Developments in technology are more than ever before enabling the creation of remarkable ComputerAssisted Instruction (CAI) resources for enriching and transforming the educational environment in the 21st
century. This progress is considered indispensable for Nigeria in the wake of declining school enrollment,
high dropout rate and low learning achievement levels. Hence, relevant especially if such a predominantly
traditional (face-to-face) educational system must be revolutionized to meet contemporary needs and
techniques. Therefore, while this article argues for the integration of technology hardware and software
into the local education environment, it however emphasizes the need to develop custom instructional
resources that integrate local folkloric contents pertinent to Nigeria’s educational philosophy and cultural
socialization. The Interactive Child Learning Aid Project (i-CLAP) model is initiated as a potential
indigenous CAI model for application in the local pre-primary school curriculum. The impact of
implementing the model’s concept within (N=4) selected pre-primary schools in Zaria - Kaduna State is
examined. The researcher used ‘classroom observation’ for data gathering and Pearson Product Moment
Correlation (r) and t-Test for analyzing the on-task and off-task classroom behaviors of (N=80) pupils.
Thereby, revealing valuable lessons on the project’s potential as a techno-cultural resource for reinforcing
motivation and interest among pre-primary school children in Nigeria. Recommends for its integration into
the educational curriculum is made, towards facilitating the attainment of the UBE and MDGs agendas.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Constraint to Effective use of ICT on Islamic Education A Critical Analysis o...YogeshIJTSRD
This research focused and analyze some problems that militate the effective use of ICT on Islamic education in secondary schools. These problems include Lack of technical knowhow by the teachers, Interest of parental influence, Lack of maintenance, Lack of political will to support ICT programme, Inadequate provision of modern ICT facilities, Irregular power supply and Lack of Arabic language to use Islamic gadget. Survey research design is adopted in the study and validated self structure questionnaire is raise and use to obtain data about 111 questionnaires were randomly distributed to both public and private secondary school teachers in Jos, Plateau state. The quantitative data returned were evaluated using descriptive statistics and further analyzed using Independent sample Mann Whitney U test in SPSS version 25 . The results of the study reveal that there is an Insignificant difference between public and private secondary school to the challenges faces to effective use of ICT with Z= .508 at P .05 level of significance, where we retain the null hypothesis of the statistical test. It is recommended that ICT programme should be implemented and make it compulsory to each and every school by the government, continues training of ICT skill to teachers and buying of modern facilities should be adhere, and involvement of parent and political leaders should be encourage, equally they should motivate and sponsored the ICT resources and programme respectively to their various home and zones. Dr. Mustapha Garba Muhammad | Adam Mustapha Garba | Garba Sufiyanu Mustapha "Constraint to Effective use of ICT on Islamic Education: A Critical Analysis of Public and Private Secondary School" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-3 , April 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38715.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/38715/constraint-to-effective-use-of-ict-on-islamic-education-a-critical-analysis-of-public-and-private-secondary-school/dr-mustapha-garba-muhammad
The International Journal of Engineering & Science is aimed at providing a platform for researchers, engineers, scientists, or educators to publish their original research results, to exchange new ideas, to disseminate information in innovative designs, engineering experiences and technological skills. It is also the Journal's objective to promote engineering and technology education. All papers submitted to the Journal will be blind peer-reviewed. Only original articles will be published.
The papers for publication in The International Journal of Engineering& Science are selected through rigorous peer reviews to ensure originality, timeliness, relevance, and readability.
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
INTEGRATIONS OF ICT IN EDUCATION SECTOR FOR THE ADVANCEMENT OF THE DEVELOPING...ijcsit
Bangladesh is a developing country with the literacy rate of 62.5%. Challenges in education sector are huge. There is no doubt that IT is going to bring about a tremendous change in education. The use of ICT in education was more student-centred learning. Because of the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. In developing countries like Bangladesh, The implementation of ICT in education sector is a greatest challenge. In this paper, challenges are discussed and some recommendations are provided. The development of Bangladesh through the implementation of ICT in education also discussed here.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
A case for ict, computing and chess redesigning the kenyan curriculumFred Sagwe
Why Integrate ICT,Computing & Chess in the curriculum?
