CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND TO THE STUDY

In this 21st century, the term “technology” is an important issue in many fields including

education. This is because technology has become the knowledge transfer highway in most

countries. Technology integration nowadays has gone through innovations and transformed our

societies that has totally changed the way people think, work and live (Grabe, 2007). As part of

this, schools and other educational institutions which are supposed to prepare students to live in

“a knowledge society” need to consider ICT integration in their curriculum (Ghavifekr, Afshari

& Amla Salleh, 2012).

Integration of Information, Communication, and Technology (ICT) in education refers to

the use of computer-based communication that incorporates into daily classroom instructional

process. In conjunction with preparing students for the current digital era, teachers are seen as

the key players in using ICT in their daily classrooms. This is due to the capability of ICT in

providing dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2012).

While, the aim of ICT integration is to improve and increase the quality, accessibility and cost-

efficiency of the delivery of instruction to students, it also refers to benefits from networking the

learning communities to face the challenges of current globalization (Albirini, 2006, p.6).

Process of adoption of ICT is not a single step, but it is ongoing and continuous steps that fully

support teaching and learning and information resources (Young, 2003).

The development and generalization of technology development has affected the function

of educational institutions and a need to raise technology-user individuals for many fields with

industry at the top has emerged (Akpinar, 2003). Also, it is seen that increasing the use of

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hardware and software in the field of education positively affected learning environment after

1980s (Akkoyunlu, 1995). In this sense, it is observed that educational environments have also

changed after 1980s with the increase in computer equipment and software (Akkoyunlu, 1995).

Multimedia is multi-sensory that stimulates multiple senses of the audience at a time. Its

interactive nature enables teachers to control the content and flow of information. In Pakistan,

the use of multimedia in classroom teaching is very limited due to multiple reasons. These

reasons include high cost of multimedia, computers, and other related infrastructure, and lack of

computer-literate teachers and technical staff. Teachers’ attitude towards its use is another

problem. Gilakjani (2012) mentioned three reasons and the rationale for the use of multimedia in

the classroom. According to him, its use increases students’ interest level, enhances their

understanding, and increases their memorizing ability. There are different learning styles for

different students and multimedia provides a variety of learning styles at the same time to cater

for the requirement of different students and address individual differences.

However, it is generally used to refer to computer-based multimedia today. In the

multimedia definition of Brook (1997), on the other hand, the use of platforms like movies,

slides, music and light for purposes such as education or advertisement are emphasized.

In summary, it could be stated that multimedia is composed of computer platforms where

written media is presented with audial, visual and animation media, and high definition and

graphs are set (Maddux et al., 2001).

The researchers intends to study the effect of Computer technology and multimedia

teaching techniques on Office Technology and management students Academic performance

with reference to The Polytechnic, Ibadan students.

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 1.2 STATEMENT OF THE PROBLEM

Technology-based teaching and learning can make many changes in academic

environment which requires for proper planning and policy making. Researchers and

policymakers must both have the same insight about the future plan. Dudeney (2010) noted that

national ICT policies can serve several crucial functions.

However, infrastructure and facility of ICT is then needed to supply to the schools

throughout the nation. A key factor in use of ICT is sufficient computer labs and ICT equipment.

This is to ensure that subject teachers are easily access to ICT tools whenever needed (Hennessy,

Ruthven, & Brindley, 2005). Lack of adequate ICT equipment and internet access is one of the

key problems that schools specifically in rural areas are facing now.

In most institutions, technical difficulties sought to become a major problem and a source

of frustration for students and lecturer which lead to cause interruptions in teaching and learning

process. If there is lack of technical assistance and no repair on it. The effect is that lecturers will

be discouraged from using computers because of fear of equipment failure since they are not

given any assistance on the issue. These problems include low connectivity, virus attack and

printer not functioning. However, there are a few exceptions.

1.3 OBJECTIVE OF THE STUDY

The objective of the study is to find out the effect of computer technology and multimedia

teaching techniques on office technology management students. Main objectives are as follows:

i. To understand the concept of computer technology and multimedia teaching techniques.

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 ii. To compare the performance of student when multimedia teaching techniques was used with

when not used.

iii. To examine use of computer technology and multimedia teaching techniques on

developmental path in student academic performance.

iv. To explore the importance of computer technology and multimedia teaching techniques.

v. To recommend possible solutions to challenges facing computer technology and multimedia

teaching techniques.

1.4 RESEARCH QUESTIONS

i. What are the relationship between computer technology and multimedia teaching

techniques and students academic performance?

ii. What are the effect of computer technology and multimedia teaching techniques on office

technology and management students?

iii. What are the relevance of computer technology and multimedia teaching techniques on

office technology and management students?

1.5 RESEARCH HYPOTHESIS

H01: There is no significant relationship between computer technology and multimedia teaching

techniques on students academic performance.

H02: There is no significant difference between effect of computer technology and multimedia

teaching techniques on students academic performance.

H03: There is no significant difference between multimedia-based teaching and traditional

instruction on student academic performance.

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1.6 SIGNIFICANCE OF THE STUDY

The study is to examine what effect of computer technology and multimedia teaching

techniques on office technology management student’s academic performance. The study will be

of benefit to institution and researchers on their perception towards the concept.

It will be of benefit to the Institution by making the students, lecturers and those concerns

with design of curriculum, time table schedule and class activities of the student to have little

work to do. It will also be of benefit to lecturers in such a way that, they can teach at the comfort

of their place without stressing of going up and down in the class room.

It be of benefit to student because student will listen and watch the lectures online and

have the materials downloaded which will give chance to revisit or listen to it over and over.

1.7 DELIMITATION OF THE STUDY

The study is to examine the effects of effect of computer technology and multimedia

teaching techniques on office technology management students academic performance. The

research will be carried out with the use of questionnaires and will be quantified with the use of

statistical procedures:

1.8 OPERATIONAL DEFINITION OF TERM

Information: Feeling reluctance by some of the respondents to answer the questions as desired

by the researcher that is uncooperative character of the staffs of local government.

Effect: a change which is a result or consequence of an action or other cause

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Multimedia is multi-sensory that stimulates multiple senses of the audience at a time.

Multimedia is the use of a computer to present and combine text, graphics, audio, and video with

links and tools that let the user navigate, interact, create, and communicate.

Technology refers to methods, systems, and devices which are the result of scientific knowledge

being used for practical purposes

Computer is an electronic machine that can store and deal with large amounts of information.

Computer technology is the activity of designing, constructing, and programming computers.

Computer technology directly correlates with information technology. Computer technology

encompasses a developing list of different software programs and devices

Academic Performance is the measurement of student achievement across various academic

subjects. Teachers and education officials typically measure achievement using classroom

performance, graduation rates and results from standardized tests.

Student is primarily a person enrolled in a school or other educational institution and who is

under learning with goals of acquiring knowledge, developing professions and achieving

employment at desired field.

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 CHAPTER TWO

LITERATURE REVIEW

2.0 CONCEPTUAL FRAMEWORK

A multimedia application is a creative presentation of a combination of media such as

sound, graphic, text and animation. The development of such applications supports education

system by improving knowledge sharing process and at the same time influence people to think

creatively. There are many multimedia applications in the market that serve for educational

purposes that can be used freely or with some fees. Each application has certain area or subject

taught which is following a certain syllabus and the syllabus may vary for different courses.

Currently, department of computer science in UiTM Negeri Sembilan has developed three

multimedia applications which are Greenfoot, Visualization makes Array Easy (VAE) and e-

Tajweed for education purpose. Different approaches are used to develop the application;

nevertheless, the feedbacks from users are reasonably good. The objective of this paper is to

compare the development process of the three applications in terms of constructivist approach;

integration of formal and informal activities; integration of social learning and the delivery hours

needed for the teaching and learning process in order to identify the best approach that can be

used to develop multimedia application for educational purposes.

Multimedia is called effective in education. Multimedia provides easiness and facilities in

education. Thanks to multimedia practices, students can learn brand new information. Dwyer

states that students can gain the knowledge and information that would be impossible to getting

traditional ways besides they could find the opportunity to prepare their own products with

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multimedia technique (1993, translated by Çeliköz, 1998). As a result, it could be asserted that

the use of multimedia possesses the aim of helping students with different skills and learning

styles. Also, Dwyer points out that multimedia providethe opportunity for every student to work

individually. In other words, a student can work on the subject(s) she/he believes she/he needs to

in the way she/he desires (Dwyer, 1993; trans by Çeliköz, 1998). Also, it can be observed that

multimedia gains authenticity and variety in learning and instruction. Semerci (1999)

expressesthe fact that the message via multimedia reaches the receivers in various ways andthus,

it provides a richer learning environment. The subjects being taught could be transmitted to the

students with web-based audio, visuals, video and animations in a way that could not be taught in

classrooms authentically with other techniques. This way, closeness to reality could be provided

and complete learning could be achieved (Semerci, 1999). Also, multimedia eases education in

terms of data used, storage, share and transportation of the visual and non-visual written

material, graphs, audios and other materials (Bitter, 1989; cited in Semerci, 1999). Moreover,

multimedia creates a familiar, various, economic and practical environment in education(Uşun,

2000). Another contribution multimedia makes into education is the increase in academic

achievement of the students. When compared to traditional instruction, multimedia use increases

the academic achievement of the students. The use of multimedia affects education positively

when designed properly compared to traditional instruction, in terms of academic achievement

(Akkoyunlu and Yılmaz, 2005).From the literature, it could be asserted that multimedia use eases

and objectifies learning as it presents more than one technological factor to the learner and it

addresses more than one emotion of the receiver.

For the purpose of this study in light of ICT integration to enhance a quality teaching and

learning experience in schools , two theories of Diffusion of Innovations by Rogers (2003) and

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Technology Acceptance Model (TAM) by Davis (2003), has been identified and adapted to the

research setting as the conceptual framework for this research (Figure 1). Rogers’s theory stated

as the process by which an innovation is communicated through certain channels and over time

among the members of a social system. The process will starts with “knowledge” ofthe first

channel that represents characteristics of the decision making unit by the ICT users in order to

integrate the technology. And it ends with “confirmation” by the users to accept the technology

and integrate it accordingly. The TAM theory comprises of various parts which is representing

the process of ICT acceptance by the users including; behavioral intension, perceived usefulness

and perceived ease of use. While, perceived usefulness refers to the degree to which person

believes on the benefit from the use of a particular technologyby improving the job performance,

perceived ease of use refers to the importance of a technology in being user-friendly for the

users.Generally, TAM theory was developed to measure the effectiveness orsuccess of a

technologyin helping understanding the value and efficacy of a particular system. It is also

considered as one of the most influential theories in contemporary information systems research.

However, the theory has evolved with more specific variables explaining how a user can accept a

technology over the years. The proposed framework includes various factors directly associated

with the core aim of the study that explains how knowledge and perceptions will affect the

perceived usefulness and ease of use of ICT integration. The factors embedded in the conceptual

framework have been meticulously interlaced, so that the interrelationship among them

constitutes to measure their effectiveness on ICT integration by teachers. However, intension to

integrate ICT by teachers is the main variable that supports the key elements in the above

framework such as ease-of-use, functionality, flexibility, accessibility and integration. In

addition, the intention of teachers to use the technology is strongly influenced by their

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perceptions on usefulness of the system as well as perceived ease of use and determines their

actual use of ICT. The proposed framework has guided this research in investigating the factors

affecting the technology integration by school teachers.

