Impact of Teacher’s Training Factor in the Application of Computer-Assisted Instruction in Public Secondary Schools in Zango Kataf Local Government Area, Kaduna State

Yakubu Iliya

Abstract


The study explored Teacher’s Training Factor in the application of Computer-Assisted Instruction (CAI) in public secondary schools in Zango Kataf Local Government Area, Kaduna State. The objective of the study is to determine teacher’s training in the application of computer-assisted instruction (CAI) in public secondary schools in Zango Kataf Local Government Area, Kaduna State. The objective was transcribed into a research questions and a hypothesis respectively. Survey research design was used in the study. The target population of the study was made up of 409 respondents, which consist of 43 principals, 361 teachers and 5 ministry of education officials in Zango Kataf Local Government Area, Kaduna State. A sample size of 217 respondents, which comprised 202 teachers, 12 principals, and 3 MOE officials. The instrument titled “Teacher Factors in the Application of Computer-Assisted Instruction Questionnaire (TFACAIQ)” was used for data collection in the study. The validated instrument was pilot tested, the reliability co-efficient was determined using Cronbach Alpha statistic and a reliability coefficient of 0.78 was obtained. The data collected in the study was analysed using descriptive statistics; frequency counts, mean and standard deviation to answer the research questions. Kruskal-Wallis was used to test the four null hypotheses at 0.05 level of` significance. Findings of the study revealed that teacher’s training has significant influence on the application of computer-assisted instruction (CAI) in public secondary schools in Zango Kataf Local Government Area, Kaduna State. Recommendations were that, Kaduna State Government should ensure accessibility to good quality ICT infrastructure is developed to enable teachers enrol for online distance courses in ICT integration in teaching and learning especially science subjects. This study recommends that teachers and learners need to be supported through face-to-face training in the ICT skills necessary for teaching and learning. This will enable them to develop the required confidence needed to integrate ICT skills in a classroom environment.


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