-ICT, Computing and Chess, are remarkable universal languages, they bridges the gap of language, gender, economics, age and education.
-Reach boys and girls regardless of their natural abilities or socio-economic backgrounds
Anyone can learn the basics and foundations of the 3 disciplines.
-Both can be used as educational tools to aid learning.
-A need to integrate ICT, Computing and Chess as a core
curricula and or an elective subjects from elementary school to university levels.
.
-The combined fundamental knowledge is needed to prepare students for the 21st century, regardless of their ultimate field of study and occupation.
Propose to design a project to encourage the research that links education, cognitive science, neuroscience with ICT,Computing and chess.
Teacher Education, Information Communication Technology and Educational Techn...AJHSSR Journal
It is widely accepted that, Education is the back born of any meaningful development and
teachers are the back born of any education system. Nigeria as a developing country has problems in its teacher
education system especially with regards to the modern Information Communication Technology (ICT) tools in
teacher delivery. In the modern day which is full of many innovations and modern technology products that are
now in the classroom ICT play a vital role in teacher education. Likewise, proper utilisation of educational
technology in the teacher education is of a paramount importance as educational technology has to do with,
machines, materials, media, men and methods in achieving specific educational objectives. The paper discusses
the nature of Teacher Education, ICT and Educational Technology in the 21st Century: problems and prospects
in Nigeria. Some of the problems faced by teachers include lack of skills towards utilising some of the ICT
tools, lack of electric power stability or alternative power source and lack of Government commitment. The
paper proffers ways to ameliorate the situation which include provision of adequate facilities to teacher
education programmes, ICT and Educational Technology Centres. The recommendations will be helpful in
having effective and efficient implementation of Teacher Education Programmes, ICT and Educational
Technology in Nigeria.
Implication of Educational Technology on Quality Teaching Appraisal from the ...ijtsrd
The purpose of this research paper was to find out the implications of educational technology on quality teaching in secondary schools in the South West Region of Cameroon. The study had just one objective and was carried out in six divisions in the south west region. The survey research design was used and the sample was selected using the simple random sampling and the appropriate stratified random sampling technique. The sample consisted of 330 students and 100 teachers. The questionnaire and the interview were instruments used in the study to collect data. The descriptive statistics comprised tables, percentages, bars and pie charts while for inferential statistics, chi square test of independence was used to verify hypothesis. The results show that the null hypothesis was rejected and the alternative retained. Some recommendations were made to better the use of ICTs in the teaching and learning process to both teachers and students Mbah Emmanuel Teke "Implication of Educational Technology on Quality Teaching: Appraisal from the Perspective of Secondary Schools in the South West Region of Cameroon" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-2 , February 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21338.pdf
Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/21338/implication-of-educational-technology-on-quality-teaching-appraisal-from-the-perspective-of-secondary-schools-in-the-south-west-region-of-cameroon/mbah-emmanuel-teke
INTEGRATIONS OF ICT IN EDUCATION SECTOR FOR THE ADVANCEMENT OF THE DEVELOPING...ijcsit
Bangladesh is a developing country with the literacy rate of 62.5%. Challenges in education sector are huge. There is no doubt that IT is going to bring about a tremendous change in education. The use of ICT in education was more student-centred learning. Because of the world moving rapidly into digital media and information, the role of ICT in education is becoming more and more important. In developing countries like Bangladesh, The implementation of ICT in education sector is a greatest challenge. In this paper, challenges are discussed and some recommendations are provided. The development of Bangladesh through the implementation of ICT in education also discussed here.
Role of ICT in Shaping the Future of Pakistani Higher Education SystemZaffar Ahmed Shaikh
This study examined the challenges faced by the Pakistani higher education system (HES) in integrating information and communication technology (ICT); it aimed at understanding ICT needs, measuring the increase in ICT demand, determining the relationship between ICT and HES performance, and understanding how the HES copes with the challenges of implementing ICT. The results of these analyses were used as the basis to suggest solutions. The normative Delphi method was applied to evaluate a sample of 30 HES experts randomly selected from urban and rural areas of Pakistan by administering a literature-based 35-item questionnaire. The
experts revealed significant gaps in ICT demand and supply, ICT use, ICT-based higher education problems, and reasons for delays in ICT integration and provided suggestions for developing ICT-driven HES in Pakistan. This
study’s findings suggest that an effective and robust HES ICT policy could greatly improve the status of the Pakistani knowledge-based economy, thus helping establish ICT policy and planning, administration, and integration at the higher education level.