2.1.1 Integration of ICT in classroom

The integration of ICT in classroom is getting more important as it help student in

enhancing their collaborative learning skills as well as developing transversal skills that

stimulates social skills, problem solving, self-reliance, responsibility and the capacity for

reflection and initiative. All these elements are core values that students need to achieve in an

active teaching and learning environment (Ghavifekret al., 2014). Similarly, in Malaysia the

government has implemented the integration of ICT in learning and teaching process in early

1970’s. This is due to the importance of technology literate which produce critical thinking

workforce to face and involve the country in the global economy (Hamidi, Meshkat, Rezaee,

&Jafari, 2011).Accordingly, many schools were upgraded with computer’s lab, the internet

connection, smart white boards, LCD and other ICT tools and equipment. Despite all these, the

problem faced was the teachers’ skill and aptitude, technical support and stability of the system

in order to implement the policy successfully. However, the government is still improving and

upgrading the systems to be fully utilizing by ICT. As a developing country, exploration of the

factors that affecting Malaysian teachers’ ICT usage in schools can help to increase the

integration of ICT in country’s teaching and learning process.

The Ministry of Education launched a comprehensive review of the education system in

Malaysia in October 2011. In order to raise the education standards, government developed a

new national education blueprint; the latest one is the Education Blueprint 2013-2025. This

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blueprint provides the plan for the sustainable educational transformation of the Malaysia

education system until 2025 (Ministry of Education, 2012). This document also includes the plan

to raise the role of ICT in the whole education system. In order to complete the transformation

mission, Blueprint proposed 11 strategic and operational shifts. ICT has been mentioned on the

7thshift , which requires scaling up quality learning in Malaysia by providing internet access and

virtual learning environment via 1BestariNet for all schools in Malaysia by 2013 (Ministry of

Education, 2012). It ensures possibilities of maximizing the implementation of ICT for self-

guided learning.

In line with global attempts on the deeper needs of educational performance,

incompetence of teachers and inadequateness of hardware and software was also recognized by

the Malaysian education authority (Education and Manpower Bureau, 2008). It indicates that the

ICT culture in schools should be improved with using ICT among teachers in terms of training

(Hussain, Morgan, & Al-Jumeily, 2011).The main goal of ICT implementation in education

proclaimed the vision and missions of the government to promote ICT in education for the

following intentions:

1) To surround schools with dynamic and innovative learning environments for students to

become more motivated and creative

2) To enable students to gain wider range of knowledge and be able to access to internet for

developing a global outlook

3) To nurture students with capabilities of processing information more effectively and

efficiently

4) To develop students with attitudes and capability of life-long learning

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 The new era of ICT in education should be developed rapidly to appropriate extent in

order to matching the capability of students as well as teachers in educational experience due to

the development of new information technology. Results of a study by Abd Rahim and Shamsiah

(2008) suggest that trainee teachers in Malaysia have confidence to integrate ICT in their

teaching practices. And the male teachers are more confident than female teachers in using ICT

integration in teaching. Moreover it shows that vocational teachers are more

179International Journal of Research in Education and Science (IJRES) confident to integrate

ICT in teaching, because they can handle technical subjects and their experience enable them to

integrate ICT effectively in teaching (Abd Rahim &Shamsiah, 2008; Yunus, 2007). Furthermore,

only minority of teachers in Malaysia professionally know the basic of ICT. The majority of

them just had average knowledge in ICT, and even a group of the teachers are poor in the related

knowledge of ICTin Malaysia (Rosnaini&MohdArif, 2010). It indicates that level of ICT

knowledge among teachers is one of the key factors for Malaysia society to make successful

adoption of ICT in its education.

2.1.2 Teachers’ Belief on Technology-based Teaching and Learning

With the development of learning technologies in the late 20th century, education system

has changed rapidly. This is due to the capability of technology to provide a proactive, easy

access and comprehensive teaching and learning environment. Nowadays, Ministry of education

in all over the world has provide a lot of facilities and training in order to enhance the use of

advanced technologies in the countries’ teaching and learning process. A high budget has been

placed in order to provide the equipment needed by teachers to improve the education system.

Despite all the efforts, most of the countries are facing similar problem whereby the teachers are

not maximizing the usage of the technology provided (Albirini, 2006). This has become a serious

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matter as many previous researches have proven the usage of ICT in teaching and learning

process could improve students’ achievement (Nakayima, 2011, Jamieson-Proctor et al., 2013).

Many, researchers have taken an effort to analyses the factors that affecting teachers’ acceptance

of ICT usage in the classrooms (Capan, 2012;Virkus, 2008;Zhang, 2013;Dudeney, 2010).

It shows that, the major barrier ofthe implementation was the teachers’ belief as the

teachers are the person who implements the change in their teaching and learning process.

Moreover, previous research (Cassim&Obono, 2011)shows that the correlation of teachers’

belief and the use of ICT are high. Teachers’ role is getting more important especially in usage of

ICT in pedagogy which could increase the achievement of the students, their creativity and

thinking skills. Furthermore, a research by Chien, Wu and Hsu (2014) has shown that students in

school are having high expectation on ICT integration in classroom as the new generation are

born and grown with technologies and could be define as the digital –native phenomenon.

The younger the students, the higher their expectation are on ICT integration in

classroom. It also proved that the integration of ICT is mostly dependent on the personal factors

which define as self-perceptions. This research also shows that the acceptance of ICT of teachers

and students in classroom and outside of classroom whereby both are more likely to use

technologies outside the classroom. They found that the barriers of ICT integration in classroom

are confidence, competence and attitudes of teachers reduce the percentage of ICT integration.

Results of a previous research (Cox & Marshall, 2007) shows that teachers only need a

traditional –centered approach when developing ICT skills in the classroom. The teachers are

having high confidence and competency in using ICT in classroom even though it does not

represents the types of ICT used. This is because they believe that ICT is a tool could help in

learning process especially to relate with real life practices.

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 This factor has reform the teaching method to integrate ICT in order to create and

construct knowledge for the students. The research shows that the relationship between

competency and confidence could reflect the between training and pedagogically focused

approaches in ICT professional development. With this, the school management could make sure

that there are sufficient supports for the teachers to integrate ICT in the classroom. However,

teachers’ efficacy in urban schools changes as the years of experience of working and age of

teachers (Cuban, 2001).

It shows that the teachers’ efficacy are decreasing as the years of experience and age

increases but somehow the decrease and the efficacy belief depend on the school management.

School management here means the opportunities for collegial interaction, and the use of the

instructional resources. Schools that could provide opportunities for teachers to reflect on

teaching and learning with their colleagues and for administrators and teachers to collaborate and

communicate, as well as support the use of instructional resources. From this research, the

teachers efficacy belief is depend on the school management and culture. Therefore, if the school

has always implant the culture to change and teachers are always sent for training for upgrading

themselves, and then the integration of ICT in classroom will be easier to be enhanced in the

classroom.

2.1.3 MULTIMEDIA CLASSROOM

The time it takes to earn the degree in education today is based on an increasingly

outdated model: so many hours in a classroom entitle a student to a receipt in the form of a

grade, and so many receipts can be redeemed for acredential in the form of a degree... Education

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today is just beginning to think of shifting the basis of certification from time served to skills and

knowledge obtained.

Traditionally classroom situation is teachers stand in front of the students, giving

explanations, informing, and instructing. They usually use chalk to write something on the

blackboard. These technique needs slightly to be modified regarding with the development of the

technology. The using of multimedia in classroom cannot be denied anymore. That will make

possible for teachers giving more opportunity to students being happier and more enjoy during

the course.

Traditional classrooms have different settings from the multimedia classrooms. Students

seat in rows and a chalkboard in the front. The teacher is standing in front of the class giving a

lecture. Compared with traditional classrooms, multimedia classrooms setting differ greatly from

traditional classrooms. Traditional classrooms have the seats in rows and a chalkboard in the

front. In the multimedia classrooms, students’ seat can be modified according to the situation

needed. Inside the classrooms, all the equipment is available and makes the students feel

comfortable to study. They sit at wide tables in comfortable chairs and have plenty of room to

spread work. Furthermore, they also have the opportunity to move the furniture around for group

discussions. A large teaching station is located at the front and to one side of the room. Inside the

station cabinet there are controls for the rooms built – in equipment. The use of multimedia

described here makes use of print texts, film and Internet to develop and enhance linguistics and

knowledge. Through their interactions with multimedia texts on topic of interest, students

become increasingly familiar with academic vocabulary and language structures. As they pursue

sustained study of one content area through focus discipline research, the students become

actively engaged in the process of meaning construction within and across different media.

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 Working though the complex intermingling of meanings, embedded within different texts

encourages students to make connections as they build a wider range of schemata, which are then

available to help them grasp future texts. Using print, film and Internet as resources for studying

provides students with opportunities to gather information through stimuli that will stimulate

their imaginations, engage their interest and introduce them to the raw materials for analysis and

interpretation of both language and context.

Students develop solid foundation in several subject areas and become “content experts”

in one. Thus they greatly increase their overall knowledge base, as well as their English language

and critical literacy skills, facilitating their performance in future college courses. Although

various studies support the application of multimedia in the classroom, Liu, Jones and Hem street

(1998) point out that the design of multimedia is useful when technology is to have any effect on

learning. One of the main purposes of software in writing is to facilitate the development of

academic writing skills for students through the use of the objects matter for writing

assignments. The program is presented as a simulation game to interest and motivation. Students

using the program found themselves in the virtual world of education.

2.1.3.1 The Computer Internet

Computer technology has given us Internet, which has various uses. Dealing with

education, Internet presents the students a wide range of collection of English language texts in

many discipline departments. Before the general use of computers in colleges and universities to

teach writing, students met in a traditional classroom and were taught to write standard essay.

Instruction was personified commonly by the teachers standing behind a lectern or by the teacher

marking errors on student texts (Blair, 1997). With the rapid proliferation of the personal

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computer, many institutions of higher education created “computerized writing courses”

emphasizing word processing skills and collaborative critiquing; believing that using the

technology “democratizes the classroom discussion, allowing students to transcend the limits of

the traditional Computer technology has given us Internet, which is an electronic medium in

which both print and visual resources are invariably bound.

2.1.3.2 The Print Text

The Print text used in presenting students with sophisticated reading that contains

cognitively demanding language and introduces a wide range of vocabulary. However, these

texts may be difficult to understand. This is suggested to present in printed and visual text. By

reading print texts will the benefit of immediate visual provided by pictures or slide show. In

writing class of using multimedia, students watch the selected video novel. After watching

students are asked questions about the video and assigned essay topics, then divided into

brainstorming groups. They discuss and develop the topics in their group. They then make rough

draft before presenting in front of other groups. It is obviously that in the multimedia classroom

students are engaged to learn how to brainstorm, how to use groups for draft and how to critique

other presentations .However, to benefit from the Internet, the students have to learn to navigate

and then evaluate the information found there. The students must know how to use search

engines, web browsers, and met sites evaluate information in terms of its validity and reliability,

as well as its relevance to the topic (Carlson, 1995). Therefore to guide the students in

determining whether an Internet source is reliable and credible, students should consider the

source and time frame, as well as the evidence supporting the information provided. As the

students become more comfortable surfing the Internet, they discover it can be used to develop

not only content area knowledge but also to improve their language skills. They know how to

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compose an essay, using information from the sources they have found in the Internet; also they

learn how to cite references in a bibliography.

