Computer Assisted Learning For Enhancing Mastery Of Concepts In Science

Sharon Anyango Onditi, Stephen Oloo Ajwang

Abstract


This study examined the effects of Computer Assisted Learning (CAL) on the mastery of Science concepts by learners in universities. Teaching and learning of Science concepts present learners with numerous challenges. Of critical concern is the negative perception by learners that Science based subjects are difficult, thus contributing to widespread poor performance by the learners in the national examinations and subsequently poor choice of the subject in the universities. Solomon Four Group experimental design was employed for the study. The target population comprised all first-year students taking science subjects in 8 universities in western Kenya. A sample size of 335 students was determined using Krejcie & Morgan table (1970). The universities were divided into two forming experimental and control groups.  The study was carried out in 4 months spanning 16 weeks where pretest was administered after the first 8 weeks of conventional teaching and post-test administered after the next 8 weeks of treatment. Pretest and post-test Science Achievements Test (SAT) on two topics, digestive system and light and optics, were designed and administered by the respective lecturers, and scores recorded. Piloting was carried before the use of the instruments, and a reliability coefficient of 0.85 on SAT was recorded.  Data were analyzed using t-test one-way ANOVA. The study found that 171 students taught using CAL achieved significantly higher scores in SAT compared to164 students taught through conventional methods with a mean gain of 2.851. The study demonstrated that CAL enhanced active manipulation of content and promoted interaction with content, and gave reality to abstraction. The study may be significant to educationists, lecturers, researchers, and policy makers as it provides insight on the benefits of applying Computer Assisted Learning in Science Education. 


Keywords


Computer-Assisted Learning; Learners; Achievement Test; Science Concepts; Universities

Full Text:

PDF

References


Abrahams, I., & Reiss, M. J. (2012). Practical work: Its effectiveness in primary and secondary schools in England. Journal of Research in Science Teaching, 49(8), 1035– 1055.

Abudu, K.A. & Gbadamosi, M.R. (2014). Relationship between teacher’s attitudes and learner academic achievement in senior secondary school chemistry. A case study of 126 Ijebu-Ode and Odgbolu Local Government area of Ogun State. Wudpecker Journal of Educational Research, 3(3):35-43

Ainley, J., & Engers, L. (2007). Learner use of, and engagement with, information technology. Curriculum Corporation. https://research.acer.edu.au/digital_learning/11

Andae, G. (2019). KCPE scores drop on the back of low marks in Science. Business Daily. Retrieved from https://www.businessdailyafrica.com/news/KCPE-scores-drop/539546-5353786-n298x7/index.html

Bayrak, B. K. & Bayram, H. (2010). The effect of computer aided teaching method on the learners’academic achievement in the Science and technology course. Procedia Social and Behavioral Sciences. 9. 235–238

Ben-Ari, M. (2001). Constructivism in computer Science education. Journal of Computers in Mathematics and Science Teaching, 20(1), 45-73.

Black, T.R., Atwaru‐Okello, D., Kiwanuka, J., Serwadda, D., Birabi, O., Malinga, F., Biumigishu, A., & Rodd, A. (1998). Science education in Uganda: progress and possibilities. International Journal of Science Education. 20(2). 239-252. https://doi.org/10.1080/0950069980200208

Bond, M., & Bedenlier, S. (2019). Facilitating Learner Engagement Through Educational Technology: Towards a Conceptual Framework. Journal of Interactive Media in Education, 2019(1): 11, pp. 1–14. DOI: https://doi.org/10.5334/jime.528

Bryson, C., & Hand, L. (2007). The role of engagement in inspiring teaching and learning. Innovations in Education and Teaching International. 44(4). 349-362. doi: 10.1080/14703290701602748

Buindi, B. (2013). Kenya Certificate of Secondary Education, Examination Results Released by Minister of Education. Daily Nation, Nairobi: Nation Media Group Ltd.

Cakiroglu, U., & Yilmaz, H (2017) Using Videos and 3D Animations for Conceptual Learning in Basic Computer Units. Contemporary Educational Technology. 8(4), 390-405 390,

Carmichael, E., & Farrell, H. (2012). Evaluation of the Effectiveness of Online Resources in Developing Student Critical Thinking: Review of Literature and Case Study of a Critical Thinking Online Site. Journal of University Teaching and Learning Practice, 9(1), 4.

CEMASTEA (2017). Revealed: The Force Behind Learners’ Performance in Science Subjects. Retrieved From https://www.cemastea.ac.ke/index.php/component/k2/item/236-revealed-the-force-behind-learners-performance-in-Science-subjects

Dina, T., Ciornei, S. (2013). Education Facing Contemporary World Issues the Advantages and Disadvantages of Computer Assisted Language Learning and Teaching for Foreign Languages. 5th International Conference EDU-WORLD 2012. Procedia - Social and Behavioral Sciences. 76(2013). 248 – 252 doi: 10.1016/j.sbspro.2013.04.107

Fafchamps, M., & Mo, D. (2018). Peer effects in computer assisted learning: evidence from a randomized experiment. Exp Econ. (21) 355–382. https://doi.org/10.1007/s10683-017-9538-z

Galang, N. M., & Galang, E. G. (2017). Computer Aided Tool in Science for Kindergarten Pupils. Computer Science and Engineering. 7(2): 45-51. DOI: 10.5923/j.computer.20170702.02

Hamilton, M., Mahera, W.C., Mateng’e, F.J., & Machumu, M.M. (2010). A needs assessment study of Tanzania Science education. Dar es Salaam, Tanzania: The Economic and Social Research Foundation

Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., Velle, L., McFarlane, A., Ruthven, K., Winterbottom, M. (2007). Pedagogical approaches for technology-integrated Science teaching. Computers & Education. 48.137-152.

