Effects of computer assisted instruction on the teaching of geography in Kenyan secondary schools
This study looked into the use of computer as an instructional resource at the secondary school system in Kenya. Several researches on computer-assisted instruction (CAI) have been carried out in the developed countries and attested to the general effectiveness of computer as an instructional resource. In Kenya, computer has been introduced to several secondary schools as a subject of study and as an instructional resource, Republic of Kenya (1996). Thus there was a need for a research of this kind to find out the instructional effectiveness of computers in the country’s school curriculum and in particular, the teaching of geography at secondary school level. The purpose of the study was to find out the extent to which the potentials of computer-assisted instruction could be realised in Kenya. The study investigated three modes of instructional methods namely; individualised computer assisted instructions (CAI), computer assisted instructions supplemented by teachers' supervision (herein called Integrated Computer Assisted Instructions (ICAI)) and conventional method of instruction (CM) in the teaching of geography. The study further explored possible differences in attitudes that students would have about learning geography and use of computers for instruction, being a new technology in the secondary education system. The design of the study was quasi-experimental. The target populations for the study were public schools in Kenya. Six public schools were used. Five hundred and forty students and one hundred and fifteen teachers were used for the study. The instruments for the study were three achievement tests namely, pre-test, post test and a retention test. Other instruments used for the study were, teacher’s questionnaires on the teaching of geography and teachers questionnaire on the use of CAI in teaching statistical methods in geography. Also used were tests on student’s attitudes towards learning of geography as a subject and use of CAI as an instructional program. Data was collected using the above instruments. The researcher and the trained research assistants collected the data. Data analysis was done with the help of a computer program SPSS for statistical analysis. The study found that there is no significant difference in the three modes of teaching. It was also found that attitude of students towards geography, as a subject was very positive but this did not have a significant effect in performance of the students using the three modes of study. Equally students that learnt using computer assisted instruction had positive attitude towards the instructional programme. The study recommended more research on CAI in other subject areas and private schools.
SponsorhipUniversity of Nairobi
Dept. of Educational Communication and Technology, University of Nairobi.