Enhancing Pre-Service Teachers’ Acceptance and Deployment of Computer Assisted Instruction using Intelligent Tutors in Electrical Technology Education: A Litmus Test of Technology Acceptance Model

Mohammed Ahmed, J. D. Medugu, L. Zambwa

Abstract


This paper surveyed the acceptability of Computer Assisted Instruction (CAI) among pre-service teachers in Colleges of Education (Technical) in North East, Nigeria. The aim is to ascertain the compliance and sustenance of usage of CAI in classroom instruction among the pre-service teachers, who would in turn become the implementers of the dream of transforming the nation to the computer compliant one. The study adopted a Quasi-experimental research design. The population of the study was 66 NCE III 2021/2022 students and Electrical and Electronics Programme in Federal College of Education (Technical) Potiskum and Federal College of Education (Technical) Gombe. Three research questions and three null hypotheses guided the study. The instrument, Achievement Test for Electrical Machines (ATEM), was then incorporated into the CAI using an Intelligent Tutor (IT). Data collected from the trial test of the Intelligent Tutor was analyzed using two-tail z-test for test of significance between the responses of Electrical/Electronic students taught Electrical Machines using Intelligent Tutor and those taught with conventional method. The findings of the study showed the Intelligent Tutor group outperformed the conventional method group among others. It was recommended among others that, since the Intelligent Tutor group has better achievements than the conventional method group, lecturers from Colleges of Education should make adjustment and employ the use the CAI in their lessons.


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