environment, integrate ICT into the mainstream of education and training, and the establishment of multifacet ICT institutions as centers of excellence. The document specifically emphasized the restructuring of the education system at all levels to respond effectively to the challenges and imagined impact of the information age, and in particular, the allocation of a special development fund for education at all levels of education system (Yusuf and Yusuf, 2009). In recognition of the significance of ICT in education system, several governmental and non-governmental organizations, banks and individuals have funded the implementation of ICT in Nigeria educational institutions at all levels. Some of these organizations include the Nigerian Communications Commission (NCC) and the Education Trust Funds (ETF) which operate in universities, polytechnics and colleges of education (Ogechukwu and Osuagwu 2010). Therefore, effective utilization of computer should focus on pedagogy by justifying how the technology is used in instructional process.

 Instruction methods are set of techniques and procedures used by the teacher for instructional delivery to change students’ behavior. Instruction involves the active participation of the learner in the learning processes which involves manipulating of objects, performing of experiments, asking for clarification of facts, raising of arguments and giving suggestions. Airasan (2010) explained that the instructional process involves planning, delivery and assessment. The planning of instruction involves identifying the specifications or expected learning outcomes, selecting materials to foster these expectations and organizing learning experiences into a coherent, reinforcing sequence. Allington and Johnson (2000) indicated that instructional planning is a process of the teacher using appropriate curricular, instructional strategies and resources to address the diverse needs of the students. ICT can assist in the organization and the structure of the course and course materials thereby promoting rethinking and revision of curricular and instructional strategies. Grimu (2002) stated that information communication technology has the potential for enhancing the tools and environment for learning as it allows instruction to be delivered in multiple media, motivates inquiry and exploration, and provides access to world wide information resources among others.

Instructional delivery according to Barnstein (2006) is a process of logically presenting instruction in line with the subject theme to the students. The author noted further that instructional delivery methods are designed to be as interactive as possible, emphasizing small group work using relevant and practical case studies. An important part of any teaching experience is the quality of the relationship between learners and teachers. When appropriate instructional delivery system is adopted for imparting relevant skills, knowledge and attitudes to the learners, efforts must be made by the teachers to adopt the use of the most relevant instructional delivery system (UNESCO, 1999).

Furthermore, the application of computers in education enhances the instructional delivery and access to knowledge and also improves learning and academic achievements. The use of computers encourages critical thinking and offers unlimited means of achieving educational goals. Yusuf (2005) concluded that ICT tools transform instructional delivery (teaching) and helps the teacher to be more efficient and effective, thereby increasing their interest in teaching. Computer as an ICT has impacted on the quality and quantity of teaching and learning through its dynamic, interactive and engaging processes as it provides accurate and satisfactory evaluation of students.

Evaluation is the process engaged in by teacher to determine the extent of students’ achievement. Lewy (1973) defined evaluation as a process that sets out to judge the merits and deficiencies of a particular educational program produced and administered within a particular context. Evaluation is known to serve a critical role in the curriculum, teaching and learning. It is important because it is the most reliable tool for continuous improvement in training system quality. It is also an integral part of each activity of the instructional development process including e-learning in its various forms. Becta (2003) stated that ICT gives rapid and accurate feedback to both students and teachers, and this contribute towards motivation. It also allows teachers to focus on strategies and interpretations of answers rather than spending more time on tedious computational calculations. Apart from the significance of computer and other ICT facilities in instructional delivery, the roles played by ICT in national development cannot be underestimated. The utilization of ICT tools as regards to this study is referred to utilization of computer for instructional planning, presentation and evaluation of teaching and learning outcome in electronic technology.

Electronic technology according to Collegeboard (2008) is the application of scientific knowledge in the design, selection of materials, construction, operation and maintenance of electronic equipment. According to Onifade (2005) electronic technology is designed to produce electronics personnel for power generation, transmission, distribution and utilization. The knowledge, attitude and repairing skills in electronic technology are always taught to students by the lecturers in Colleges of education with the aid of relevant instructional materials such as textbooks, tools, equipment and machines. The teaching and learning of electronic technology can be made effective through the application of computer as ICT tool.

Agyeman (2007) stated that acquisition of basic ICTs skills and capabilities have been made mandatory as part of the national minimum standard for teacher education at the Nigeria Certificate of Education level. This is as a result of government efforts to empower the teachers with ICT skills and to prepare them for global competitiveness; to integrate ICT, skills into the mainstream of education and training and most significantly the need for teachers to be versatile in the use of ICT in the contemporary knowledge. The educational reforms act of 2007, Federal Ministry of Education (FME, 2007) clearly highlighted the need to improve the quality of instruction in Nigeria schools to provide enriched learning environment; to provide more access to education, and provide the students with knowledge and skills necessary for the 21^st century work place, among others, as the motivating factor for educational reforms. It must be emphasized that information and communication technologies will assist in ensuring the achievement of these goals of the educational reforms.

            Adebayo (2011) maintained that although these ICT tools are available, lecturers in Kwara State Colleges of Education still make use of conventional resources in their instructional planning, content presentation is through chalk and blackboard and administering of question papers. The marking, grading and submission of examination results are still done in the old form instead of taking the advantages offered by modern technology. As a result of this, the completion of course work is difficult, presentation of content appears boring to the students and also lead to lateness in the submission of student continuous assessment, examination result and final result. On the part of government, this leads to waste of financial resources and unachieved educational objectives. It is in this light that teachers who are still the key to learning should develop and utilize the necessary pedagogical competencies for instructional delivery through ICT resources. Jones (2003) opined that effective learning is dependent on the will and competencies of the teacher. This implies that teachers irrespective of their status (senior and junior) must endeavour to use ICT at all levels of education including college of education because it is expected to produce students who can manipulate ICT resources effectively and impact knowledge with the proper application of ICT tools in the class. The utilization of ICT tools with reference to computer for instruction in electronics technology to year two students in Kwara state Colleges of Education is relatively low. This has resulted into weak interest of the students in learning electronic technology as a course. In addition, the teachers a times become bored when instructions are still delivered with chalk, maker and boards