A case for ict, computing and chess redesigning the kenyan curriculumFred Sagwe
Why Integrate ICT,Computing & Chess in the curriculum?
-ICT, Computing and Chess, are remarkable universal languages, they bridges the gap of language, gender, economics, age and education.
-Reach boys and girls regardless of their natural abilities or socio-economic backgrounds
Anyone can learn the basics and foundations of the 3 disciplines.
-Both can be used as educational tools to aid learning.
-A need to integrate ICT, Computing and Chess as a core
curricula and or an elective subjects from elementary school to university levels.
.
-The combined fundamental knowledge is needed to prepare students for the 21st century, regardless of their ultimate field of study and occupation.
Propose to design a project to encourage the research that links education, cognitive science, neuroscience with ICT,Computing and chess.
Navigating Challenges and Maximizing Benefits in the Integration of Informati...ssuser793b4e
The integration of Information and Communication Technology
(ICT) in the educational systems of both public and private primary schools in
Africa has become a crucial factor in enhancing teaching and learning. This
paper explores the role of ICT tools in education, including computers,
interactive whiteboards, learning management systems, educational apps,
online collaboration tools, television, and online assessment tools. It discusses
their applications and the advantages they offer, such as fostering creativity,
improving academic performance, increasing motivation and responsibility,
and promoting teamwork. However, it also acknowledges the challenges
associated with ICT integration, including distractions, excessive usage,
exposure to false information, data theft, reduced human contact, and
cyberbullying. Moreover, the paper highlights key challenges in African
education, such as the lack of computer literacy among instructors, low
teledensity, unstable power supply, inadequate financing, and the absence of a
comprehensive ICT curriculum. It concludes by emphasizing the need for a
holistic approach to ICT integration, addressing infrastructure, teacher
training, curriculum development, and organizational support to realize the
full potential of ICT in education especially at the Primary school level.
This research aimed to develop and validate a web-based courseware for junior secondary school basic technology students in Nigeria. In this study, a mixed method quantitative pilot study design with qualitative components was used to test and ascertain the ease of development and validation of the web-based courseware. Dick and Carey instructional system design model was adopted for developing the courseware. Convenience sampling technique was used in selecting the three content, computer and educational technology experts to validate the web-based courseware. Non-randomized and non-equivalent Junior secondary school students from two schools were used for field trial validation. Four validating instruments were employed in conducting this study: (i) Content Validation Assessment Report (CVAR); (ii) Computer Expert Validation Assessment Report (CEAR); (iii) Educational Technology Experts Validation Assessment Report (ETEVAR); and (iv) Students Validation Questionnaire (SVQ). All the instruments were face and content validated. SVQ was pilot tested and reliability coefficient of 0.85 was obtained using Cronbach Alpha. CVAR, CEAR, ETEVAR were administered on content specialists, computer experts, and educational technology experts, while SVQ was administered on 83 JSS students from two selected secondary schools in Minna. The findings revealed that the process of developing web-based courseware using Dick and Carey Instructional System Design was successful. In addition, the report from the validating team revealed that the web-based courseware is valuable for learning basic technology. It is therefore recommended that web-based courseware should be produced to teach basic technology concepts on large scale.
