EXTENT OF USE OF COMPUTER APPLICATION BY SCIENCE TEACHERS IN SECONDARY SCHOOLS

EXTENT OF USE OF COMPUTER APPLICATION BY SCIENCE TEACHERS IN SECONDARY SCHOOLS

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BACKGROUND OF THE STUDY

The rapid advances in technological technology have brought about significant developments in many facets of human existence. People, for example, are able to simply pay their taxes, get information from a variety of nations in an instant, and even acquire money or make payments without having to travel to work or the bank. The educational institutions of today, fully aware of the effects that new technologies have on the workplace and day-to-day life, are understanding to redesign their programs and the activities that take place in the classroom in an effort to close the technology gap that exists between the two eras in terms of teaching and learning. According to Tomei (2005), for this process to be successful, effective integration of technologies, particularly computers, into the already existing context is required. This is necessary in order to provide students with knowledge of subject areas, to develop active learning, and to increase professional productivity.

The majority of today's classes include the use of computers as a means to enhance student learning. The use of computers and other digital technologies in classrooms is becoming an increasingly important factor in (Papadouris & Constantinou, 2008). The use of information and learning technology (ICT) has been proven by researchers to offer a number of educational benefits, including but not limited to: (Mumtaz, 2000).

The most significant benefits of computer-aided instruction, in the opinion of the teachers, are the supply of different teaching methods and the giving of rapid feedback to the students (Wang & Chan, 1995). According to Azarmsa (1991), computer-supported instruction (CST) refers to the practice of using teachers in the classroom to facilitate learning via the use of interactive methods. More and more commonly, teachers are turning to instructional approaches that are supported by computers in order to encourage more engagement from students in learning activities and to expand students' access to educational resources (Yaman, 2007).

Teaching science is one of the developments that has profited from the growth of computer technology maybe more than any other subject (Ogunkola, 2008). There is no denying the need of incorporating ICT into the education of science. Wherever there is a preponderance of investigative science, there are applications of information and communications technology that can either support "live" bench work or some that can replace it, offering a virtual system to explore using the same principles as in the laboratory (McFarlane & Sakellariou, 2002).

According to a number of studies (Aiello & Wolfe, 1980; Akcay, Tüysüz, & Feyziolu, 2003; Bayraktar, 2002; Demirciolu & Geban, 1996; Park, Khan, & Petrina, 2009), CST is more effective than traditional teaching approaches in improving students' academic performance in the field of science education. In addition, a number of research (Akcay et al., 2003; Park et al., 2009; Schank, 1994; Yenice, 2003) found that computer-supported science education had a beneficial effect on students' attitudes toward science education. According to Yumuak and Aycan (2002), the use of CST in science education not only boosts students' interest in the subject but also reduces the amount of time teachers and students need to spend on instruction. Computer- aided instruction has the potential to benefit students in science courses who are not as successful academically, and it may also boost the number of students enrolling in science lessons (Park et al., 2009). Students also get a deeper conceptual understanding thanks to CST (Flick & Bell, 2000; Schank, 1994).

It is heartening that we have shown that interactive physics education and instructional methodologies lead to improved classroom outcomes when compared to traditional instruction, as stated by Redish and Steinberg (1999). In addition to this, it was discovered that the CST was more efficient than the traditional method in correcting the misunderstandings that students had about photosynthesis (Kose, Ayas, and Ta, 2003).

​​​​​​​STATEMENT OF THE PROBLEM

According to the findings of a research organization based in the United States, computer-based technology ought to be incorporated into the framework of the subject matter that constitutes science, and it is recommended that science education make use of the distinctive qualities of computer technologies (National Research Council, 1996). Therefore, research unequivocally demonstrates that a productive partnership between science education and computer technology has been established in the 21st century (Flick & Bell, 2000).

​​​​​​​OBJECTIVES OF THE STUDY

The broad aim of this study is to examine the extent of use of computer application by science teachers in secondary schools. Specifically, other aims of this study are:

1. To determine whether science teachers use computer applications in teaching.
2. To examine the extent computer application is used by science teachers in secondary schools.
3. To examine the types of computer applications used by science teachers in secondary schools.
4. To find out the challenges of using computer applications by science teachers in secondary schools.

RESEARCH QUESTIONS

The following research questions will be answered in this study:

1. Do science teachers use computer applications in teaching?
2. To what extent is computer application used by science teachers in secondary schools?
3. What are the types of computer applications used by science teachers in secondary schools?
4. What are the challenges of using computer applications by science teachers in secondary schools?

RESEARCH HYPOTHESES

The following null hypotheses will validate this study:

H01: Science teachers do not use computer applications in teaching.

H02: The extent of use of computer applications by science teachers in secondary schools is not high.

​​​​​​​SIGNIFICANCE OF THE STUDY

It is hoped that the findings of this study will provide necessary information that will enhance computer applications and programs use by teachers in secondary schools.

Furthermore, the findings will also be relevant to the education sector and policy makers as the findings of this study will prompt the creation of effective policies that will incorporate the use of computer technologies by both students and teachers in secondary schools. Finally, the research will serve as a fuel of new reasoning and further research work on the extent of use of computer application by science teachers in secondary schools students, lecturers and the general public.

​​​​​​​SCOPE OF THE STUDY

This study focuses on the extent of use of computer application by science teachers in secondary schools. Specifically, this study focuses on determining whether science teachers use computer applications in teaching, examining the extent computer application is used by science teachers in secondary schools, examining the types of computer applications used by science teachers in secondary schools and finding out the challenges of using computer applications by science teachers in secondary schools. The study will be delimited to some selected secondary schools in Enugu metropolis,  Enugu State.

​​​​​​​LIMITATIONS OF THE STUDY

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

​​​​​​​DEFINITION OF TERMS

Computer applications: An application program is a computer program designed to carry out a specific task other than one relating to the operation of the computer itself, typically to be used by end-users. Word processors, media players, and accounting software are examples of. The collective noun refers to all applications collectively.

Science teachers: Science teacher provides instruction and guidance to help students explore and understand important concepts in science, including problem-solving and how to gather evidence to support ideas or decisions. Science teachers create lesson plans, present science demonstrations, and grade tests and assignments.

​​​​​​​ORGANIZATION OF THE STUDIES

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the  review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study,  sample size determination,  sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

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