A study conducted by Kasper (1997) illustrate that teaching English using multimedia

such as print, film, video, Internet to students encourage them to write a critical analysis on

assignments. Overall, the students’ achievement increased significantly. 92 % of the students

passed on departmental reading and writing examinations. In addition, their feedback on

discussions is very positive. They express confidence in their ability to use English. They

attribute this improvement to the multimedia model that the texts teach them English and provide

helpful information in other courses and the film and Internet help them make material easier to

understand because they see, hear, and read about the topic.

2.1.3.3 The Film

Film can be used to provide a visual material. The students can read a print text and

watch the film later, according to Kasper and Singer (1997), the film can clarify comprehension,

consolidate concepts and reinforce learning. It is expected to the students to fully understand

both visual and verbal comprehension. By watching the complete film the students expected to

understand various areas of academic discourse such as psychology, environmental science and

others to broaden the verbal and written perspective (Kasper and Singer, 1997). A study case

from Florida International University (1994), has examined a multimedia classroom, the students

watching the video novels Tom Jones (the new six part A & E version) and The Scarlet

Pimpernel (Anthony Andrews and Jane Seymour). After viewing it, the class asked questions

about the movie and assigned essay topics, to help them the teacher asked the students to

brainstorm.

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2.2 THEORECTICAL FRAMEWORK

The use of multimedia resources in teacher education programs has grown exponentially

in recent years. The fundamental educational advantage of multimedia learning using, for

example CDROMS, videos and websites, is that these resources provide integrated visually and

linguistically rich sensory input that enhance the users’ learning experiences (Mayer, 1997).

Additionally, CDROMs or websites improve access to content materials, are cost

effective to reproduce, and can be updated easily. However, there are scant appropriate resources

available in some areas of teacher education preparation, such as science education. Thus, staff

wishing to capitalize on the educational benefits of technologically based resources may need to

develop their own resource materials. In order to optimise the success of a multimedia resource,

the development process should be informed by the principles of effective educational

multimedia resources, and the relevant pedagogical content literature.

The purpose of this paper is to present the theoretical frameworks that were used by the

authors to guide the development of a set of multimedia resources in science education. The goal

of this project was to enhance the teaching and learning of science education by undergraduate

students in early childhood and primary teacher education courses. The project team comprised

the authors (CMD, JJW) who have had extensive experience in science education throughout the

school years, and worked in pre-service and in-service teacher science teacher education

programs. The authors’ roles ncluded the design, trial and modification of resources. The more

complex technical aspects of the project were outsourced to staff with expertise and experience

in video production, CDROM development, and website design. This paper first provides

background on learning from educational multimedia and science education. It then provides an

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overview of the multimedia resources that were developed. We conclude with an evaluation of

these resources, and speculations on future directions.

2.2.1 LEARNING FROM EDUCATIONAL MULTIMEDIA

The primary purpose of educational multimedia resources is to enhance learning. Hence,

the design of these resources needs to support contemporary approaches to learning and teaching

where learners are viewed as active constructors of knowledge and teachers are facilitators of

that learning process (Fenstermacher, 1986). Such a view is antithetical to the conception of

learners as passive recipients of knowledge that is dispensed by the teacher (Fletcher & Lowe,

1993) an assumption in many educational multimedia materials. The educator’s task is to provide

students with opportunities to construct knowledge through meaningful, cognitively engaging

tasks (Glaserfeld, 1995; Wilson, 1996).

Constructivist perspectives acknowledge that the learner builds understanding by

evaluating new experiences in the light of prior knowledge. The implications for the design and

use of educational multimedia resources are that the resources need to promote active

engagement in students and avoid being simply information repositories (Grabe & Grabe, 1998).

Hence, educators need to be vigilant that the technologically based learning environments that

they design have instructional integrity. Mayer (1997) has proposed explanations for learning in

multimedia environments through his generative theory of multimedia learning:

In a generative theory of multimedia learning, the learner is viewed as a knowledge

constructor who actively selects and connects pieces of visual and verbal knowledge. The basic

theme of generative theory of multimedia learning is that the design of multimedia instruction

affects the degree to which learners engage in the cognitive processes required for meaningful

learning within the visual and verbal information processing systems.

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 Mayer’s theory is based on a theory of meaningful learning, which draws on Wittrock

and others’ work on generative theory and Paivio and others’ work on dual coding theory (See

Mayer, 1997). Generative theory contributes the understanding that “meaningful learning occurs

when learners select relevant information from what is presented, organize the pieces of

information into a coherent mental representation, and integrate the newly constructed

representation with others” (Mayer, 1997, p. 4). Dual coding theory explains that “cognitive

processes occur within two separate information processing systems: a visual system for

processing visual knowledge and a verbal system for processing verbal knowledge (Mayer,

1997, p. 4). The elements of generative theory and dual coding theory are evident in the graphic

representation of Mayer’s theory of meaningful learning in a multimedia environment.

According to Mayer, meaningful learning in a multimedia environment consists of the

learners “selecting words and selecting images from the presented material, organising words

and organising images into coherent mental representations, and integrating the resulting verbal

and visual representations with one another.

Figure 1. A generative model of multimedia learning (Mayer, 1997).

Mayer’s theory has been well supported in an extensive series of experiments with

various materials (Mayer, 1997). While Mayer’s work provides some insight learning in

instructional multimedia, he also acknowledges that technology is advancing faster than

21
knowledge of how people learn from the technology. Stemler (1997) also distinguishes between

the learning process and the technology in multimedia but argues strongly that ‘interactive

multimedia is a process, rather than a technology, that places new learning potential into the

hands of learners.

Laurillard (1999) emphasises the need to ensure that multimedia products are interactive

in that students are required to attend and discuss information thereby generating a stimulating

education experience. Mayer’s model illustrates the sensitivity of the learner to the sensory

environment and how specific information is represented, organised, and retrieved. Video-based

information represents a form of mediated information (Kozma, 1991) characterised by a

pictorial symbolic system accompanied by audio and dynamic presentation. It is manipulable in

so far as the user can stop, rewind or scan through and freeze frames at will.

Such dynamic information in which video elements, script elements (transcriptions) and

interactive questioning should provide cues that help the user develop rich mental models of the

situation depicted. This richness emerges from the considerable computational efficiency in the

processing of visual information (Larkin & Simon, 1987).

The implications for designers of instructional multimedia are that the learning process

should be foremost in the design process, and the technology should be used selectively to

enhance the learning process. According to Stemler (1997), successful instructional multimedia;

(a) Gets the learner’s attention,

(b) Helps the learner to find and organise pertinent information, and

(c) Helps the learner to integrate information into his or her knowledge base.

22
 This process of attending, organising, and integrating is closely aligned with Mayer’s

model of selecting, organising and attending. Stemler (1997) argues that multimedia supports

these processes through five features of multimedia:

(a) Screen design (visual elements: colour, text, graphics, and animation),

(b) Learner control and navigation,

(c) Use of feedback,

(d) Students’ interactivity, and

(e) Video and audio elements.

His literature review provides extensive guidelines for the design of various types of

instructional multimedia using these features.

To address the need for an effective learning experience for students in this context, a

multipronged approach was necessary. Hence, this project involved the design, preparation and

implementation of a flexible teaching strategy supported by multimedia resources. The strategy

provides undergraduate early childhood and primary education students (pre-service teachers)

and postgraduate (pre-service and in-service) students with insights into authentic learning

experiences (Flinders & Eisner, 1994) that will enable them to develop the content knowledge,

pedagogical knowledge and confidence to teach science effectively to children. Specifically, the

main aims of the project were to:

1. Produce a series of videos that display an exemplary range of teaching practices in schools and

provide stimulus for solving practical problems in teaching science;

2. Develop a practical teaching manual/learning package on scripted CDROM to support and

link the use of the video, and structure support for problem solving in curriculum design;

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3. Implement the innovative strategy with primary and early childhood pre-service teachers,

using elements of problem based learning;

4. Evaluate and revise the teaching approach and resource.

Thus, this project was designed to lead to a more coherent approach to pre-service

teacher education in science across the various courses offered at QUT and also contribute to

staff development for academic and part-time academic staff in the Schools of Mathematics

Science and Technology Education and Early Childhood. It also provides the base for delivery of

the course in open-learning and more flexible modes. The focus of this paper is on the

development of the theory-based multimedia resources rather than the teaching strategy

associated with the resources.

2.2.2. Instructional Multimedia for Science

The multimedia resources selected for development were videos, CDROMS, and a

website. Videos were essential to provide students with learning experiences that are often not

available through the traditional practicum experiences.

Vicarious experiences are particularly important and contribute significantly to changes

in teachers’ sense of self-efficacy (e.g., Bandura, 1977; 1997). The CDROMs were developed to

encourage students to engage more deeply with the theoretical ideas of contemporary science

education than they otherwise would through traditional print-based materials. Thus, the

CDROMs were designed to show theory in practice. The website was designed to provide

students with ready access to a range of science resources and to encourage students to explore

further. Underpinning all the multimedia resources were principles of effective educational

multimedia discussed earlier and pedagogical content knowledge in science.

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2.2.3 Pedagogical Content Knowledge in Science

An extensive review of the literature was necessary to identify the key themes in

contemporary science education that needed to be explicit in videos, would form the structure in

the CDROMs, and would be incorporated into a website. Six themes emerged representing our

beliefs about what science is and why students need to learn science, how students learn in

general and in science in particular, effective teaching strategies and the environment of the

classroom or situation where learning will occur. These themes formed the basis for the

following structural components: Working Scientifically, Teaching Science, Children as

Learners, Content, Learning Environment, and Learning Science. These themes are compatible

with curriculum directions at state, national and international levels.

Working Scientifically

More recent syllabus developments have adopted the notion of “working scientifically”

to describe the way that students should approach the learning of science (Australian Education

Council, 1994). Working scientifically suggests that effective learning of science involves

Problem Finding, Investigating, Collecting Data, Recording Data, Interpreting Data, Evaluating

Findings and finally Applying Knowledge.

Children as Learners

This component addresses general theories and strategies that guide the learner and

provide insights into children’s learning within a constructivist framework. Theories about

children as learners are numerous with no less than fifty relevant to teaching (Kearsley, 2002).

Given that the central role of teaching is to enable the child to become a learner (Fenstermacher,

1986), this component focuses on ways an effective learning experience can be generated. Six

subcomponents were identified as central to learning:

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Active Engagement,

Child-Centred Learning,

Children’s Explanations,

Individual Differences,

Reporting Ideas, and

Social Learning.

Learning Science

Knowing how to explain scientific concepts in ways that help students understand is an

extra skill that has been described by Schulman (1986) as pedagogical content knowledge.

Knowing the types of ideas that students have concerning particular concepts, knowing where

students have difficulty in understanding concepts and knowing how to relate new scientific

concepts to existing knowledge is the most important skill of a good teacher. Pedagogical

content knowledge is as important as the actual content knowledge that teachers should have

(Osborne & Simon, 1996). Some ways of addressing these issues in learning science follow:

Connecting Ideas, Prior Knowledge, Real-World Links, and Reconciling Ideas.

