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5. There is no significant effect of students‘ gender on their achievement in basic technology.
6. There is no significant effect of students‘ gender on their attitude to basic technology.
7. Treatment and computer attitude have no significant interaction effect on students‘ achievement in basic technology.
8. There is no significant interaction effect of treatment and computer attitude on students‘ attitude to basic technology.
9. There is no significant interaction effect of treatment and gender on students‘
achievement in basic technology. .
10. There is no significant interaction effect of treatment and gender on students‘
attitude to basic technology.
11. There is no significant interaction effect of computer attitude to and gender on students‘ achievement in basic technology
12. There is no significant interaction effect of computer attitude to and gender on students‘ attitude to basic technology.
13. The 3-way interaction effect of treatment, computer attitude and gender on students‘ achievement in basic technology is not significant.
14. The 3-way interaction effect of treatment, computer attitude and gender on students‘ attitude to basic technology is not significant
5.2 Implications of the Findings
The findings of this study reveal that mean scores of teachers in the experimental group was not significantly different from those in the control group (Table 4.1).The implication of the findings is that there is need for further investigation by modifying the approach used in this study in terms of criteria for selecting the teachers and duration of the training.
The ICT-based instructional approach in the second phase of this study is effective because it enhanced meaningful learning and mastery understanding as a result of providing real-life experiences to the learners in the classroom in the absence of use of life materials and equipment in the basic technology workshop. Many basic technology teachers have been finding it difficult to expose their students to practical aspects of basic technology content due to lack of materials and equipment and over
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population of students in the basic technology classrooms. This is a pointer to the urgent need to integrate ICT-based instructional approach which has the potential to create virtual learning environment to solve the problem of teaching the subject in abstract and improve students‘ learning outcomes in basic technology. This therefore, calls for alternative approach or intervention to facilitate teachers‘ positive attitude to integration of ICT in basic technology classroom. There is need to intimate them with innovative approach of teaching the subject and particularly with the use of ICT-based instructional approach in basic technology classrooms.
In summary, the results of this study have shown the need for use of ICT-based instructional approach to improve students‘ achievement in and attitude to basic technology. There is a need for prompt attention of stakeholders in education to integrate ICT-based instructional approach while discouraging the use of conventional instructional approach.
5.3 Conclusion
Among several attempts made to improve students‘ achievement in and attitude to school subjects, a shift in the way teachers teach and the way students learn has been emphasised. The need for alternative approach or intervention to facilitate teachers‘ positive attitude to integration of ICT in basic technology classroom on one hand and to improve students‘ achievement in and attitude to basic technology through the use of ICT-based instructional approach on the other hand have been found very necessary. It can be concluded from the findings of this study that ICT-based instructional approach facilitates better achievement in and attitude to basic technology than conventional instructional approach.
Teachers‘ computer attitude was seen not to have determined their classroom integration of ICT and students‘ learning outcomes. There is need for more awareness of the importance of computer and ICT literacy among teachers and students to improve their computer attitude.
ICT-based instructional resources enhanced students‘ achievement in and attitude to basic technology because the study shows that it yielded significantly better result than conventional instructional resources.
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Based on the findings of this study, the following recommendations are made.
There is need for modified approach or alternative intervention to facilitate teachers‘
positive attitude to classroom integration of ICT. Sustainable ICT-based resources should be provided and used to promote ICT-based instructional approach in basic technology classrooms to enhance better learning outcomes of students.
The institutions involved in training of teachers such as colleges of education and faculty of education in the universities should review the curriculum of the pre-service teachers to equip them with required skills that can facilitate ICT integration in basic technology classroom.
Workshops and seminars should be organised by the Teaching Service Commission for re-training of in-service basic technology teachers to equip them with necessary ICT knowledge and integration skills that can improve students‘
achievement in and attitude to basic technology.
Computer education curriculum at JSS level should be modified to have direct impact on students‘ computer literacy and attitude. This can be done by including instructional contents and practical ways of using ICT tools for instructional purposes in computer education curriculum at JSS level. Curriculum planners and textbook writers should incorporate integration of ICT into classroom implementation of the curriculum as medium of instructional delivery with clearly spelt out guide for teachers.
5.5 Limitations of the Study
It has been noted that certain factors can be seen as a limitation to the generalisation of the results of this study. These limitations included the fact that the study was carried out with small number of teachers in six schools in three Local Government Areas (LGAS) of Ogun State. In addition, the experiment was carried out using six selected maintenance concepts in basic technology at Junior Secondary II (JSS II) in which intact classes were used because the researcher could not randomise the assignment of students to treatment and control group. Therefore, any generalisation drawn from this study should be considered with caution.
Notably, among other moderator variables, only computer attitude and gender were used whereas, it is possible that other intervening variables could limit the extent
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of generalisation of the findings of this study. In the first phase of this study, teachers with medium and high computer experience were selected whereas; the result could be different if teachers with only high computer experience and positive perception were used. Further, the scope of this study is limited by time as a period of thirteen weeks used in conducting this study may as well influence its generalisation.
Regardless of the discussed limitations, it is hoped that the findings of this study would serve as foundation for further studies in the area of ICT-based instructional approach and its proper utilisation for effective teaching and learning of basic technology in JSS.
5.6 Suggestions for further studies
In view of the limitations of this study, the following suggestions are made for further studies.
The study should be replicated and cover more concepts, participants, schools, LGAS and states of the federation. This will make findings of such study to be more general sable. In addition, the study could be replicated using only teachers with high computer experience.
The study could be replicated covering more period of time to allow the teachers and students to get more acquainted with ICT-based instructional approach.
Lastly, more variables such as teacher educational qualification, teaching experience, academic ability and areas of specialisation could also be brought into similar study.
5.7 Contribution to Knowledge
• The findings of this study have shown that ICT-based instructional approach did not significantly improve teachers‘ attitude to classroom integration of ICT in basic technology classroom.
• Further, teachers‘ computer attitude and gender did not influence their attitude to classroom integration of ICT.
• This result has provided basis for curriculum innovation in training and re-training of in-service teachers in providing and motivating them to classroom integration of ICT and to guide institutions intending to integrate ICT in the classroom to make a wise decision.
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• The ICT-based instructional resources in the second phase of this study was effective in improving students‘ learning outcomes in basic technology through provision of video-based learning experiences in the basic technology classrooms.
• Classroom use of this approach will improve the poor students‘ achievement in and attitude to basic technology in JSS.
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