IMPACT OF INSTRUCTIONAL MATERIAL IN TEACHING NETWORKING IN COMPUTER SCIENCEON STUDENTS ACADEMIC PERFORMANCE
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND OF THE STUDY
Since the beginning of time, people have used a variety of methods to communicate their thoughts, desires, and wishes to others. Education has reached a tipping point in the twenty-first century, with educators shifting their focus away from traditional classroom projects and toward innovative initiatives that make classroom learning more dynamic. One of these projects is the use of instructional materials. Teachers who care about their students’ learning materials work with them to create personal learning plans, diagnose cognitive strengths and weaknesses, as well as other personality traits, tailor the learning environment and instruction to their students’ needs and interests, and mentor authentic and reflective learning experiences for their students (Keefe and Jenkins, 2000).
Students’ desire for comprehension motivates them to study more effectively. When
Students devote more mental energy to classroom investigations and debates, as well as independent study, when they want to learn more about a concept, a topic, or an entire field (Brooks and Brooks, 1999). As a result, aspects of the teaching-learning process must be adaptable but interactive in a constructive learning environment. The instructor, the student, and the learning environment all contribute to the effectiveness of the teaching-learning process. New teaching materials and classroom processes, according to Iquin (1993) and Bautista (2005), necessitate an alert type of teacher whose responsibility includes monitoring his students’ progress.
According to several research reports, secondary school students’ interest in science disciplines is dwindling (Esiobu 2005). According to Afuwape and Olatoye (2004), research on the causes has been conducted.
Lack of qualified teachers, a lack of practical work, insufficient allotment of time for practical on the school timetable, poor method of teaching, non/poor use of instructional materials, and other factors were cited as reasons for students’ lack of interest in science. These, he claimed, were among the primary impediments to the successful implementation of the core curriculum in computer science.
In this context, the teacher’s role in promoting learning is highly desirable, because a teacher who understands his role in the teaching-learning process is not solely dependent on written words in books. He instead develops his own extracurricular activities and resources. He must provide his students with instructional materials that provide the most effective and constructive strategies for developing abilities and expanding their learning (Bautista, 2008).. Guldner
and Stone-Winestock (1995) empirically demonstrated that grouping students in a university course based on their location in the use of instructional material could improve academic achievement. When instructional materials are used, learners’ efficiency, motivation, cognitive effectiveness, and learning style adaptability all improve. We learn because we want to know. Allowing learners to be more active participants in a well-designed learning experience may encourage them to become more engaged with the information. The emphasis shifts from a passive, teacher-centered paradigm to an active, learner-centered approach, resulting in a more powerful learning stimulus. Interactivity maintains the learner’s attention while also allowing them to practice and reinforce what they’ve learned on their own.
1.2 DEFINITION OF THE PROBLEM
The use of teaching materials in schools is not permitted. . As a result, students’ motivation and interest in computer science networking are low. This is due to a lack of instructional materials in schools, which forces teachers to take a verbalistic and theoretical approach to teaching and studying the subject. Evidence suggests that educational materials are more efficient than traditional instructor-led techniques because students develop information, skills, and attitudes more quickly. This efficiency is likely to lead to increased motivation and productivity, but students are prone to poor performance in the absence of instructional material (Olojo et al., 2012). According to Obioha (2006) and Ogunleye (2002), Nigerian secondary schools do not have enough resources to teach networking concepts. They went on to say that the majority of the ones available are in poor condition. Today’s question
is how much the use of instructional materials in secondary schools influences student learning and achievement in computer science as it relates to networking. This study seeks to investigate the impact of instructional material in teaching networking in computer science on students’ academic performance based on this premise.
1.3 OBJECTIVES OF THE STUDY
The primary goal of this research is to investigate the impact of instructional material used in teaching networking in computer science on students’ academic performance. The research would specifically:
i. To investigate the extent to which computer science instructional aids are available in Senior Secondary School.
ii. Determine whether computer science teachers use instructional aids during networking teaching and learning.
iii. Whether or not computer science teachers are willing to innovate
In the absence of a school, this aids.
iv. To see if the use of networking instructional aids affects the academic performance of Senior Secondary School students in computer science.
1.4 QUESTIONS FOR RESEARCH
i. To what extent are computer science instructional materials available in Senior Secondary School?
ii. Do computer science teachers use instructional aids when teaching and learning about networking?
iii. Are computer science teachers willing to create their own teaching aids in the absence of school resources?
iv. Does the use of networking instructional aids affect the academic performance of Senior Secondary School students in financial accounting?
1.5 THE STUDY’S IMPORTANCE
This research is primarily important for the development of constructive approaches to assisting students in developing better academic achievement. It will
provide foundations for developing a communication approach responsive to the need for “more penetrating theories of mathematical thinking and learning in science,” because cognitively oriented science of thinking and dynamic learning must be reconciled with various theories of interactions and discourses of the teaching – learning process. This study has the potential to improve student contact and will be used by teachers to improve student participation in class, particularly among introverted students. The study will also serve as a resource for scholars and students interested in conducting additional research in a related field.
1.6 THE STUDY’S OBJECTIVE
This study’s scope borders on The primary goal of this research is to investigate the impact of instructional
material in teaching networking in computer science on students academic performance. The focus is primarily on computer science teachers and students. The study also focuses on the instructional materials used by teachers in the networking teaching and learning process. The study focuses on secondary schools in Ogun State’s Ijebuode Local Government Area.
1.7 THE STUDY’S LIMITATIONS
The researchers encountered minor constraints while conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the fact that it is a new discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which was time-consuming.
This is why the researcher chose a small sample size that included only a few secondary schools in Ogun State’s Ijebuode Local Government Area. As a result, the findings of this study cannot be generalized to other secondary schools in other Nigerian states. Furthermore, the researcher’s involvement in this study while also working on other academic projects will impede maximum dedication to the research. Finally, respondents were unable to return all of the questionnaires distributed to the researcher, forcing the researcher to work only with those that arrived. Nonetheless, despite the constraints encountered during the research, all factors were minimized in order to provide the best results and make the research a success.
1.8 TERMS DEFINED IN AN OPERATIVE MANNER
An example of instructional material
Educational resource used to improve student knowledge, abilities, and skills, monitor information assimilation, and contribute to overall development and upbringing.
Networking is the act of connecting computers so that users can exchange information or share access to a central database.
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