International Journal of Continuing and Non-Formal Education Volume 5, No. 1, January - June, 2008 ISSN: 0795-1389 IBADAN UNIVERSITY LIBRARY Contents Pages An Analysis of The Community Development Programmes of Shell Petroleum Development Corporation in Niger Delta Area o f Nigeria. Sarumi Abidoye Ph.D & Okoji Onweazu Olufemi..................... 1-13 Peace Education as Correlates of Effective Police Performance In Conflict Management in The Niger Delta Region o f Nigeria Peter, B. Abu Ph.D & Olusoji Funsho Fakunle......................... 14-30 Public-Private Partnership for Sustainable Community Development in Southwestern Nigeria T. A. Akanji Ph.D and A. O. Olawuni.......................................31-47 Behavioural Change Communication in Breast Cancer Screening Campaign In Nigeria. Oyewole, Jaiyeola Aramide...... .............................................. 48-61 A Comparative Study o f Girl-Child Accessibility to Primary Education in Nigeria and Cameroon B.O. Lawal Ph.D and Okoro, N. P............................................62-76 Influence of Socio-Economic Factors and Reward System on Junior Workers Performance In Selected Work Organisations in Oyo State Nigeria Muili Folaranmi Olajide and Olutuase Michael M oyo............ 77-86 Effectiveness o f Computer-Based Instructional Technologies in An African University: Policy Implications for University Education in Nigeria Martins FabunmiAgatha-Mary Ayene Neku; Emmanuel Aileonokhuoya Isah and Samuel Olabode Fabunmi..................................................................87-102 Labour Policy Reforms and Best Labour Practices in Nigeria: Implications For The Sustainability of Trade Union Movement Olaitan E.0...........................................................................103-117 iii IBADAN UNIVERSITY LIBRARY The Adult Learner’s Relationship with Information Communication Technology (ICT) and Its Implications for Adult and Non-Formal Education in Lagos State T.V. BakarePh.D................................................................... 118-134 Micro-Finance A Veritable Tool for Poverty Reduction in Nigeria Olaleye Yemisi Lydia Ph.D .....................................................135-152 Social Diversities and Sustainable Community Development In Heterogeneous Societies In Nigeria Bede C. Akpunne..................................................................153-172 Adult And Non-Formal Education As Catalysts For Job and Wealth Creation Sarumi Abidoye Ph.D and Ojo Ronke Christiana Ph.D .......173-188 Longitudinal Comparison of Transfer of Learning and Academic Performance Amongst Selected Geography Students in Emmanuel Alayande College of Education, (EACOED), Oyo, Lanlate Campus, Oyo State, Nigeria Oladapo, Oludare Samuel; Ogundele, A. I ; and Oladipo, M. O ...............................................................189-209 Water and Hospitality Industry in Nigeria: The Current Situations K. A. Aderogba.....................................................................210-223 Incentive Packages as Correlates of Workers’ Performance Among Staff of Selected Nigerian Universities Oyekunle Oyelami Ph.D and F. O. Olaniyi........................... 224-234 Problems Solving Methods In Rural Community Organizations In Nigeria Ezeokoli Rita Nkiruka P h .D ................................................ 235-249 Adult Friendly Learning: Prospects and Challenges Deborah Egunyomi Ph.D and Adebola Helen Ebunoluwa ....250-262 IV IBADAN UNIVERSITY LIBRARY INTERNATIONAL JOURNAL OF CONTINUING AND NON FORMAL EDUCATION VOL. 5, NO. 1,2008 Effectiveness of Computer-Based Instructional Technologies in an African University: Policy Implications for University Education in Nigeria Martins Fabunmi, Agatha-Mary Ayene Neku, Emmanuel Aileonokhuoya Isah and Samuel Olabode Fabunmi Faculty o f Education, University of Ibadan, Ibadan. Nigeria Abstract In Nigeria, university authorities appear not to lay adequate emphasis on the application o f computer information technologies to teaching. The needed equipment is not often available. Most lecturers do not have the needed computer skills. This study, therefore, investigated the extent to which computer-based instructional technologies could enhance teaching and learning effectiveness with a view to making recommendations to policy makers and university authorities in the country on the need to provide and use Computer-Based Instructional Technologies (CBIT) to teach in at universities. The study adopted survey research design and used the multi-stage sampling procedure to select six out of thirteen faculties and 300 out of 1,156 lecturers at the University of Ibadan, Nigeria. A questionnaire was developed for data collection. The multiple regressions were used to analyze data, using a 0.05 level of significance. Result revealed that the application o f Computer-Based Instructional Technologies to teaching contributed significantly to teaching