Teaching Strategies

Effective teaching involves establishing learning environments and situations that enable

learners to engage with the content (e.g. Ciardiello, 1998; Gattis, 1998). While there are

numerous teaching strategies that facilitate this process, the strategies that predominate in

science teaching are: Demonstrating, Developing Vocabulary, Discrepant Events, Evaluating

Learning, Explaining, Guided Investigation, Guided Reporting, Questioning, Scaffolding, and

Supporting Thinking The Learning Environment

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 Effective learning environments permit and encourage children to engage in reflective

experiences in which they work together and support each other. There are opportunities to

discuss ideas, undertake investigations and use a variety of tools and information resources in

their guided pursuit of learning. Important aspects of the learning environment are: Classroom

Climate, Classroom Organisation, Informal Learning and the use of a range of Resources.

Content

Scientific literacy is an awareness of the key ideas, conventions and methods of science

so that a scientifically literate person has access to scientific knowledge, is able to use that

knowledge as a citizen and contribute to decision making in a technological and scientific society

(Bybee, 1997). Scientific knowledge is burgeoning at a tremendous rate and new disciplines are

forming which draw upon basic scientific ideas in new and integrated ways. Teachers must be

able to introduce students to science that is relevant and meaningful in their lives. Hence, several

features related to the identification of content are: Curriculum Integration, Interest-Based

Approach, and Key Concepts.

The six components and their associated subcomponents illustrative of effective science

teaching underpinned the conceptualisation of the multimedia resources.

2.2.4 Multimedia Resources

These six components represent an organisational framework for student teachers to

conceptualise the practice of teaching. This framework was used to guide the planning and

implementation of the lessons, which were video taped. Two videos were produced from the

filming of a series of three lessons in lower and upper primary classes to provide explicit and

authentic examples of classroom science teaching. These videos focussed on the topics of

“Floating and Sinking” (Diezmann & Watters, 2001a) (90 mins) and “Finding out about the

27
Past” (Watters & Diezmann, 2001a) (60 mins). A further shortened video was produced to

highlight critical elements of teaching science (Diezmann & Watters, 2002). The authors and

teachers collaboratively planned these lesson to ensure that six component-model of science

teaching was explicated.

Additionally the CDROMs (Diezmann & Watters, 2001b; Watters & Diezmann, 2001b)

and website (Watters & Diezmann, 2002) adopted this framework to provide a structure for

effective science teaching. The CDROMS were designed to show key theoretical ideas in

practice by using video examples from the lower primary or upper primary videos. Full lesson

plans are available on the CDs to provide a context for the video excerpts. A hypertext

arrangement of information contributed to the construction of a multimedia environment in

which visual and textual elements were combined with interactive question-response options.

The main menu on the CDROMs was the Science Classroom (See Figure 2). This screen

provides a visual introduction to the content and enables the user to select various options. The

visually symmetrical layout emphasises a non-hierarchical structure. Thus if the student selects

Working Scientifically to pursue he or she is presented with a subcomponent menu which

defaults to the display of one subcomponent which in Figure below

28
 Figure 2. The Science Classroom.

Each sub-component screen provides an overview of the key aspects of that component.

For example in the Working Scientifically screen, the following sub-components are shown on

the horizontal menu tabs at the top of the screen:

Investigating, Problem Finding, Recording Data, Applying Knowledge, Collecting Data,

Evaluating Findings, and

Interpreting Data.

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 The sub-component menu for working scientifically.

These subcomponent screens feature video and transcript information. There are two

additional screens associated with each subcomponent screen that can be accessed from the

vertical tabs on the right-hand side of the screen. One screen provides a succinct description of

the subcomponent for students who may be unfamiliar with the terminology.

The other screen provides a stimulus question about the video excerpt to support

students’ analysis of episodes for meaning and to facilitate reflection on how they might react in

a similar situation (see Figure 5). A question response section is also included on this screen.

These responses can be saved, exported to a word processor or printed. Students can also copy

from this screen or the definition screen to construct reports or embed into assignment work. The

opportunity for students to examine the video episodes and respond to particular focus questions

facilitates interactivity.

The impact of new technologies on the characteristics of higher education students

Environment seems to have an impact on a person’s intellectual development. As a result, it is

likely that the rapid societal and technological changes can have a huge impact on how students

30
think and learn. Neuroscientists are advancing their research into areas relevant to education. Dr.

Gary Small, one of America's leading neuroscientists and experts on brain function and

behaviour in a new book called ‘iBrain: Surviving the Technological Alteration of the Modern

Mind’ argues that daily exposure to digital technologies such as the internet and smart phones

can alter how the brain works (Small, 2008). According to him, as we continue to learn, our

brains continue to develop and create new pathways and new connections which are continually

shaped, reshaped and controlled by advancing societal and technological advances.

Recently, social networking applications such as blogs, wikis, and twitter have seen an

unprecedented uptake by many people, especially by the youth. Growing in an interactive,

socially interconnected technology environment, as compared to such passive activities as

watching television or listening to a lecture can cause a huge change in the demographics,

interests, needs, expectations and work habits of today’s student population. When technology

and its impact is ubiquitous and pervasive in all aspects of our life, our classrooms need to reflect

what goes on around outside.

Schools must try to bridge the gap between classrooms and real-world scenarios. In the

world of pervasive Internet, and the Web 2.0 social networking technologies, learners are also

evolving into a new genre—the so-called “digital natives” who want to be in constant

communication with their peers, expect individualized instruction and a personalized learning

environment, which automatically adapt to their individual needs. In a recent study by

Researchers at the University of Maryland on the impact of cell phones, social media and the

Internet on American college students, 200 students were asked to give up all media for one full

day (The New York Times, April 23, 2010). The study found that after 24 hours many of them

31
showed signs of withdrawal, craving and anxiety along with an inability to function well without

their media and social links; these, in fact, are symptoms similar to drug and alcohol addictions.

Today's technologically savvy new generation of students have often taught themselves technical

skills and digital literacy; they use technologies—internet, mobile phones, instant messaging, and

the like— for socialisation, entertainment, etc and do not see technology as something foreign.

They consider technology to be part of their lives. It does not make sense to deprive learners of

technology while they are at school; they will want and readily accept technology at school.

As a result of such significant impact of new technology tools, most of today’s students

enrolled into HE institutions think and process information fundamentally different from their

predecessors; they may not be satisfied with the traditional transmission approach of the lecture

approach and knowledge transmission; they would prefer to interact with the instructor and to be

in constant communication with their peers, and learn best in highly customisable environments

in which knowledge can be created and shared collaboratively. Further, they would expect

technologically literate teachers, a new form of tuition with emphasis on individualized

instruction and a personalized, engaging learning environment, new models of learner support,

and access to technology-supported courses.

Dey, Burn, and Gerdes (2009) lament that students arrive on campuses ready to engage

information in new ways, only to find faculty who are reluctant to alter their traditional and

entrenched teaching approaches. It will soon be not a surprise if students question conventional

practices as an effective approach to engage them in critical and creative thinking and learning.

Therefore, a revolution in Botswana higher education landscape is inevitable. By

employing technologies familiar to students for designing and developing learning environments,

educators can better stimulate their active involvement in experiential and authentic learning in

32
engaging ways. Incorporating the concept of Web 2.0 into our courses, both on—campus and

online—will help elicit learner participation beyond the standard textual expectations and engage

them more as active learners (Kurtz and Sponder, 2010).

The classrooms have to change to reflect what goes on around outside, and to bridge the

gap between classrooms and real-world conditions such as changing workplace demands. As

Tapscott (2009) points out, the net generation (students born during 1977-1997) is forcing a

change in the model of teaching, from a “teacher-focused approach based on instruction to a

student-focused model based on collaboration.”

According to Chris Dede (2005) “Rapid advances in information technology are

reshaping the learning styles of many students in higher education.” As a result, advances in

technology create new opportunities for higher education; emerging technologies can be used to

deliver instruction matched to the learning styles of the new genre of students. Therefore it is

critical for Higher education to make use of modern technologies in a manner that encourages

and optimizes learning.

However, engaging students in meaningful and rewarding instructional activities in

technology-supported learning environments is a real challenge for both researchers and

educators. It has become necessary for them to learn more about their students and to put that

understanding to work in the design and implementation of their teaching and learning

environments. Unfortunately, the new learner characteristics and needs are not recognised by

some or most of the teachers. Gabriel (2008) notes a recurring complaint among university

teachers that most of today’s students come underprepared to university; the simple reason for

this view is that most of today’s students are not interested in sitting down in traditional

classrooms to attend long lectures.

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 Affordances of technology in student learning. For the past two decades, ICTs have

transformed the ways teachers teach and students learn in different parts of the world. The role of

computer in education has been largely viewed as an instructional tool and for providing a richer

and more exciting learning environment (Duffy and Cunningham, 1996). Other major

affordances that qualify technology as a learning tool are: authenticity, interactivity, flexibility,

and lifelong learning. The technology-supported strategies also help to solve the problem of

limited human working memory.

Machnaik (2002) argues that students learn from thinking in meaningful ways “when

computers support knowledge construction, explorations, learning by doing and conversing” (p.

7). Meaningful learning will result when technologies engage learners in knowledge

construction, not reproduction; conversation, not reception; articulation, not repetition;

collaboration, not competition; and reflection, not prescription (Jonassen, Howland, Moore, and

Marra, 2003). The related skills include skills in managing complex information, of higher order

cognitive processes, and of self irected lifelong learning, and ability to organise, evaluate and

monitor the progress of their own learning. Online learning by its very nature requires active

student engagement in learning activities and a great degree of learner discipline, motivation, and

control.

Different kinds of computer-related technologies are available to be incorporated in

teaching and learning strategies (e.g., Bitter and Pierson, 2002; Lever-Duffy, and McDonald,

2008). Internet-based tools can facilitate communication, interaction, and collaborative learning

in ways that were not possible before (The Node, 2001). Interactive features of technology help

to create challenging activities that enable learners to link new information to old; acquire

34
meaningful knowledge; and use their metacognitive abilities; hence, it is the instructional

strategy, not the technology that influences the quality of learning (Bonk and Reynolds, 1997).

Nowadays, the widespread acceptance and use of social software, learning is increasingly

supported by interactive learning environments, semantically enhanced content and social

software (e.g. Wikis, Weblogs, ePortfolios, Social Bookmarks, Social networks like YouTube,

FaceBook, Flickr, and Second Life). Richardson (2008) reports: Web 2.0 can exploit the

internet's educational potential for social learning and teaching, as well as informal learning, and

bring in an increased emphasis on autonomy, interactivity, creativity and collaboration.

Greenhow, Robelia, and Hughes (2009) argue that Web 2.0 technologies are well suited to

enhancing the education research community’s purpose of generating and sharing knowledge.

