APPLICATION OF DEMONSTRATION STRATEGY AND COMPUTER AIDED INSTRUCTION ON STUDENTS' ACQUISITION OF KEYBOARDING SKILLS: A REVIEW OF ITS EFFECTS
DOI:
https://doi.org/10.47941/jep.993Keywords:
Demonstration-strategy, Computer-Aided-Instruction, Keyboarding-skillAbstract
Purpose: The advent of information and communication technology has brought to the front burner the need for students and teachers alike to master the craft of keyboarding. This study investigates the effects of demonstration strategy and computer aided instruction on students' acquisition of keyboarding skills in colleges of education in South-west, Nigeria.
Methodology: Quasi experimental research was adopted for the study. Specifically, the pre-test, post-test non-equivalent control group design was used. The population consisted of 1,729 NCE one business education students in 11 public colleges of education in South-west, Nigeria. The sample size comprised 620 NCE one students out of which 582 (94%) participated fully in the study. Simple random sampling technique was adopted and intact classes were used as experimental and control groups. The instrument for data collection was Keyboarding Skill Acquisition Test (KSAT) developed by the researcher and validated by four experts. The reliability of the instrument was determined using Spearman Rank Order Correlation which yielded a coefficient of 0.80. The instrument was administered as pre-test to both experimental and control groups. The treatment was applied for six weeks after which the post-test was administered. Mean and standard deviation were used in answering the research questions while Analysis of Covariance (ANCOVA) was used to test the hypotheses at 0.05 level of significance. The results were presented in tables.
Findings: Findings revealed that teaching with computer aided instruction (mean = 53.69, SD = 9.47) had a significant higher positive effect on students' acquisition of keyboarding skills than demonstration strategy (mean = 47.87, SD = 11.04) and lecture strategy (mean = 40.78, SD = 12.56).
Unique contribution to theory, practice and policy: Teaching with demonstration strategy and computer aided instruction have salutary effect on students' acquisition of keyboarding skills but computer aided instruction is more effective in the teaching and learning of keyboarding and similar business education skills than other strategies. Therefore, business educators should always endeavour to teach keyboarding with computer aided instruction to improve students' learning outcome in tertiary institutions.
Downloads
References
Adebayo, A. M. & Igbinedion, V. I. (2019). Timeliness of keyboarding instruction as perceived by business educators in Ondo and Ekiti State, Nigeria. American Journal of Creative Education, 2(3), 138-148.
Adejumo, M. O. (2016). Effect of demonstration and group discussion methods on students' outcomes in keyboarding skills among colleges of education in southwest Nigeria. Unpublished Ph.D. Thesis, Olabisi Onabanjo University, Ago Iwoye.
Ademiluyi, L. F. & Oyedele, J. F. (2020). Business Education: Status quo, challenges and opportunities in the 21st century. In Bojuwoye, Oyedele, Ademiluyi & Mamman. Education in the Era of New Technologies: Issues, Challenges, concerns and panaceas. Integrity Publications.
Ademiluyi, L. F. & Emode, P. A. (2019). Computer application and internet access competencies needed by polytechnic office technology and management students for computer aided instruction. Africa Journal of Applied Technology, 5(1), 33-45.
Akhigbe, O. J. (2015). Effects of computer assisted programmed instruction and demonstration method on achievement of national diploma students in keyboarding in South-south Nigeria. Unpublished PhD Thesis, Ekiti State University, Ado-Ekiti, Ekiti State, Nigeria.
Alasoluyi, O. E. (2015). Effect of computer assisted instruction (CAI) on students' performance in economics in senior secondary schools in Ekiti State, Nigeria. Unpublished M. Ed. Thesis, Ahmadu Bello University, Zaria.
Bartholome, L. W. (2013). Teaching keyboarding to elementary school students. National Association of Laboratory Schools Journal. 10(2).
Daluba, N. E. (2013). Effect of demonstration method of teaching on students' achievement in agricultural science. World Journal of Education, 3(6), 1-7.
Donica, D. K., Giroux, P. & Faust, A. (2018). Keyboarding instruction: Comparison of techniques for improved keyboarding skills in elementary students. Journal of occupational Therapy, Schools and Early Intervention. http://doi.org/10.1080/19411243.2018.1512067.
Dowdle, N. D. (2016). Computer assisted instruction: A brief tour. https://slidetodoc.com/computer-assisted-instruction-a-brief-tour-acknowledgement-the/
Ekoro, E. I., Ofem, U. E. & Sylvester, D. U. (2015). The role of computer assisted instruction (CAI) in enhancing students' mastery of keyboarding in Cross River State College of Education, Akamkpa. Niger Delta Journal of Education (NIDJOE), 3(1), 305-314.
Igweh, A. U. (2012). Combined effect of computer tutorial and drill on senior secondary school students' achievement, interest, and retention in basic electronics in Lagos State. Unpublished PhD Thesis, Department of Vocational Teacher Education (Industrial Technical Education), Faculty of Education, University of Nigeria, Nsukka.