effectiveness. Key words: Computer, instructional technologies, an African university, policy implications, university education IBADAN UNIVERSITY LIBRARY 88 M. Fabunmi, A. Ayene Neku, E. Isah and S. Fabunmi Introduction Global emphasis is on how to incorporate Computer-Based Instructional Technologies into the teaching process with a view to enhancing teaching effectiveness and learning. Several nations have incorporated the technology into their educational delivery systems. Japan, Mozambique and the United Kingdom introduced Computer- Based Instructional Technologies across the school system in 1985, 1997 and 1970 respectively (Sakamoto, 1995; Ismail, 2001 and School Curriculum Assessment Authority, 1994). In most advanced countries, virtually all their teachers are able to apply to apply the computer technology to teaching. Some scholars are o f the view that the inclusion o f ICT in teaching practice by teachers who lack the necessary skills may do more harm than good. In reality, the scientific literature on this matter is split into two major schools of thought. The first, very powerful in the pacific Anglophone’ countries, most particularly Australia, identifies integration o f ICT both as a condition o f survival o f university institutions and as a content favoring the modification o f teaching practices, thereby showing to advantage the integration o f networked environments (Dalgamo, 1996; McNaught, 1996). A second school o f thought, more pragmatic than the first, considers that the integration o f Computer-Based Instructional Technologies in university teaching may not to be particularly associated with the modification o f teaching practices and will not affect by itself the epistemological stance of practitioners. Teaching will remain essentially traditional, characterized by a neo-behaviorist epistemological perspective. As teaching materials, information technologies simply take the place o f print or the use o f the chalkboard or o f the low resolution overhead projector. Teachers integrate data entry o f their course notes or the more-or-less interactive electronic manual into their practice. They may take into consideration the ‘learning dimension o f the educational relation and provide their students with diverse tools that they w ill have to manage by themselves in the course o f their studies (McIntyre & Wolff, 1998). The integration o f tools such as ‘online’ formative self-evaluation software or access to glossaries and complements o f course notes entered as tele-acce^ible hypertext, IBADAN UNIVERSITY LIBRARY Effectiveness o f Computer-Based Instructional Technologies... 89 respond principally to these types o f pre-occupations. Connick (1997) refers to ICT-mediated education as the new educational culture and recommends it as appropriate for use in university teaching as well as its potential to revolutionize the quality o f the lecture delivery system. Crook, (1997) accepts that computer-assisted teaching allows for greater flexibility o f content as well as a high level o f bi-directional interaction in the educational delivery system, thus increasing students participation, hence increased effectiveness. The integration o f ICT in educational delivery system o f universities will have a significant impact on students productivity, and thus improved teaching effectiveness. ICT-mediated education is complementary to educational itself. Students’ achievement which w ill continue to improve is a pointer to improved teaching effectiveness. Merrill (2002) states that ICT-mediated teaching has been proven to improve student’s performance and had a marked and significant effect on teaching effectiveness. The Problem Most universities in advanced countries like the United States, United Kingdom, Japan, Canada and France provide computer-based instructional technologies (CBIT) for teachers to use with a view that it would improve teaching effectiveness but in the developing world, CBIT is novel and faced with several challenges. CBITs are just not available in most o f the departments in the university and where available, they are not adequate. Even, if they are adequate, most o f the lecturers cannot use them to teach. Urgent solution is required. There is a need for an empirical study to establish the problem, before appropriate policies are put in place. This study, therefore, investigated the extent to which computer literacy could enhance teaching effectiveness at the university o f Ibadan, Ibadan, Nigeria, with a view to making recommendations to policy makers and university authorities in the country on the need to provide and use computer information technology to teach in our universities. IBADAN UNIVERSITY LIBRARY 90 M. Fabunmi, A. Ayene Neku, E. Isah and S. Fabunmi Evaluation o f policies in Africa towards computer based instructional technologies: The digital age is fast improving methods o f operations in large complex organizations to