IMPACT OF INSTRUCTIONAL MATERIAL IN  TEACHING NETWORKING IN COMPUTER SCIENCEON STUDENTS ACADEMIC PERFORMANCE

CHAPTER ONE

INTRODUCTION

1.1       BACKGROUND OF THE STUDY

People have evolved a variety of methods for conveying their thoughts, wants, and wishes to others from the beginning of time. The twenty-first century marks a turning point in education, with educators shifting their focus away from traditional classroom projects and toward innovative initiatives that make classroom learning more dynamic. The utilization of instructional materials is one of these projects. Teachers who care about their students' learning materials assist them in developing personal learning plans, diagnosing their cognitive strengths and weaknesses as well as other personality traits, adapting the learning environment and instruction to their students' needs and interests, and mentoring authentic and reflective learning experiences for their students (Keefe and Jenkins, 2000).

Students' quest for understanding also pushes them to study more effectively. When students desire to learn more about a concept, a topic, or an entire field, they devote more mental energy to classroom investigations and debates, as well as independent study (Brooks and Brooks, 1999). As a result, in a constructive learning environment, the aspects of the teaching-learning process must be adaptable but interactive. The input provided by the instructor, the student, and the learning environment all play a role in the teaching-learning process's effectiveness. According to Iquin (1993) and Bautista (2005), new teaching materials and classroom processes necessitate an alert sort of teacher whose responsibility involves monitoring his pupils' progress.

Secondary school students' interest in science disciplines is waning, according to several study reports (Esiobu 2005). According to Afuwape and Olatoye (2004), research on the reasons for students' lack of interest in science included: a 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 so on. These, he claimed, were among the primary impediments to the core curriculum in computer science being implemented successfully.

In this context, the teacher's function in promoting learning is very desirable, because a teacher who understands his position in the teaching-learning process is not just reliant on written words in books. Rather, he creates his own extracurricular activities and resources. He must provide instructional materials to his pupils that provide the most effective and constructive strategies to build abilities and expand their learning (Bautista, 2008).. Guldner and Stone-Winestock (1995) empirically proved that grouping students according to their location in the usage of instructional material might improve academic achievement in a university course. Learners' efficiency, motivation, cognitive effectiveness, and learning style adaptability are all improved when instructional materials are used. We learn because we desire to learn. A well-designed learning experience may encourage learners to become more engaged with the information by allowing them to be more active participants. Instructional learning moves the focus from a passive, teacher-centered paradigm to an active, learner-centered approach, providing a more powerful learning stimulus. Interactivity keeps the learner's attention and allows them to practice and reinforce what they've learned on their own.

1.2       STATEMENT OF THE PROBLEM

In schools, the usage of teaching materials is not encouraged. As a result, students' motivation and interest in networking in computer science are poor. This is because, due to a lack of instructional materials in schools, teachers utilize a verbalistic and theoretical approach to teaching and studying the topic.   Evidence demonstrates that educational materials are more efficient than traditional instructor-led techniques because learners develop information, skills, and attitudes faster. This efficiency is likely to lead to increased motivation and productivity but in the absence of instructional material student are prone to poor performance(Olojo et al., 2012). According to Obioha (2006) and Ogunleye (2002), there are insufficient resources in Nigerian secondary schools to teach networking concepts. They went on to claim that most of the ones that are available are in bad condition. The question today is how much does the usage of instructional materials in secondary schools effect learning and student accomplishment in computer science as it relates to networking. Thus is upon this premise that this study seeks to examine impact of instructional material in  teaching networking in computer scienceon students academic performance.

1.3       OBJECTIVES OF THE STUDY

The main purpose of this study is to  examine impact of instructional material in  teaching networking in computer science on students academic performance. Specifically the study would:

i.          To investigate the extent at which instructional aids  on  computer science  are available in Senior Secondary School

ii.        To determine whether computer science  teachers utilizes  instructional aids during teaching and learning of networking.

iii.      To whether computer science teachers are willing to improvise aids in the absence of school provision.

iv.      To determine whether  the use of networking instructional aids can impact Senior Secondary School students' academic performance  in computer science.

1.4   RESEARCH QUESTIONS

i.          What is  the extent at which instructional aids on  computer science  are available in Senior Secondary School

ii.        Does  computer science teachers utilizes  instructional aids during teaching and learning of networking?

iii.      Are g teachers of  computer science willing to improvise teaching aids in the absence of school provision?

iv.      Would  the use of networking instructional aids can impact Senior Secondary School students academic performance  in financial accounting?

1.5    SIGNIFICANCE OF THE STUDY

This study is mostly significant to the development of constructive approaches to assist students develop better academic achievement. It shall also provide bases for elaborating the communication approach responsive to the need for “more penetrating theories of mathematical thinking and learning in science” since the cognitively oriented science of thinking and the dynamic learning need to be harmonized with various theories of interactions and discourses of the teaching – learning process. This study will have the possibility of enhancing student contact and will be used by teachers to improve student participation in class, particularly where introverted students are involved. The study will also serve as a reference material to scholars and student who wishes to conduct further studies in related field.

1.6    SCOPE OF THE STUDY

The scope of this study borders on The main purpose of this study is to  examine the impact of instructional material in  teaching networking in computer science on students academic performance.  The major emphasis is on the teachers and students of Computer Science classes. The study also revolves around the instructional materials being used by the teachers in the teaching and learning process of networking. The study covers the secondary schools in Ijebuode Local Government Area of Ogun State.

1.7  LIMITATIONS OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only  selected secondary school in  Ijebuode Local Government Area of Ogun State. Thus findings of this study cannot be used for generalization for otherd secondary school in other States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Finally, respondent could not return all the questionnaires distributed to the researcher and this has only made the researcher to only work with the ones that got to him. Howbeit, despite the constraint  encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

1.8       OPE RATIONAL DEFINITION OF TERMS

Instructional material – An educational resource used to improve student knowledge, abilities, and skills, to monitor their assimilation of information, and to contribute to their overall development and upbringing.

Networking – the act of linking computers so that users can exchange information or share access to a central store of information.