Hopson, M. H., Simms, R. L., &. Knezek, G. A. (2001). Using a Technology-Enriched Environment to Improve Higher-Order Thinking Skills. Journal of Research on Technology in Education. 34(2). 109-119.

Jesuraja, B. (2015). Importance of Computer Assisted Teaching & Learning Methods for Chemistry. Science Journal of Education. Special Issue: Science Learning in Higher Education. 3(4-1).11-16. doi: 10.11648/j.sjedu.s.2015030401.13

Keengwe, J., & Onchwari, G. (2008). Computer technology integration and learner learning: Barriers and promise, Journal of Science Education and Technology. 17:560-565.

Kibet, K., Mbugua, Z.K., Muthaa, G.M. & Nkonke, G.R. (2012). Factors contributing to learners’ poor performance in Mathematics at Kenya Certificate of secondary education in 130 Kenya: A case of Baringo County, Kenya. American International Journal of Contemporary Research. 2(6):87-91

Kothari R, (2004). Research methodology; methods and techniques. New Delhi, K.K Gupta

Krejcie R. V. & Morgan D. W. (1970). Educational and Psychological Measurement. 30, 607-610.

Majo, S., (2016). Factors Influencing Poor Performance in Science Subjects in Secondary Schools in Shinyanga Municipality, Munich, GRIN Verlag, https://www.grin.com/document/383487

Maltese, A.V., & Tai, R.H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S students. New Jersey: Wiley Periodicals, Inc. 22

Millar, R. (2004). The role of practical work in the teaching and learning of Science. Paper prepared for the meeting: High school Science laboratories: Role and vision. Washington, D.C.: National Academy of Sciences.

Muzah, P. (2011). An exploration into the school-related factors that cause high matriculation failure rates in Physical Science in public high schools of Alexandra Township. Unpublished Master of Education dissertation. Pretoria: University of South Africa.

Mynbayeva, A., & Sadvakassova, Z., & Bakhytkul Akshalova, B. (2017). Pedagogy of the Twenty-First Century: Innovative Teaching Methods, New Pedagogical Challenges in the 21st Century - Contributions of Research in Education, Olga Bernad Cavero and Núria Llevot-Calvet, IntechOpen, DOI: 10.5772/intechopen.72341. Available from: https://www.intechopen.com/books/new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education/pedagogy-of-the-twenty-first-century-innovative-teaching-methods

OECD (2016). Programme for International Learner Assessment (PISA) Result from PISA 2015.

Olatunde, Y. P. (2009). Learners' attitudes towards Sciences and academic achievement in some selected secondary schools in Southwestern, Nigeria. European Journal of Scientific Research, 36: 336-341.

Omondi, O.J., (2013). Factors Influencing the Choice of Science Subjects in Kenya’s Secondary Schools: A Case Study of Langata High School in Nairobi County. Unpublished post diploma research project. University of Nairobi. Nairobi. Kenya

Sahin, S. (2006). Computer simulations in Science education: Implications for Distance Education. Turkish Online Journal of Distance Education. 7(4)

Sharma, R. (2017). Computer Assisted Learning – A Study. International Journal of Advanced Research in Education & Technology. 4(2). 102-105

Solomon, R. L. (1949). An extension of control group design. Psychological Bulletin, 46, 137–150.

Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science. 12 (2): 257–285. CiteSeerX 10.1.1.459.9126. doi:10.1207/s15516709cog1202_4.

Sweller, J. (2012). Human cognitive architecture: Why some instructional procedures work and others do not. In K. Harris, S. Graham & T. Urdan (Eds.), APA educational psychology handbook. 1. 295– 325). Washington, DC: American Psychological Association.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. NY: Springer.

Tareef, A. B. (2014). The Effects of Computer-Assisted Learning on the Achievement and Problem-Solving Skills of the Educational Statistics Learners. European Scientific Journal. 10(2). 271-279

Troisi, J.D. (2014). Making the grade and staying engaged: The influence of learner management teams on learner classroom outcomes. Teaching of Psychology. 41(2), 99-103. doi:10.1177/0098628314530337

U.S. Department of Education (2017). Reimagining the Role of Technology in Education: National Education Technology Plan Update. Washington, D.C.

UNESCO (2012). ICT in Primary Education Analytical survey. UNESCO Institute for Information Technologies in Education

UNESCO. (2005). Towards knowledge societies. UNESCO.




DOI: https://doi.org/10.31098/ijrse.v2i2.382

Article Metrics

Abstract view : 63 times
PDF : 22 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Sharon Anyango Onditi, Stephen Oloo Ajwang

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

PUBLISHED BY:

RESEARCH SYNERGY FOUNDATION & FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITAS TERBUKA INDONESIA

International Journal of Research in STEM Education (IJRSE)

Mailing Address: 
Research Synergy Foundation
Jalan Nyaman no 31 
Komplek Sinergi Antapani 
Bandung 40291 - Indonesia. 

Faculty of Teacher Training and Education Universitas Terbuka Indonesia 
Jl. Pd. Cabe Raya, Pd. Cabe Udik, 
Kec. Pamulang, Kota Tangerang Selatan, 
Banten 15418. 
Phone: (021) 7490941. 

Email:ijrse@journals.rsfpress.com

 

The International Journal of Research in STEM Education (IJRSE) is indexed by:
 
   
 
 
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.