which the educational system is part. Various African nations have put or are beginning to put in place methods o f improving teaching and learning effectiveness as education is considered an excellent way o f development. One way o f improving on education in this era could be the introduction o f computer based instructional technologies. (Lundu and Mbewe, 2003) point out that information and its dissemination act in a central way towards national development and a major way o f disseminating such information is the adoption o f the CIBT in the teaching, learning and research process. In Nigeria, the Federal Government o f Nigeria (FGN) has been able to articulate policies on its expectation o f the global digital revolution through the Information Communication Technology (ICT) policy at all levels o f education. The policy in section 2 gives its vision statement as follows: “To make Nigeria an IT capable country in Africa and a key player in the information society by 2005, using IT as the engine o f sustainable development and global competitiveness". The same document describes its mission statements to include; education, wealth creation, global competitiveness, poverty eradication and job creation. Core objectives o f the Nigerian IT policy include: ■ Ensuring that IT resources are readily available to promote efficient national development, empowering Nigerians to participate in software and IT development, to develop and establish IT infrastructure and maximize its use nationwide, create an enabling environment and facilitate private sector investment in the sector. ■ The FGN has also planned strategies to execute its vision as follows in section 5 o f the Nigerian IT policy document; ■ ... restructuring the education system at all levels to respond effectively to the challenges and imagined impact o f the information age and in particular, the allocation o f a special IT development found to education at all levels. Its strategy on human resources development explains that government will IBADAN UNIVERSITY LIBRARY Effectiveness o f Computer-Based Instructional Technologies ... 91 develop IT curricular for primary, secondary and tertiary institutions in Nigeria making acquisition o f IT skills mandatory and compulsory for all government employees and to achieve 100% computer literacy and IT compliance by the end o f the year 2002 (Nnebe, 2008). The foregoing shows the extent to which Nigeria has advanced. Some other African countries have also articulated policies on computer based instructional technologies but it is observed by (Adekanbi, 2008) that the numbers o f African countries that have IT policies are quite few. Moreover, its being observed that reasons why African universities have failed to be listed in global universities rankings is not unconnected with their low acceptance and adoption o f ICT as a method o f operation indicating that their operations are internalized. Since policy is a body o f rules and regulations governing any organization, it could be well concluded that most nations particularly Nigeria have taken the first good step through the development o f a national policy on IT that will guide the way into the new millennium. However, observations show that the strategy o f achieving 100% computer literacy for civil servants in the year 2002 was not achieved and has not been attained as at 2010 as several civil servants are yet to be computer literate and the same applies to our schools and tertiary institutions where most teachers and students are yet to be literate in computing indicating that the policy is certainly experiencing some challenges. Challenges to computer-based instructional technologies in Nigerian universities The follow ing CBIT challenges are clearly manifest in many universities in Nigeria. It is clear that university lecturers might prefer computer based instructional technologies due to the large number o f students they teach. The challenges pose limitations to such desires. Prominent challenges include: General problem o f poor access to CIBT equipment A core challenge to the utilization of ICT equipment and the adoption o f computer learning technologies in developing countries is access IBADAN UNIVERSITY LIBRARY 92 M. Fabunmi, A. Ayene Neku, E. Isah and S. Fabunmi to such equipment (Otakor, 2007). The same observation is made by (Okhiria, 2007). Most developing countries do not have the requisite equipment hence even where preferred, cannot be used. Inadequate infrastructure to support CIBT and Computer assisted learning technologies Most developing nations like Nigeria lack the infrastructural framework for an ICT enabled society. In the past one and a half decades, Nigeria has been battling with the problem o f inadequate power generation and transmission (Sambo, 2008). (Anyakola, 2009) reports that while the average power requirement/demand in Nigeria is currently estimated at 5,000MW, energy