THE USE OF MULTIMEDIA IN TEACHING AND LEARNING COMPUTER SCIENCE

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THE USE OF MULTIMEDIA IN TEACHING AND LEARNING COMPUTER SCIENCE

CHAPTER ONE

1.1 Background of the study

A computer is an electronic device that can process data. Computer system is capable of accepting input data (unprocessed data), through an input device, store and processed the data and place processed data (information) on the out put device generally called output.

Some people have always responded to as problem with some types of solutions. The birth of electronic multi media like computer is no exception when barter economy was replaced by monetary economy, the need for number, computation and the keeping of records, become apparent. As early as 300 B.C. number were in use in some parts of the world.

The concept of number and counting is said to have been initiated or developed by Hardsman who after their animals, returned in the evening they could be accounted for. Later other simple methods such as sticks and stones were also used to count. The first real computations aid, abacus, was developed in China as early as 2600 B.C.. Abacus is still commonly used in the world today.

In 1614 John Napier, a Scotish mathematician invented the Napier logarithm. In 1768, Galvanic became the first man to identify electro mechanical machine which is used to add stored data.

In this age of information and communication technology (ICT) where the world seems to be reduced to a global hamlet, no country desire to be mapped out for the relevant hamlet. Information and communication technology is therefore an indispensable tool for global hamlet. In the context of this research, ICT focused on the enhancement of students’ performance of school subjects through the use of computer aided instruction in computer science. In that case, knowledge and skills acquisition are necessary as a fundamental of ICT. Science education in general and computer science in particular today, demand for teachers capable of teaching the new technology and helping students interpret and repackage information and provide information. Rich environment, for communication to use ICT in the learning environment, there is need for students to have access to multimedia like computer, fax machine, telephone and electronic mail etc. Experts however believe that the educational sector is suffering neglect towards effective access of information (Ofulure 1999). The new communication technology has no distance and boundary and time so that the remotest village in Nigeria has the possibility of trapping a global store of knowledge. This development makes it possible to receive vast amount of information from anywhere in the world in seeds. Although cultural compatibility and the high rate of purchase and maintenances multimedia like computer in developing countries may make the demand for multimedia (computer) in science classroom seems luxury. At the moment, this state of affair may not last for a very long period of time. The use of computer to facilitate learning of computer science within the formal learning and teaching situation will eventually enhance the acceptance of this versatile technology in the developing countries, which are normally dominated by the indigenous technology. All teachers are now expected to make use of ICT to support teaching and learning environment. A few feel uncomfortable if asked to teach in an ICT suite rather than their own laboratory that they will do anything they can do to avoid it or will leave the management of the lesson to the ICT technician or coordinator. Many feel that they could do a better job if the resource were more accessible for the lesson and the scheme of work. Being able to use ICT confidentially at home and as the teacher in charge of the lesson are two different things. Apart from the general classroom management issues, there can also be disconcerting technical differences. The extra demands of simply working on a network can provide a large confident benefit. Many staff and the school network security arrangement can make that aspect of using the internet in lesson require a little more planning. For example, it is useful to be able to write hyper link into a word document to make students directly to relevant website but those may need to work in advance with the ICT technical manager to make sure that useful websites are “book marked” or entered in “favorites” for resource centred organizations who packaged folders for easier access or data. Here, book marked sites with their favorites are directly chained or linked to desire web pages of choice.

Statement of the Problem

There is an urgent need to improve the quality of education to bridge the gapbetween developed and developing nations, and multimedia instruction is considered as a necessary tool for this purpose. However, the presence of multimedia alone will not stimulate significant changes in a school. Teachers are important ingredient in the implementation of multimedia instruction in education.

Without the involvement of teachers, most students may not take advantage of allthe available potential benefits of multimedia on their own. Teachers need to actively participate in the use of multimedia facilities. They have to be trained in the use of multimedia and in its integration in the classroom activities to enhance thinking and creativity among students. They must also learn to facilitate and

encourage students by making them responsible for their own learning. Many ofthe current graduates were found to be lacking in creativity, communications skills, analytical and critical thinking and problem – solving skills (Teo and Wong, 2000;

Tan, 2000).

In this study, attempts are therefore made at examining such issues as arepertinent to multimedia utilization for teaching in the Faculties of Arts and

Education, University of Ibadan, Oyo State, Nigeria.

Objectives of the Study

1. To know how multimedia can help in improving pedagogical quality of teaching in a classroom.

2. To study the significant difference in the process of classroom teaching through conventional method and multimedia technology.

3. To find out academic achievement of students in science subject by teaching them in conventional method and using multimedia technology.

4. To find out advantages using of multimedia technology in teaching of science subject in the classroom.

Research Questions

1. How can multimedia can help in improving pedagogical quality of teaching in a classroom.

2. What are the significant difference in the process of classroom teaching through conventional method and multimedia technology.

3. What are academic achievement of students in computer science subject by teaching them in conventional method and using multimedia technology.

4. What are advantages of using multimedia technology in teaching of science subject in the classroom.

Research Hypothesis

H0: There is no significant difference between academic achievement of computer science of students taught by conventional method and using multimedia technology with respect to their post-test scores.

H1: There is no significant difference between academic achievement of computer science of students taught by conventional method and using multimedia technology with respect to their post-test scores.

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