The affordances of Web 2.0 seem to fit with modern thinking about the nature of learning for the

information age and the corresponding educational practice expected by the ‘digital native’

students. These affordances include:

i. Offering new opportunities for learners to take more control of their learning and access their

own customised information and resources;

ii. Encouraging pupils to have a greater creative input into how they present their work;

iii. Allowing more collaborative ways of working, with community creation, dialogue and

knowledge sharing;

iv. Giving pupils the opportunity to showcase their achievements to an authentic audience, often

using non-traditional media such as video;

Accommodating individual differences and abilities more easily than in traditional

classrooms. Interactivity through the use of communication tools, especially the asynchronous

type such as electronic mail, and online discussion makes it possible for learners to interact with

35
peers and tutors, to provide responses of higher quality during interaction to share useful

resources, and to provide for collaborative problem solving without space and time constraints.

The asynchronous communication forum such as the discussion board lends more structure to

discussion and engages reflective thinking (Jonassen, 2000). The asynchronicity offers students a

considerable advantage to think, process information, reflect, construct meaning at one’s own

pace, and respond when they wish as a written message in a clear and concise manner.

Further, an asynchronous text-based online environment reduces students’ cognitive load

and the need to rely on memory to process large amount of facts and ideas. The synchronous

tools such as Chat and Videoconferencing do not have all these luxuries, yet if properly used

they can replicate the face-to-face classroom, support real-time personalized learning in

technology-supported, learner-centred environments and help in community building.

There exists a range of technology tools to introduce the possibility for socialization

through the use of synchronous as well as asynchronous interactions. Appropriate technologies

might include learning management systems (LMS), social networking, web-conferencing,

mobile devices, virtual environments such as Second Life, and/or Web 2.0 applications.

Modern computer-mediated communication technologies have evolved to the extent that

they can be effectively utilised in this re-engineering process because they have the potential to

support interactive pedagogies. A shift is now possible from static content (e.g., text,

illustrations, graphs, charts, photos, or maps) towards supporting knowledge production through

interactive learning environments (e.g., with animation, video, or interactive illustrations) and

thus, facilitating flexible and distributed engaged learning that provide wider educational

opportunities. For discussing content, online discussion forums and web conferencing have

worked well. Blogs and wikis are excellent tools for reflection and sharing Technologies in

36
general become the information source, offer many ways to enrich the learning experience,

motivate learners and meet the diversity in their backgrounds, and allow teachers to facilitate and

monitor collaborative learning activities, to keep records, to track student progress as well as to

provide timely feedback to the students. Thus teachers can utilise the potential of technology as a

scaffolding instructional tool. Chen and Bradshaw (2007) also support the view that both

supportive and reflective scaffolding promote students to transfer the application of abstract

principles to real-world problems. Scaffolding helps to reduce the complexity of tasks and focus

learners’ attention.

The potential of the internet and new communications technology in connecting learners

and in advancing interactive and engaged learning is well documented in the literature. Parker,

Bianchi, and Cheah (2008) report: “There is a strong case in the literature for increased student

engagement and satisfaction in technology-enhanced contexts.

Technology, when reflexively applied, may enhance pedagogy, and affect learning

outcomes.” Regarding the role and impact of technology, Chen, Ruberg, and Martin (2008),

based on the analysis of their data from a three-year national professional development project

involving 149 schools in the US, report: “Technology holds great potential for students to

develop deeper knowledge and execute reflective thoughts by the specific tasks that they

otherwise will not have access to. Technology also provides capabilities to complement students’

learning styles and multiple intelligences.… The advancement of technology creates new

opportunities for learning, teaching and assessment” (p. 202-204).

In an empirical study by Reed, Ayersman, and Kraus (1997), it was found that learners

with different learning styles performed the same in a hypertext learning environment, which

37
could indicate that hypermedia learning environments accommodate all learning styles and the

diversity of learners (pp. 285-304). Tileston (2000) argues:

“Technology is a tool that can help teachers embody best practices to create an enriched

and collaborative learning environment, meet a variety of learning style needs, support learning

transfer, assist with the attainment of long term memory and deep understanding, address high

level thinking, make education equitable, and incorporate real world problems and authentic

assessments.… Technology possesses unique capabilities for delivering instruction and

designing intellectually stimulating real-world assessments.”

Dr Liam Boyle (2008) asserts that technology can be used to support the following

approaches and all learners can benefit from these:

(i) Active Learning: learn by doing

(ii) Group Learning: discussion, collaboration

(iii) Metacognition: self-learning and reflection on learning

Similar views were outlined by Norton and Gonzales (1998: 29) asserted that:

Technology is a powerful tool to support inquiry-based learning- learning that is constructivist,

values conceptual understanding over procedural efficiency, responsive to student’s prior

knowledge and experience, builds connections to the outside world, and supports development of

higher order thinking skills, prepares learners for lifelong learning, and promotes educational

equity.

Several educators (e.g., Stamatis, Kefalas, and Kargidis, 1999; Nunes and Fowell, 1996a)

have discussed various benefits of online learning, and are summarised below:

i. Electronic distribution of materials;

ii. Flexibility for students

38
iii. Teaching in a variety of ways to support different learning styles

iv. Accommodation of different ability levels;

v. Meaningful communication between students and teachers, and between students resulting in

effective collaboration and cooperation.

vi. Greater access to information

vii. Greater flexibility in maintaining and updating course materials

The study conducted over a 10-year period by Sandholtz etal. (1997) on the Apple

Classrooms of Tomorrow (ACOT) shows that technology when used as an integrated tool with

the curriculum has the potential to change education in a beneficial way. ACOT’s research has

demonstrated that the introduction of technology to classrooms can significantly increase the

potential for learning especially when it is used to support collaboration, information access, and

the expression and representation of students’ thoughts and ideas. In ACOT classrooms,

technology is viewed as a tool for learning and a medium for thinking, collaborating, and

communicating. A major observation made over this period of ACOT’s research was a positive

impact on the lower achieving students; ICT use helped them learn and practise a variety of

skills, and energised their affective attributes such as attitude to learning, self esteem and

motivation levels.

The capability of flexibility and fluidity of online learning encourages learners to pace

their own learning processes and to pave a way in knowledge construction which best suits them

(based on individual learning styles and preferences), defying the “one size fits all” approach

inherent in traditional education. The learners can decide for themselves when, where, and how

to work with their material. The introduction of Internet-based learning has helped overcome the

time and distance limitations associated with learning in a traditional environment (Burgess,

39
2004). Campuses have responded by offering administrative material via cell phone, packaging

and distributing course content via PDAs, and offering various content through new Podcasting

technologies (Crofts, Dilley, Fox, Retsema, and Williams, 2005).

A recent study on the use of podcasts conducted at the State University of New York

Fredonia to compare the performance of students who attended a traditional classroom lecture

and those who viewed it from iTunes University indicated that students who listened to a lecture

via iTunes outperformed those who attended in it person. The ability to pause and rewind

podcast lectures gave the upper hand to college students who viewed it from iTunes University.

The simple logic behind this out performance is that these students could learn from the podcast

lectures at their own pace.

Ring and Mathieux (2002) suggest that online learning should have high authenticity

(i.e., students should learn in the context of the workplace), high interactivity, and high

collaboration. Computer technology has the potential to develop authentic problems and

environments which represent the same type of cognitive challenges as those in the real world

through the use of simulations. Learners tend to actively engage in challenging problems which

are personally relevant or interesting to them. In the context of online learning, it is important to

note that researchers agree that computers, and specifically Web-based learning environments,

can provide alternatives to real-life settings (Collins, 1999:68; Jonassen, 2002: [online]). With

technology as a cognitive partner, students learn in project or problem-based, multidisciplinary,

authentic learning environments where they have opportunities for collaboration while working

on real-life tasks (Hancock and Betts, 2002; Jacobsen, 2001; Johnston and Cooley, 2001;

NCREL, 1995).

40
 Online learning is apt for self-regulated learning which is a self-initiated action for the

development of new competencies throughout life. This is a major dimension of lifelong

learning. The literature indicates that ICT can facilitate active learning, provide meaningful

experiences and promote lifelong learning (Damoense, 2003; Grabe and Grabe, 2004).

For many students, online communication with tutors seems more convenient than the

more intimidating demands of face-to-face communication; this is particularly true with shy

students who are reluctant to ask questions directly. Students who usually remain quiet in class

become active in online discussion and collaboration. Some students often feel more comfortable

to discuss personal concerns in writing than orally. With these communication tools, all these can

be easily accomplished by off campus students and adult learners who normally come to class

and leave soon afterward to go to work or to attend family responsibilities.

A major concern was technology’s inability to provide the ‘human touch’ that is

considered central to the facilitation of higher order thinking skills. This scenario, however, is

changing a lot through the use of new advances in computer mediated communication

technologies such as video conferencing, Web 2.0 technologies, etc. The incorporation of Web

2.0 technologies into educational settings is also changing the way we think about teaching and

learning by enabling students to access courses and materials anytime, anyplace. For example,

Webware suites, such as Google.docs and even virtual worlds, like Second Life, can be used to

support collaborative learning both in and out of the classroom.

Besides, it must be noted that the Web and the Internet in general are likely to change

significantly in the coming years. Increasing bandwidth and processing power will make

activities such as video conferencing and real time visual manipulation of data across large

distances a reality. This will undoubtedly impact greatly on online educational practice.

41
 Technology as a catalyst for the long-awaited educational transformation in higher

education. The proliferation of communication technologies over the past two decade, offering

new modes for learning and communication, has posed a great challenge to the continued

dominance5 of traditional didactic pedagogy (with lecture as the main instructional strategy) in

higher education domain because of its limited scope in today’s information age with too much

information which changes too fast for the traditional forms of knowledge or expertise to be

valid. The process of learning is considered more important than its product. Knowledge has a

half-life which gets shorter all the time. As a result, the pedagogy should focus on collaboration,

interactivity, information literacy and authenticity in student learning activities for which

instruction has to be more learner-centred, non-linear, and self-directed.

Emphasis has shifted from course completion to competence. Employees today need to

possess relevant skills set to solve problems that are not previously encountered and provide

perspectives that would put their organisations ahead of competitions against an ever-changing

global scene (adapted from Reigeluth, 1999). This requirement is also a pointer to the need for

workers to adopt life-long learning attitudes. Today employers require high quality graduates

who possess the knowledge and skills to succeed in the workplace and who have the ability to

manage their career development through lifelong learning. The editorial section of the “eSchool

News” Online Journal (2009) lists the generally accepted essential skills for the 21st century

as:

(a) Problem-solving and critical thinking;

(b) Collaboration across networks and leading by influence;

(c) Agility and adaptability;

(d) Initiative and entrepreneurship;

42
(e) Effective written and oral communication;

(f) Accessing and analyzing information; and

(g) Curiosity and imagination.

It is becoming clear to many, including students, that traditional methods are unable to

address the need for higher-order learning experiences and outcomes demanded of a changing

knowledge- and communication-based society. Students favour flexible and distributed learning

that is delivered and supported through means which do not require them to attend particular

classes or events at specific times or locations. These issues represent a serious challenge for

instructors and designers in meeting these expectations.

In order to accommodate these changing views, there is a critical need for a paradigm

shift from that passive teacher-centred approach (transmission of information and skills) to a

student-centred, collaborative, constructivist approach (encouraged to become cognitively

engaged and construct meanings). Wilson (2005) states that it requires a paradigm shift in the

educational model of today’s classroom towards a new epistemology and ontology—towards a

more qualitative, non-reductive understanding of human agency and activity, assisted by various

learning technologies and resources.