generation oscillates between (1,500 - 2000) MW. These revelations show that the framework to operate these computers is presently lacking. Poor plan/strategy implementation devices While the Nigerian system has been well explored in the preceding write up, it could be seen that the nation has a policy, vision and mission statements. The implementation o f these policies have not been translated into concrete tangible items e.g. the level o f computer acquisition skills for pupils in primary and secondary schools both public and private schools cannot be ascertained as it falls short of expectation since there is currently no syllabus or curricular for computer acquisition skills in lower levels o f education. At the tertiary education level, observation shows that acquisition o f these skills is subject to personal interest, affluence etc. Poor maintenance/ICT culture in developing countries Another challenge to the adoption o f computer assisted technology is the poor maintenance culture o f developing countries which is basically a function o f ignorance, poor planning and strategies. Personnel versed with the knowledge o f repairs o f these equipment when faulty are not readily handy. Secondly, the spare parts are produced where the computers are produced hence when a computer breaks down, the cost o f its repairs is almost equivalent to the cost o f producing a new one as the broken down aspect will need to be imported. It further takes time and hence must faulty computers arp flnm nprl n c lin iTC a l-ilp in r io w o ln n in r r /./-uint-rioc IBADAN UNIVERSITY LIBRARY Effectiveness o f Computer-Based Instructional Technologies ... 93 Poor, fragile economies o f developing nations The economics o f most developing countries lack the ability to sustain heavy ICT purchases. In Nigeria for example, well over 70% of the population live below the $2.00/day poverty line (FRN, 2004). With this uneven income distribution, it behaves on governments to provide the requisite ICT frame work but most developing countries have economics that produce primary products and classed no developing nations. Nigeria produces crude, Angola exports crude oil, Ghana exports cocoa, Cote’ divore produces cocoa and several other countries. Moreover, the population figures o f these countries which keep rising places much burdens on government for the production o f social services and amenities hence the economies are not able to meet exigencies in other areas. Poor leadership and governance challenges affecting education in developing nations Most developing nations are characterized with poor governance. Indicators o f such manifest in the adoption o f military regimes, election rigging, poor leadership characteristics, looting o f national treasuries and general tribalism, nepotism and societal plurality. In 2006, Ribadu claimed that the quantity o f money stolen by African leaders in recent years is well over $360bn. With these poor methods of governance, policies are not continuous. This is why despite good paperwork, implementation of policies is poor. While political leaders are filled with corruption and ethnicism the case o f the civil service can be described as unfortunate as civil servants at all levels are neck deep into greed and covetousness (Fabunmi and Isah, 2009). Human resources inadequacy A major challenge to the development o f ICT in most developing nations is the absence o f capable hands to assist in the training of others and consequently the vast majority. There are some schools where government have been able to mobilize funds to procure and provide these equipment but most often due to absence of manpower to man the equipment, they are left to rot away in some offices and in some other cases due to insecurity, the items/equipment are stolen. IBADAN UNIVERSITY LIBRARY 94 M. Fabunmi, A. Ayene Neku, E. Isah and S. Fabunmi Theoretical Framework The study focuses on the acquisition o f skills highlighting the importance o f the learner, the teacher and the materials under study including the methodology for learning hence the relevant theory adopted here is the learning theory. Omolewa (2009) emphasized that whatever resources a nation has can only advance it in other fields but cannot make it grow above the level o f its teachers that is also amplified by the(NPE, 2004). In this study, the teacher, the learner, the materials and the methodology under discussion are extremely important. Beginning from the period o f the classical behavioral theorist that featured classical and operant conditioning by Psychologists as the Russian Ivan Parlov and B.F. Skinner, the stimulus response mechanisms were well explained that often and always led to behaviour modification. Key scholars in the era o f behaviourism were, John B. Watson, Ivan Parlov, B.F. Skinner, E.L. Thorndike, Bandura and Tolman. The highlights o f these scholars theories on learning revolved around the following: i. The learner starts as a clean slate ( Tabula Rasa) ii. Learners behaviour is shaped through stimulus from the environment iii. Learners behaviour can be modified through positive, negative or zero reinforcements to either continue, change or bring about an extinction o f behaviour which is the essence o f education/leaming (Change in behaviour). iv. Generalizations. Parlov worked with the dog and Skinner worked with the cage. The educational and learning purposes o f these theories include the following: i. Some skills are better learned in school under certain conditions. ii. Teachers should use re-inforcement in teaching and learning. iii. Teaching materials should be presented in a manner that takes care o f the level and requirements o f the individual. iv. Lessons should be structure i.e. in bits and parts, v Feed back is important. IBADAN UNIVERSITY LIBRARY Effectiveness o f Computer-Based Instructional Technologies... 95 Another aspect o f learning theories quite relevant to this work is that o f Discovery Learning being a subset in the learning theory family. The originator o f discovery learning was Jerome Bruner in 1915. Its tenets were based on problem solving situation where learners draw from past experiences and existing knowledge to discover facts and relationships and new truths to be learned. This theory expounds on exploration, manipulation o f objects, critical reasoning and experimentation. Models on these base their arguments on guided discovery, problem based learning, simulation based learning, case study-based learning, incidental learning etc. Jerome Bruner and other psychologists in this category believe that discovery learning; i. Engages active participation engagement ii. Promotes motivation iii. Promotes autonomy, responsibility and independence iv Develop creativity and problem solving skills and v Tailors learning experiences. Apart from the above Kolb’s experimental learning originated from the work o f David .A. Kolb in 1939. Colb and his contemporaries believed that learning is the process whereby knowledge is created through the transformation o f experience. Kolb followed the steps o f John Dewey, Kurt Lewin and others. They believed that through experimental learning, learners will: i. Develop Concrete Experience (CE) ii. Develop Reflective Observation (RO) iii. Abstract Conceptualization and (AC) iv Active Experimentation (AE) The above processes have been summarized by learning-theories. Com (2008) into DO OBSERVE, THINK AND PLAN. Kolb (1984) did not only explain the four steps above but also identified four learning styles that correspond to these stages as: Assimilators, who learn better when presented with sound logical theories to consider. IBADAN UNIVERSITY LIBRARY 96 M. Fabunmi, A. Ayene Neku, E. lsdh and S. Fabunmi Couragers who leam better when provided with practical application o f concepts and theories. Accommodators, who leam better when provided with ‘hands-on’ experiences. Divergers are described as those who leam better when allowed to observe and collect a wide range o f information. In learning theories, we find the multiple intelligence theory o f Harvard Gardner o f 1983 that identifies 7 ways (intelligences) by which people understand and perceive the world. They include: Linguistic: ability to use the spoken word Logical - mathematical: Inductive and deductive reasoning, abilities to use numbers. Visual - spatial: The ability to mentally visualise objects and spatial dimensions. Body kines theta: The wisdom of the body and the ability to control typical emotion. Muscle rhythmic: The ability to master music as well as rhythms, tones and beats. Interpersonal: Ability to communicate effectively with other people and develop relationship. Intrapersonal: The ability to understand one’s own emotions, motivations, inner states o f being and self reflection. Several other theories such as the Gestalt theory, social learning theory etc are all emphatic o f the learner, the teacher and the mate­ rials for teaching and learning as facilitators o f effective teaching and learning. It is clear therefore that these theories suggest and support the adoption and use o f computer based-instructional technologies. The technology allows for exploration and experimen­ tation while teaching. It give the teacher and the learner ample op­ portunity to draw from the level o f knowledge in other parts o f the world. It encourages individual exploratory practices and techniques in research. IBADAN UNIVERSITY LIBRARY Effectiveness o f Computer-Based Instructional Technologies ... 