Jesse, S. N. (2012). Computer assisted instruction and conventional instructional techniques in relation to science performance among selected secondary schools in Embu District. MED Thesis, Kenyatta University, Kenya.
Julius, J. J. (2018). Influence of computer aided instruction on students' achievement, self-efficacy and collaborative skills in chemistry in secondary schools of Tharaka-Nithi county, Kenya.
Lee, C. (2015). The importance of teaching traditional typing skills in 2015. Retrieved February 21, 2019 from https://www.emergingedtech.com/2015/02/teaching-traditional-typing-skills/
Lim, C., Song, H. D., & Lee, Y. (2012). Improving the usability of the user interface for a digital textbook platform for elementary-school students. Educational Technology Research and Development, 60(i), 159-173, doi:10.1007/S11423-011-9222.5.
Muhammad, A. U., Bala, D. & Ladu, K. M. (2016). Effectiveness of demonstration and lecture methods in learning concept in economics among secondary school students in Borno State, Nigeria. Journal of Education and Practice, 7(12), 51-59.
Nichols, L. (2014). A comparison of two methods for teaching keyboarding in the elementary school. Computers in the Schools. 11(4). 15-25.
Nieman, P. (2013). Introducing early keyboarding skills. Business Education Forum, 51(1), 27-30.
Noor-ul-Amin, S. (2013). An effective use of ICT for education and learning by drawing on worldwide knowledge, research and experience: ICT as a change agent for education. Scholarly Journal of Education, 2(4), 38-45. http//www. Scholarly-journals.com/SJE.
Ntukidem, E. (2012). Technological Advancement in Secretarial profession Challenges and implications for Secretaries. Business Education Journal, 3(3), 41-55.
Nwalado, S. H. & Oru, P. O. (2016). Effects of dialogic method of teaching on students' achievement in marketing in colleges of education in Delta State, Nigeria. Nigeria Journal of Business Education, 3(1), 150-159.
Nwokike, F. O. (2016). The imperatives of teaching methods in improving the entrepreneurial competencies of business education students in universities in South-east and South-south States of Nigeria. British Journal of Education, 4(13), 59-69.
Ochogba, C. O., Ogide, C. J. & Ogide, C. G. (2019). Effect of Demonstration Method on Students' Academic Performance in Basic Technology in Secondary Schools in Ogba/Egbema/Ndoni Local Government Area, Rivers State, Nigeria. International Journal of Innovative Scientific & Engineering Technologies Research, 7(2):28-32
Olagunju, L. W. (2014). Relevance in the education of today's business students. National Business Education Association.
Olu, G. O. (2014). The impact of Office Technology in Information processing and its implication for secretariat training in the 21st century in Nigeria. Business Education Journal 3(4), 62-68.
Oyekan, S. O. (2017). A vision of future teaching. In S. O. Oyekan, A. O. Akinbobola and R. F. Adebile (ed.) A Compedium of Teaching Methods (479-482). Patrick Ade Prints (Nig.) Ltd.
Oyekan, S. O. & Ayoola, N. O. (2017). Teaching of agricultural science I. In S. O. Oyekan, A. O. Akinbobola and R. F. Adebile (ed.) A Compedium of Teaching Methods (339-364). Patrick Ade Prints (Nig.) Ltd.
Poole, D. M., & Preciado, M. K. (2016). Touch typing instruction: Elementary teachers' beliefs and practices. Computers and Education, 102, 1-14. https://doi.org/10.1016/j.compedu.2016.06.008
Regan, K., Berkeley, S., Hughes, M. & Kirby, S. (2013). Effects of computer assisted instruction for struggling elementary readers with disabilities. The Journal of Special Education. journals.sagepub.com/doi/pdf
Shute, V. J. & Rahimi, S. (2017). Review of computer-based assessment for learning in elementary and secondary education. Journal of Computer Assisted Learning, 33, 1-19 doi:10.111/jcal.12172.
Tareef, A. B. (2014). Effects of computer-Assisted learning on the achievement and problem solving skills of the Educational statistics students. European Scientific Journal, 10(28), 272-279.
Patrick J. D. (2014). A teacher is many things. Idiana University.
Tyagi, S. (2014). Comparative effectiveness of computer assisted Instruction with traditional instruction at teacher training level. International Journal of Research, 1(9), 71-77.
Umoru, T. A. & Haruna, B. (2018). Effect of demonstration and lecture teaching methods on academic performance of secondary school students in financial accounting in Adamawa State, Nigeria. Nigerian Journal of Business Education, 5(2), 447-457 http://www.nigjbed.com.ng
Umoru, T. A. (2020). Plotting pathways across transformational changes in business education: A desideratum for empowering learners to engage the world. Journal of Business Education, 7(1), 1-26.
Downloads
Published
How to Cite
Issue
Section
License
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution (CC-BY) 4.0 License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