New technology increases the potential for constructivist learning processes. The

instructional methodologies that were difficult to implement due to the inability to provide the

much needed individualized attention to students, have now become more practical with recent

advances in information and communication technologies. Some of these technology tools are

email, discussion forums, conferencing, web sites, search engines, etc. According to Melloy

(1997) a fascinating synergy can emerge between learner-centred and collaborative models and

instructional technologies. Further, technology has the potential to expand the breadth and depth

43
of the curriculum to a great extent; for example, students can now access information far beyond

the scope of their instructors and traditional textbooks. Curricula can be customised to students'

specific learning styles. Instructional technology has the potential to enhance knowledge

construction and to equip today’s learners with the kind of skills required for all aspects of their

lives, rather than just focusing on content mastery, thus bringing about a transformation in the

higher education landscape.

Technology continues to play an important role in the development and emergence of

new pedagogies, because developments in areas such as social networking tools, artificial

intelligence6, virtual reality and multimedia affect the kind of information available online, and

how we interact with each other; by this, control of the learning environment is shifting from the

teacher to an increasingly more autonomous learner.

Thus, emerging developments in ICT will undoubtedly have the potential to revolutionise

higher education. However, it has to be noted that technology does not altogether replace

teachers because technology innovation is all about integrating instructional technology in

student-centred and teacher-supported collaborative learning environments.

2.2.5 TECHNOLOGY AS A RESEARCH TOOL

More than ever before, there is a critical need for connecting research to teaching practice

by teachers in order to adopt the ideals of the scholarship of teaching and learning (SoTL), and

optimise their roles and expertises. The scholarship of teaching and learning is about improving

classroom practices through research and dissemination of research outcomes. Participating in

SoTL helps to add new strategies and practices to our teaching repertoire. To be successful in

research projects and to develop quality work requires iterative processes; in turn, it requires

active collaboration with colleagues and experts in the field at its various stages of development.

44
Collecting and analyzing data, authoring, publishing and archiving information are all integral to

the everyday work of researchers—with collaboration, and search and discovery augmenting the

entire process (Microsoft Microsoft External Research Fact Sheet, 2009). Technology supported

collaborative platforms could be used more effectively to promote research activities by sharing

evolving data and ideas, to reflect on others’ views and to refine one’s own ideas. The

Scholarship of Teaching and Learning is greatly enhanced by the creative, cooperative and

collaborative communication systems already available as mainstream activities on the World

Wide Web (Kurtz, and Sponder, 2010).

Technology helps researchers and students especially who are novices in research plan

and reflect on their research work. According to Microsoft’s External Research Team on the use

of technologies for educational research, new interactive technologies can:

i. Optimize for data-driven research and science;

ii. Enable broad community engagement through greater interoperability;

iii. Help ensure that data storage is reliable and secure for the long term;

iv. Build on existing community protocols, practices and guidelines;

v. Harness collective intelligence through social networking and semantic knowledge

discovery.

With these technology affordances in mind, Microsoft (2009) has developed a toolkit

called Zentity to help universities and research communities worldwide to use it as a repository

platform for their research outputs. It allows them to present data in new ways. From research

perspective (Microsoft Zentity, 2009), it is a great platform for research organizations to capture

their research output and the relationships between the various entities to be stored—dynamically

45
stored, navigated, visualized, and so on. It is flexible enough to evolve as their data evolves, as

new concepts and new relationships emerge.

From the perspective of teaching (Hasegawa, Tanida, and Kashihara, 2008) teachers can

provide samples of exemplary research work, especially of students from previous cohorts with

well organised formats that comprise salient elements that include “Background”, “Purpose”,

“Ideas”, “Products”, “Experiment”, and “Findings” of the research. This can help students who

are generally novices in research planning through scholarly communications, effectively at

different stages in research projects such as Setting Research Theme, Discussion and

Collaboration, Data Storage/Preservation, Presentation and Publication/dissemination. Besides

the LMS, ‘cloud computing’ tools such the Google Docs7 and Microsoft’s SkyDrive8 provide

user-friendly environment / platform for this type of collaboration. These tools are also crucial in

reaching out and engaging the community as well as in spearheading academic-industrial

collaboration

2.3 HISTORICAL BACKGROUND OF CASE STUDY (The Polytechnic, Ibadan)

The Polytechnic, Ibadan was established in 1970 as a successor to the erstwhile Technical

College, Ibadan under the provisions of a principal edict 1970. This edict as under gone several

amendments in other to make The polytechnic, Ibadan relevant to the present day need of Oyo

state, the proprietor in particular and Nigeria in general.

The primary function of The Polytechnic is to provide for students training and

development of techniques in Applied science, Engineering, Environmental Science, and

Commerce. The Polytechnic has been producing majorly middle-level man power that has been

making available contributions to the social and economic development of the country. Over the

years The Polytechnic, Ibadan has also produced high- level man power in many of the

46
disciplines taught in the institution such as urban and regional planning, mass communication,

public administration e.t.c. the primary focus of the The Polytechnic is training that is practical

oriented. The institution has been performing this function creditable well for over forty years.

The graduates of The Polytechnic, Ibadan have found in almost all areas of Endeavour both

within and outside the country. Some of them have become captain of industries and commerce.

By the amendment to the principal edict of The Polytechnic, which came into force on

17th march, 1987, four satellite campuses of The polytechnic were created. They took off during

1981/82 session and were sited at Eruwa, Saki, Ire, and Esa-oke. Each of the campuses were

headed by a Director who is responsible to the Rector for the administration and discipline of the

campuses. However, with the creation of Osun State, the campuses at Iree and Esa-Oke have

become the property of Osun State government are today known as Osun State Polytechnic Iree

and Osun State college of technology Esa-oke . it is important to point out that the then technical

college was situated as the south campus while the then University of Ife (now Obafemi

Awolowo University) took off at the north campus.

Since 1975/76 academic session, The Polytechnic, Ibadan has been operating on Faculty

system for easier work co-ordination and management.

At present there five faculties namely: Engineering, Science, Environmental studies,

Financial and Management studies and Business and Communication studies. The faculties run

National Diploma and Higher National Diploma programmes.

However, by 2017/18 academic session, the two remaining satellite campuses sited at

Eruwa and Saki became a full fledge institution and running accredited courses and are today

known as The Oke-Ogun Polytechnic, Saki and Adeseun Ogundoyin Polytechnic, Eruwa.

47
 The principal officers of the Polytechnic of Ibadan constitute the core of the management

of the institution. They are:

THE RECTOR- who is the chief academic and executive officer of the institution. He is

responsible to the governing council for the day to day administration and discipline of the

Polytechnic.

DEPUTY RECTOR: he is the next in rank to the rector. He perform functions and duties as

may be assigned to him by the rector. He looks after the institution in the absent of the rector.

REGISTRAR: is the chief administration officer and he is responsible to the rector for the

general administration of the affairs of the Polytechnic.

BURSAR: is the chief financial officer and is responsible to the rector for the day-to-day

administration and control of the financial affairs of the Polytechnic

CHIEF LIBRARIAN: is responsible to the rector for proper administration, stocking of the

library and other facilities.

DIRECTOR OF WORKS AND SERVICES: is responsible to the rector for the maintenance

of building and vehicles, capital project e.t.c of The Polytechnic Ibadan.

48
 CHAPTER THREE

Methodology

3.1 Introduction

This section discussed the methodology used in the study. The description is depend on

the following subheadings, research design, population of the study, sample and sampling

techniques, research instrument, validity of the instrument, reliability of the instrument procedure

for data collection and method of data collection.

3.2 Research Design

The research design adopted in this study was survey descriptive research design. This

was because all variables under investigation have already occurred. Hence, there was no need

for the manipulation of any variable and that the cause and effect relationship was measured to

investigate effects of multimedia techniques on office technology and management with The

Polytechnic, Ibadan as the case study.

3.3 Population of the Study

The study comprises students and staffs of The Polytechnic, Ibadan. Population of

lecturer is around 10 in number while students is more than five hundred.

3.4 Sample and Sampling Techniques

Systematic sampling techniques was adopted and the researcher selected even in the total

population. 50 respondents would be used. The researcher used the batting methods to select and

49
3rd was selected which means every 3rd were selected from the total population. In all a total of 50

would be selected as sample of the study.

3.5 Research Instrument

The questionnaire was used as the instrument of data collection. A questionnaire consists

of a list of questions relating to aims of the study and the research questions to be verified

(Nawanna 1990, p. 111). The questionnaire for this study contains two sections, demographic

and psycho-graphic questions examines the logical and carefully selected questions aimed at

sourcing reasonable and accurate answers from respondents such that can help solve the research

problem.

3.6 Validity of Instrument

Okoro (2001, p. 12) posits that “validity refers to the accuracy of an instrument i.e have

well it measures what it is suppose to measure.” In order to establish the validity of the

instruments the researcher used professionals who used face validity to check the items in the

questionnaire. A copy of the proposed questionnaire was subsequently given to the researcher

supervisor for his observation comments and approval before it was administered on the

respondents.

3.7 Reliability of the Instrument

This was carried out to determine the consistency of the instrument for the collection of

data, 50 copies of observation forms were recorded on participants at The Polytechnic, Ibadan.

The method used to established the reliability coefficient was the test-re-test. The instrument was

administered twice on the same participants. This was done after two weeks interval Pearson

50
product moment correlation coefficient (r) formula was used to determined and obtain the

correlation coefficient of 0.77 for the instrument. Hence, the instrument is considered adequate

and suitable for the study. The value obtained is in agreement with the views of Isyaku (2010)

who states that an instrument is reliable if the correlation is close to 1.

3.8 Procedure for Data Collection

Questionnaire being the data collection instrument were personally administered and

retrieved by the researcher on face-to-face interaction. The questionnaires that were distributed

was 50 and all the questionnaire were retrieved.

3.9 Method of Data Analysis

The data was collected through the administration questionnaires and analyzed using

descriptive statistics of simple percentages to analyze the bio-data of the respondent sample to

test of independent sample were used for research hypotheses at 0.05 level of significance

51
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

4.0 INTRODUCTION

This chapter is primary concerned with the presentation and analysis of data collected

from the various respondents. A total number of fifty (50) copies of questionnaire were

distributed and were all properly administered and collected from randomly selected population

of the study within the study area.

As a result of this, focus was based on the views of the respondents with the attempt to

analyze the data collected through simple percentages of the respondents in accordance with

their options made in the distributed questionnaire.

4.1 DEMOGRAPHIC DATA ANALYSIS

Table 1: Gender

Variable Frequency Percentage (%)

Male 17 34

Female 33 66

Total 50 100

Source: Field survey (2021)

The above table shows that 17 (34%) of the respondents are Male while 33 (66%) of the

respondents are female. It can be deduced that male has the majority of response.

52
Table 2: Marital status

Variable Frequency Percentage

Single 38 76

Married 11 22

Divorce 1 2

Total 50 100

Source: Field survey (2021)

The table above shows, that 38 (76%) of the respondent are single, 11 (22%) were

married, while 1 (2%) were divorced. It is deduced that majority of the respondent were single.

Table 3: Age

Variable Frequency Percentage (%)

Below 25 years 27 54

26-35 years 19 38

36-45 years 4 8

46 years Above - -

Total 50 100

Source: Field survey (2021)

The table above shows, that 27 (54%) of the respondents are below 25 years, 19 (38%)

are between 26-35 years, 4 (8%) are between 36 – 45 years, while none of the respondents are

between 46 years above. It shows that majority of the respondents are below 25years.