97 Conceptual Framework The conceptual framework for this investigation is derived and adapted from the works o f David Kolb on Experimental Learning. Assimilation Covergers Accommodators & Divergers in the classroom Source: Adapted from Leaming-Theories.com-2008 Kolb’s four-stage learning cycle shows how experience is translated through reflection into concepts, which in m m are used as guides for active experimentation and the choice o f new experiences. The first stage, concrete experience (CE), is where the learner actively experiences an activity such as a lab session or field work. The second stage, reflective observation (RO), is when the learner consciously reflects back on that experience. The third stage, abstract conceptualization (AC), is where the learner attempts to conceptualize a theory or model o f what is observed. The fourth stage, active experimentation (AE), is where the learner is trying to plan how to test a model or theory or plan for a forthcoming experience. IBADAN UNIVERSITY LIBRARY 98 M. Fabunmi, A. Ayene Neku, E. Isah and S. Fabunmi Kolb identified four learning styles which correspond to these stages. The styles highlight conditions under which learners learn better. These styles are: ■ Assimilators, who learn better when presented with sound logical theories to consider ■ Convergers, who learn better when provided with practical applications o f concepts and theories ■ Accommodators, who learn better when provided with ‘hands- on’ experiences ■ Divergers, who learn better when allowed to observe and collect a wide range o f information. Methodology The study adopted survey research design and use the multi-stage sampling procedure to select six out o f thirteen faculties and 300 out o f 1,156 lecturers in the University o f Ibadan, Nigeria. An instrument tagged ‘Computer-Based Instructional Technologies and Teaching Effectiveness Questionnaire’ was developed for data collection. It comprises three sections. Section A sought for background information. Section B gathered information on the use o f Computer-Based Instructional Technologies, while section C elicited information their teaching effectiveness. The multiple regressions statistic was used to analyze data at 0.05 level o f significance. IBADAN UNIVERSITY LIBRARY Effectiveness o f Computer-Based Instructional Technologies ... 99 Research Hypotheses This section is discussed under the only research hypothesis that guided the study. R esea rch H ypothes is : U se o f c o m p u te r -b a s e d instruct iona l techno log ies m ake no s ign i f icant contribution to teaching effectiveness. l ln s ta n d a rd is e d S ta n d a rd ize d c o e ff ic ie n t co e ff ic ie n t M o d e l Beta Standard Beta t P R e m a rk s Error 0.75 5.855 0.128 0.898 Constants 0.373 0.043 0.049 8.599 0.000 S ign ificant r <0.5 Table 1: Showing contribution o f CIBT to teaching effectiveness. Report o f Findings: It was observed that the study tested and showed a rejection o f the null hypothesis as it tested positive at indicating that lecturers prefer the use o f computer assisted learning. This revelation is in line with studies which have shown that computer assisted learning is preferable to modem day educational systems than the traditional learning styles (Fabunmi, 2009, Adekanmbi, 2008, Okhira and Njoku 2007). The use o f Computer Based Instructional Technologies makes a significant contribution to teaching effectiveness (t=8.599, P < 0.05). This is in consonance with the findings o f Merrill (2002) and Fabunmi (2009) who state that ICT mediated teaching has been proven to improve students performance and had significant effect on teaching effectiveness. It also confirms that the teachers who use Computer Based Instructional technologies are more effective in their lecture delivery which is in consonance with previous studies. Conclusion and Implications for Teacher Education and Policy This study established that the application o f CBIT to teaching contributed significantly to teaching effectiveness. It is therefore advised that policy makers need to incorporate the provision o f Computer-Based Instructional Technologies and the re-training o f IBADAN UNIVERSITY LIBRARY 100 M. Fabunmi, A. Ayene Neku, E. Isah and S. Fabunmi lecturers in its usage into the university education policy as its usage will perform the following: (i) Align Nigerian universities in perspectives with other world class universities in the digital era. (ii) Encourage global competition due to the acquisition o f computer skills and interest skills by students and staff in this era o f globalization. (iii) Enable the much longed for capacity development and utilization in IT usage in our tertiary institutions. (iv) Challenge Nigerian Academics and researchers into the development o f local IT resources due to continual access and usage o f IT resources and in the process enable technology transfer. (v) The use o f IT teaching methods will give students greater challenges in ‘hands on practice’ o f their work, be self reliant in the areas o f producing documents i.e. less dependence on secretaries while old academics w ill have no option but to acquire IT skills or be conscripted to the dust bin o f irrelevance. 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