Table 4: Academic qualification

53
 Variable Frequency Percentage

SSCE/GCE 19 38

NCE/OND 23 46

HND/BSC 6 12

Others 2 4

Total 50 100

Source: Field survey (2021)

The table above shows, that 19 (38%) of the respondents holds SSCE, 23 (46%) of

respondents hold NCE/OND, 6 (12%) of respondents hold HND/BSC while 2 (4%) of

respondents hold Others.

Table 5: Religious

Variable Frequency Percentage

Islam 23 46

Christian 27 54

Others - -

Total 50 100

Source: Field survey (2021)

The table above shows, that 23 (46%) of the respondent were practicing Islam, 27 (54%)

of the respondent were practicing Christian while none of the respondents choose others. It

shows that majority of respondents are Christian.

Table 6: Years in service

Variable Frequency Percentage

54
 0 – 5 years 41 82

6 – 10 5 10

11 – 15 4 8

16 above - -

Total 50 100

Source: Field survey (2021)

The table above shows, that 41 (82%) of the respondent are between 0 – 5years, 5 (10%)

of the respondent are between 6 – 10years, 4 (8%) of the respondents are 11 – 15 years while

none of the respondents choosed 16 years above. It shows that majority of respondents are

between 0 – 5years.

Table 7: Nature

Variable Frequency Percentage

Lecturer 3 6

Students 47 94

Total 50 100

Source: Field survey (2021)

The table above shows, that 3 (6%) of the respondent are lecturing while 47 (94%) of the

respondents are students. It shows that majority of the respondents are students.

Table 8: Introduction of computer technology and multimedia teaching techniques are effective

in OTM Department.

Variable Frequency Percentage

Strongly Agreed 7 14

55
 Agreed 24 48
Undecided 1 2
Disagreed 16 32
Strong Disagreed 2 4
Total 50 100
Source: Field survey (2021)

The table above shows, that 7 (14%) of the respondent Strongly Agreed, 24 (48%) of the

respondent Agreed, 1 (2%) of the respondent Undecided, 16 (32%) of the respondent Disagreed,

while 2 (4%) of the respondent Strongly Disagreed. It can be deduced that majority of the

respondents Agreed that introduction of computer technology and multimedia teaching

techniques are effective in OTM Department.

Table 9: Proper planning aid Technology-based teaching and learning in academic environment?

Variable Frequency Percentage

Strongly disagreed 2 4
Disagreed 6 12
Undecided 3 6
Strongly agreed 13 26
Agreed 26 52
Total 50 100
Source: Field survey (2021)

It table above shows that 13 (26%) of respondent Strongly Agreed, 6 (12%) of the

respondent disagreed, 3(6%) of respondent undecided, 13 (26%) of the respondents strongly

agreed while 26 (52%) of the respondent agreed. It can be deduced that majority of the

respondents strongly disagreed that proper planning aid technology-based teaching and learning

in academic environment.

56
Table 10: Lack of adequate ICT equipment and internet access is one of the major problem

affecting its usage?

Variable Frequency Percentage

Strongly disagreed 9 18

Disagreed 7 14

Undecided 1 2

Strongly agreed 21 42

Agreed 12 24

Total 50 100

Source: Field survey (2021)

It table above shows that 21 (42%) of respondent Strongly Agreed, 7 (14%) of the

respondent disagreed, 1 (2%) of respondent undecided, 21 (42%) of the respondents strongly

agreed while 12 (24%) of the respondent agreed. It can be deduced that majority of the

respondents strongly agreed that lack of adequate ICT equipment and internet access is one of

the major problem affecting its usage.

Table 11: Computer technology and multimedia teaching techniques on office technology and

management students are effective.

Variable Frequency Percentage

Strongly disagreed 7 14
Disagreed 11 22
Undecided - -
57
 Strongly agreed 13 26
Agreed 19 38
Total 50 100
Source: Field survey (2021)

It table above shows that 7 (14%) of respondent Strongly Agreed, 11 (22%) of the

respondent disagreed, none of respondent chooses undecided, 13 (26%) of the respondents

strongly agreed while 19 (38%) of the respondent agreed. It can be deduced that majority of the

respondents agreed that computer technology and multimedia teaching techniques on office

technology and management students are effective.

Question 12: Computer technology and multimedia teaching techniques on office technology

assist student academic performance.

Variable Frequency Percentage

Strongly disagreed 19 38
Disagreed 9 18
Undecided 1 2
Strongly agreed 11 22
Agreed 10 20
Total 50 100
Source: Field survey (2021)

It table above shows that 11 (22%) of respondent Strongly Agreed, 9 (18%) of the

respondent disagreed, 1 (2%) of respondent undecided, 10 (20%) of the respondents strongly

agreed while 10 (20%) of the respondent agreed. It can be deduced that majority of the

respondents strongly disagreed that Computer technology and multimedia teaching techniques on

office technology assist student academic performance.

58
Question 13: Computer technology and multimedia teaching as relationship with student

academic performance?

Variable Frequency Percentage

Strongly disagreed 1 2

Disagreed 2 4

Undecided - -

Strongly agreed 33 66

Agreed 14 28

Total 50 100

Source: Field survey (2021)

It table above shows that 33 (66%) of respondent Strongly Agreed, 2 (4%) of the

respondent disagreed, none of respondent chooses undecided, 1 (2%) of the respondents strongly

agreed while 14 (28%) of the respondent agreed. It can be deduced that majority of the

respondents strongly agreed that Computer technology and multimedia teaching as relationship

with student academic performance.

59
Question 14: There is significant difference between multimedia based teaching and traditional

instruction on student academic performance.

Variable Frequency Percentage

Strongly disagreed 7 14
Disagreed 9 18
Undecided 1 2
Strongly agreed 12 24
Agreed 21 42
Total 50 100
Source: Field survey (2021)

It table above shows that 7 (14%) of respondent Strongly Agreed, 9 (18%) of the

respondent disagreed, 1 (2%) of respondent undecided, 12 (24%) of the respondents strongly

agreed while 21 (42%) of the respondent agreed. It can be deduced that majority of the

respondents agreed that there is significant difference between multimedia based teaching and

traditional instruction on student academic performance.

Question 15: Computer technology and multimedia teaching techniques is costly and time

consuming.

Variable Frequency Percentage

Strongly disagreed 1 2
Disagreed 2 4
Undecided 1 2
Strongly agreed 17 34
Agreed 29 58
Total 50 100
Source: Field survey (2021)

60
 It table above shows that 1 (2%) of respondent Strongly disagreed, 2 (4%) of the

respondent disagreed, 1 (2%) of respondent undecided, 17 (34%) of the respondents strongly

agreed while 29 (58%) of the respondent agreed. It can be deduced that majority of the

respondents agreed that Computer technology and multimedia teaching techniques is costly and

time consuming.

Question 16: Multimedia teaching eases education in terms of data used, storage, share and

transportation of the visual and non-visual written materials, graphs, audios and other materials.

Variable Frequency Percentage

Strongly disagreed 13 26

Disagreed 6 12

Undecided 1 2

Strongly agreed 19 38

Agreed 11 22

Total 50 100

Source: Field survey (2021)

It table above shows that 13 (26%) of the respondent strongly disagreed, 6 (12%) of the

respondents disagreed, 1 (2%) of the respondent undecided 19 (38%) respondents strongly

agreed while 11(22%) of respondents agreed. It is deduced that majority of the respondents

strongly disagreed that multimedia teaching eases education in terms of data used, storage, share

and transportation of the visual and non-visual written materials, graphs, audios and other

materials.

61
Question 17: Educational advantage of multimedia learning using, for using CDROMS, videos

and websites, is that these resources provide integrated visually and linguistically rich sensory

input that enhance the users’ learning experience.

Variable Frequency Percentage

Strongly disagreed 4 8

Disagreed 1 2

Undecided 2 4

Strongly agreed 11 22

Agreed 32 64

Total 50 100

Source: Field survey (2021)

It table above shows that 4 (8%) of respondent Strongly disagreed, 1 (2%) of the

respondent disagreed, 2 (4%) of respondent undecided, 11 (22%) of the respondents strongly

agreed while 32 (64%) of the respondent Strongly agreed. It can be deduced that majority of the

respondents support that educational advantage of multimedia learning using, for using

CDROMS, videos and websites, is that these resources provide integrated visually and

linguistically rich sensory input that enhance the users’ learning experience.

62
Question 18: Computer Technology and multimedia teaching is to enhance learning and viewed

as active constructors of knowledge by which teachers are facilitators of that learning process.

Variable Frequency Percentage

Strongly disagreed 1 2

Disagreed 2 4

Undecided 1 2

Strongly agreed 12 24

Agreed 34 68

Total 50 100

Source: Field survey (2021)

It table above shows that 1 (2%) of respondent Strongly disagreed, 2 (4%) of the

respondent disagreed, 1 (2%) of respondent undecided, 12 (24%) of the respondents strongly

disagreed while 34 (68%) of the respondent agreed. It can be deduced that majority of the

respondents agreed that Computer Technology and multimedia teaching is to enhance learning

and viewed as active constructors of knowledge by which teachers are facilitators of that learning

process.

63
Question 19: Student attitude towards computer technology and multimedia teaching techniques

are not encouraging.

Variable Frequency Percentage

Strongly disagreed 17 34

Disagreed 11 22

Undecided 2 4

Strongly agreed 11 22

Agreed 9 18

Total 50 100

Source: Field survey (2021)

It table above shows that 17 (34%) of respondent Strongly disagreed, 11 (22%) of the

respondent disagreed, 2 (4%) of respondent undecided, 11 (22%) of the respondents strongly

agreed while 9 (18%) of the respondent agreed. It can be deduced that majority of the

respondents strongly disagreed that student attitude towards computer technology and

multimedia teaching techniques are not encouraging.

64
Question 20: Computer technology and multimedia teaching techniques contributes to

professionalism in OTM fields.

Variable Frequency Percentage

Strongly disagreed 10 20
Disagreed 9 18
Undecided 1 2
Strongly agree 11 22
Agreed 19 38
Total 50 100
Source: Field survey (2021)

It table above shows that 10 (20%) of respondent strongly disagreed, 9 (18%) of the

respondent disagreed, 1 (2%) of respondent undecided, 11 (22%) of the respondents strongly

agreed while 19 (38%) of the respondent agreed. It can be deduced that majority of the

respondents agreed that Computer technology and multimedia teaching techniques contributes to

professionalism in OTM fields.

Question 21: Computer technology and multimedia teaching techniques are central to teaching

in the The Polytechnic Ibadan.

Variable Frequency Percentage

Strongly disagreed 24 48
Disagreed 9 18
Undecided 3 6
Strongly agree 9 18
Agreed 5 10
Total 50 100
Source: Field survey (2020)

65
 It table above shows that 24 (48%) of respondent strongly disagreed, 9 (18%) of the

respondent disagreed, 3 (6%) of respondent undecided, 9 (18%) of the respondents strongly

agreed while 5 (10%) of the respondent agreed. It can be deduced that majority of the

respondents strongly disagreed that Computer technology and multimedia teaching techniques

are central to teaching in the The Polytechnic Ibadan.

4.2 TEST OF HYPOTHESIS

Research hypothesis are assumption put forward for the purpose of helping and guiding

in aiming at a reasonable conclusion. These assumptions are believed to be true and correct

originally but the result of the project work may be otherwise. Hence, there is need to test each of

the question put forward. The statistical hypotheses are the alternative hypothesis (H 1) and null

hypothesis (H0). The alternative hypothesis is the assumption that there is a relationship between

the hypothesis and sample result. While the null hypothesis is an assumption that there is no

relationship between the hypothesis and the sample result.

However, the Chi-square method will be use in testing the hypothesis and the formular

for Chi-square is as follows:

x
2
∑ ¿¿

Where X2 = Chi-Square

fo = Frequency Observed

fe = Frequency Expected

∑ ¿ Summation

66
4.2 TEST OF HYPOTESIS

HYPOTHESIS ONE

H0: There is no significant relationship between computer technology and multimedia teaching

techniques and students academic performance.

H1: There is significant relationship between computer technology and multimedia teaching

techniques and students academic performance.

Variable Frequency Percentage

Strongly disagreed 7 14
Disagreed 9 18
Undecided 1 2
Strongly agreed 12 24
Agreed 21 42
Total 50 100

Variables Fo Fe Fo – Fe (Fo – Fe)2 ¿

Strongly Agree 12 10 2 4 0.4
Agreed 21 10 11 121 12.1
Undecided 1 10 -9 81 8.1
Disagreed 9 10 -1 1 0.1
Strongly Disagreed 7 10 -3 9 0.9
Total 50 50 21.6
Agree of freedom

(n – 1) = (2 – 1) = 1

X2 calculated = 21.6

67
X2 tabulated = 3.841

X2 calculated is greater than X2 tabulated, the alternative hypothesis will be accepted

while the null hypothesis is rejected.

Therefore, the respondent agreed that there is significant relationship between computer

technology and multimedia teaching techniques and students academic performance.

TESTING OF HYPOTHESIS TWO

H0: Computer technology and multimedia teaching techniques has no meaningful

contribution on students academic performance.

H2: Computer technology and multimedia teaching techniques has meaningful contribution on

students academic performance

Variable Frequency Percentage

Strongly disagreed 19 38

Disagreed 9 18

Undecided 1 2

Strongly agreed 11 22

Agreed 10 20

Total 50 100

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 Variables Fo Fe Fo – Fe (Fo – Fe)2 ¿
Strongly Agree 11 10 1 1 0.1
Agreed 10 10 0 0 0
Undecided 1 10 -9 81 8.1
Disagreed 9 10 -1 1 0.1
Strongly Disagreed 19 10 9 81 8.1
Total 50 50 - 16.4

Agree of freedom

(n – 1) = (2 – 1) = 1

X2 calculated = 16.4

X2 tabulated = 3.841

X2 calculated is greater than X2 tabulated, the alternative hypothesis will be accepted

while the null hypothesis is rejected. Therefore, all the respondent agreed that Computer

technology and multimedia teaching techniques has meaningful contribution on students

academic performance

4.3 DISCUSSION OF FINDINGS

Based on the research findings, it was found that majority of the respondents are Male,

single and fall below 25years. It also reveal that majority of respondents are students that holds

NCE/ND certificate with working experience of below 5years.

It was deduced from research findings that introduction of computer technology and

multimedia teaching techniques are effective in OTM Department and its properly planning aid

technology-based teaching and learning in academic environment.

69
 The majority also strongly agreed that lack of adequate ICT equipment and internet

access is one of the major problem affecting usage of multimedia while majority of the

respondents agreed that computer technology and multimedia teaching techniques on office

technology and management students are effective.

It was also deduced that majority of the respondents strongly disagreed that Computer

technology and multimedia teaching techniques on office technology assist student academic

performance which shows that it has relationship with student academic performance.

It was also found that there is significant difference between multimedia based teaching

and traditional instruction on student academic performance and majority of respondents agreed

that Computer technology and multimedia teaching techniques is costly and time consuming.

It was also discovered that majority of the respondents strongly disagreed that multimedia

teaching eases education in terms of data used, storage, share and transportation of the visual and

non-visual written materials, graphs, audios and other materials d. It can be deduced that

majority of the respondents support that educational advantage of multimedia learning using, for

using CDROMS, videos and websites and the resources provide integrated visually and

linguistically rich sensory input that enhance the users’ learning experience.

Computer Technology and multimedia teaching also enhance learning and viewed as

active constructors of knowledge by which teachers are facilitators of that learning process while

some student attitude towards computer technology and multimedia teaching techniques are not

encouraging.

70
 CHAPTER FIVE

5.0 SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION

5.1 SUMMARY OF FINDINGS

The study on Computer technology and multimedia teaching techniques on academic

performance of Office technology and management with reference to The Polytechnic, Ibadan

reveals that Multimedia teaching and Multimedia elements have paramount importance in

teaching of students at higher level, with the help of multimedia, both the lecturer and students

gain a lot. With the introduction of this concept into the teaching lectuer can present different

phenomena and processes vividly, simulate complex content, and present different levels of

abstraction. This helps in meaningful and authentic learning. “Multimedia is characterized by the

presence of text, pictures, sound, animation, and video; some or all of which are organized into a

coherent program” data communication is possible through multiple channels and if information

is presented through more than one channels, it will improve learning. Multimedia is multi-

sensory that stimulates multiple senses of the audience at a time. Its interactive nature enables

teachers to control the content and flow of information.

The hypothesis tested shows that there is significant relationship between computer

technology and multimedia teaching techniques and students performance.

Hypothesis also revealed that computer technology and multimedia teaching techniques

contributes to students academic performance.

This new inventions assist with different styles and approaches to learning and helps

students construct their own knowledge, contribution of multimedia into education is the

71
increase in academic achievement of the students when compared to traditional instruction,

multimedia use increases the academic achievement of the students. The use of multimedia

affects education positively when designed properly compared to traditional instruction, in terms

of academic achievement.

5.2 CONCLUSION

This study shows that technology-based teaching and learning is more effective in

compare to traditional classroom. This is because, using ICT tools and equipment will prepare an

active learning environment that is more interesting and effective for both teachers and students.

Multimedia is an innovative and effective teaching and learning tool, because it helps

students motivate their learning process and helps them understand the information presented. It

helps teacher’s present information in an effective way. Learners become active participants in

the teaching and learning process instead of being passive learners.

Computer technology and multimedia teaching is more effective than the traditional one.

It is more effective for the cognitive and attitude development of the students than the traditional

method.

It helps to develop higher order cognitive skills and appeal the student psyche towards

learning. The use of animations, sound, and video and audio clips makes the lessons attractive

and affective.

5.3 RECOMMENDATIONS

There is a paradigm shift in teaching as a result of science and technological

advancement. On the basis of the above conclusion, it is recommended that:

72
1. For students’ better academic achievement and positive attitude development, Computer

technology should be used in teaching of science particularly at elementary level;

2. The study should be replicated in other disciplines as well at elementary level;

3. Multimedia should be provided to schools for effective learning and teaching science subjects.

4. Computer technology and multimedia teaching should moves toward the constructivist

approach of learning in which learner plays an active role in the teaching and learning process,

so teachers should be encouraged.

5. From the effect of multimedia on student achievement, which requires computer skills of the

teachers; it could be stated that teachers should not be behind in terms of technology knowledge.

For this, in-service courses should be opened.

6. Materials with today’s technology for social studies lesson should be chosen and developed.

7. The technological groundwork of the schools should be improved and schools should be

designed in a way to present opportunities for multimedia use.

8. The number of movies, slides, animations, photographs and voice records used for the

objectives of the lessons should be increased and choices should be varies.

9. Students should be integrated more into the learning process by enabling them to prepare some

multimedia materials (slides, Internet searches, etc.)

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5.4 SUGGESTION FOR FURTHER STUDIES

This research work is not absolutely in its conclusion about the effects of computer

technology and multimedia teaching techniques on Office Technology and Management

Students academic performance. Therefore, there is need for further studies into students

attitudes toward using computer technology and multimedia teaching in tertiary institutions.

5.5 LIMITATION TO THE STUDY

The limited area of this study was that, it is very difficult to reach all the entity involves

in the case study of this research due to lack of time and unavailability of them.

Other difficulties includes the few available of the people involve and inability to see any

previous study that thoroughly pursue this research topic

74
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80
 QUESTIONNAIRE

THE POLYTECHNIC, IBADAN

OFFICE TECHNOLOGY AND MANAGEMENT DEPARTMENT

Topic: Effect of Computer Technology and Multimedia Teaching Techniques on Office

Technology and Management Students, Academic Performance (A case study of The

Polytechnic, Ibadan).

Dear Respondents,

This question is part of a research project being carried out in partial fulfilment

for the award of Higher National Diploma [HND] for below named student in the Department of

Office Technology and Management, The Polytechnic, Ibadan, Oyo State.

Please kindly tick appropriate space provide below and it should be treated

confidentially, because the assume information provide will be used to carry out research work.

Thank you.

KAREEM KAOSARAT OPEYEMI

2015231100173
Mark √ where applicable.

SECTION A

1. Gender Male ( ) Female ( )

2. Marital status Single ( ) Married ( ) Others ( )

3. Age: 25yrs-below ( ) 26 – 35years( ) 36-45years ( ) 46years and above ( )

4. Academic qualification : SSCE/ GCE ( ) ND/ NCE ( ) HND/ BSC Others ()

5. Religion: Islam [ ] Christianity[ ] Others [ ]

81
6. Years in service: 0-5( ) 6-10( ) 11-15( ) 16and above ( )

7. Nature: Departmental lecturer ( ) Students ( )

SECTION B

SA-Strongly Agreed, A-Agreed, SD-Strongly Disagreed, D-Disagreed, UN- Undecided

S/N ITEMS SA A SD D UN

8. Introduction of computer technology and multimedia

teaching techniques are effective in OTM Department.

9 Proper planning aid Technology-based teaching and

learning in academic environment.

10. Lack of adequate ICT equipment and internet access is

one of the major problem affecting its usage

11. Computer technology and multimedia teaching

techniques on office technology and management

students are effective

12. Computer technology and multimedia teaching

techniques assist student academic performance

13. Computer technology and multimedia teaching as

relationship with student academic performance

14. There is significant difference between multimedia-

based teaching and traditional instruction on student

academic performance.

Computer technology and multimedia teaching

15. techniques is costly and time consuming

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16. Multimedia teaching eases education in terms of data

used, storage, share and transportation of the visual and

non-visual written material, graphs, audios and other

materials

17. educational advantage of multimedia learning using, for

using CDROMS, videos and websites, is that these

resources provide integrated visually and linguistically

rich sensory input that enhance the users’ learning

experience

18. Computer Technology and multimedia teaching is to

enhance learning and viewed as active constructors of

knowledge by which teachers are facilitators of that

learning process.

19. Students attitude towards computer technology and

multimedia teaching techniques are not encouraging.

20 Computer technology and multimedia teaching

techniques contributes to professionalism in OTM fields.

21 Computer technology and multimedia teaching

techniques are central to teaching in The Polytechnic,

Ibadan

83