Status of Information and Communication Technology Training and Support for S...ijtsrd
Education is perceived in this piece as a process of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, support and research. ICT has a very significant place in the education process that involves teachers and instruction. Information and communication technology have become within a very short time, one of the basic building blocks of modern society including Science and technology teachers. The purpose of the study is to determine the status of ICT training and support for science and technology teacher educators in colleges of education within Southeast Nigeria. The study adopted a survey research design. The population of the study consisted of 454 science and technology teacher educators in colleges of education within Southeast state Nigeria. The instrument was subjected to face validation by three experts. The reliability coefficients of the instrument for the study is 0.98 using Cronbach's Alpha formula. Five research questions that guided the study were answered using mean and standard deviation. Five research hypotheses were tested at 0.5 level of significance using one way ANOVA. Among the findings of the study were that, there is low ICT training, support and competence for science and technology teacher educators. It was concluded, among others, that government should help. Ezenma Chimezie Bernard ""Status of Information and Communication Technology Training and Support for Science and Technology Teacher Educators in Colleges of Education in Southeast, Nigeria"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd21511.pdf
Paper URL: https://www.ijtsrd.com/computer-science/multimedia/21511/status-of-information-and-communication-technology-training-and-support-for-science-and-technology-teacher-educators-in-colleges-of-education-in-southeast-nigeria/ezenma-chimezie-bernard
American Journal of Multidisciplinary Research and Development is indexed, refereed and peer-reviewed journal, which is designed to publish research articles.
Labour Market Core Skills Requirements And University Graduate Soft Skills Co...ResearchWap
Education is a means of empowerment to an individual and the society. Also, it is a solid tool for developing human capacity needed for a sustainable national development. Tertiary education, which comprises universities, polytechnics, colleges of education and mono technics, has been recognised as a means of developing human capacity required for sustainable national growth and development. Categorically, universities are saddled with the responsibility of developing high-level manpower within the setting of the requirements of the nation. As a result of the globalisation, data innovation and revolution in the present-day learning-based economy, so much prospect has been placed on universities in creating, outfitting and transmitting information for sustainable development and improved standard of living. Consequently, the university plays a critical part in engendering the human capacities with respect to authority, administration and technical expertise.
EMPLOYEE COMPETENCIES AS THE PREDICTORS OF THE PERFORMANCE MANAGEMENT SYSTEM:...IAEME Publication
The authors report the results of an empirical research study carried out, how the
employee competencies will effect Performance Management System in IT Enabled
Service companies. A survey of 900 employees working in IT Enabled Service
companies around Hyderabad Metro consisting of 550 men and 350 women employees
using a structured questionnaire was carried out. The study empirically measured the
effect of four independent variables, the employee competencies– personal
competencies, knowledge level competencies, job-related competencies and
communication and interpersonal competencies on a dependent variable performance
management system in IT Enabled Services companies
Digital literacy has been a major concern for people involved in education
sectors including students, teachers and policy makers. Thus, to make the
education in this era more effective to help reach the goals, English teachers
should be digitally more literate. The aims of this study are; 1) to find out
how the digital literacy was implemented; 2) to determine teachers’ attitude
in implementing the digital literacy; 3) to scrutinize the challenges; and 4)
the actions they took to cope with them. Employing a qualitative research
method, this study used a semi-structured interview and classroom
observation to collect the data from two EFL teachers at a junior high school
in Temanggung, Central Java, Indonesia as the subjects. The data were then
identified, categorized, organized, coded, described and reported following
the thematic analysis. The findings showed that they used computer and
smartphone to search for digital information. The teachers exhibited positive
attitudes in the use of digital literacy for EFL teaching. They used syllabus as
a major consideration, understood their position as teachers, developed
effective teaching, implemented multiple literacy and improved the four
language skills. However, issues related to lack of technology, students’
background, lack of time and limited budget were acknowledged as
hindrances in digital literacy implementation. As a strategy, teachers have
therefore developed an early planning and support plan to deal with these
challenges. Finally, this study suggests the need to develop teachers'
technical facilities, technological pedagogy, and policy makers to give digital
literacy more attention.
he paper evaluated the accessibility of Information and Communication
Technology (ICT) tools to business education lecturers and students.
Descriptive survey research design was adopted for the study. A total of 110
students and 20 lecturers were randomly selected from the department of
business education for the study. Two research questions guided the study
and one null hypothesis tested at 0.05 level of significance. The co-efficient
of 0.86 was obtained for the research instrument. Research questions were
reported as means and standard deviation values while T-test was used to test
the null hypothesis. The results showed that ICT supportive tools were
available for teaching and learning Business Education in Kwara State
College of Education Ilorin. Hence, there was no difference in perception of
lecturers and students accessibility of ICT tools. Respondents recommended
provision of adequate ICT tools by the government for teaching and learning
of business education. Trainings like seminars with workshop is of immense
importance for ICT support staff.
Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Res...ijtsrd
Globally, Information and Communication Technology ICT curriculum is significant in realising sustainable science education. Despite this laudable global impact, curriculum crisis in ICT have plagued sustainable science education in Nigeria. The Unified Theory of Acceptance and Use of Technology UTAUT was adopted as the conceptual framework in this study. UTAUT model claims that the benefits of using technology and the factors that drive users’ decision to use it, is what determines users’ acceptance behaviour. The authors explored a narrative review, analysis, and synthesis of vast works of literature that revealed significant information on impact of curriculum Crisis in ICT on sustainable science education in Nigeria. The authors also used some keywords such as “Curriculum Crisis in ICT” , “ICT curriculum Crisis effect on science education” , and so on, to extract peer reviewed articles within the last five years. Results revealed that inclusion of good ICT curriculum design, policies, guidelines, equipment, motivations, high speed internet, etc., may leverage curriculum crisis in ICT. Results from this study may positively impact research and innovations in Nigerian following the absence of curriculum crisis in ICT resulting from inclusion of ICT policies, laws, guidelines. Obiokafor, Ifeyinwa Nkemdilim | Dr. Felix Chukwuma, Aguboshim | Abana, Chinenye Helen O "Curriculum Crisis in ICT and its Impact on Sustainable Science Education, Research and Innovations in Nigeria" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-1 , December 2020, URL: https://www.ijtsrd.com/papers/ijtsrd35860.pdf Paper URL : https://www.ijtsrd.com/computer-science/other/35860/curriculum-crisis-in-ict-and-its-impact-on-sustainable-science-education-research-and-innovations-in-nigeria/obiokafor-ifeyinwa-nkemdilim
Cosmetic shop management system project report.pdfKamal Acharya
Buying new cosmetic products is difficult. It can even be scary for those who have sensitive skin and are prone to skin trouble. The information needed to alleviate this problem is on the back of each product, but it's thought to interpret those ingredient lists unless you have a background in chemistry.
Instead of buying and hoping for the best, we can use data science to help us predict which products may be good fits for us. It includes various function programs to do the above mentioned tasks.
Data file handling has been effectively used in the program.
The automated cosmetic shop management system should deal with the automation of general workflow and administration process of the shop. The main processes of the system focus on customer's request where the system is able to search the most appropriate products and deliver it to the customers. It should help the employees to quickly identify the list of cosmetic product that have reached the minimum quantity and also keep a track of expired date for each cosmetic product. It should help the employees to find the rack number in which the product is placed.It is also Faster and more efficient way.
Hierarchical Digital Twin of a Naval Power SystemKerry Sado
A hierarchical digital twin of a Naval DC power system has been developed and experimentally verified. Similar to other state-of-the-art digital twins, this technology creates a digital replica of the physical system executed in real-time or faster, which can modify hardware controls. However, its advantage stems from distributing computational efforts by utilizing a hierarchical structure composed of lower-level digital twin blocks and a higher-level system digital twin. Each digital twin block is associated with a physical subsystem of the hardware and communicates with a singular system digital twin, which creates a system-level response. By extracting information from each level of the hierarchy, power system controls of the hardware were reconfigured autonomously. This hierarchical digital twin development offers several advantages over other digital twins, particularly in the field of naval power systems. The hierarchical structure allows for greater computational efficiency and scalability while the ability to autonomously reconfigure hardware controls offers increased flexibility and responsiveness. The hierarchical decomposition and models utilized were well aligned with the physical twin, as indicated by the maximum deviations between the developed digital twin hierarchy and the hardware.
Industrial Training at Shahjalal Fertilizer Company Limited (SFCL)MdTanvirMahtab2
This presentation is about the working procedure of Shahjalal Fertilizer Company Limited (SFCL). A Govt. owned Company of Bangladesh Chemical Industries Corporation under Ministry of Industries.
NO1 Uk best vashikaran specialist in delhi vashikaran baba near me online vas...Amil Baba Dawood bangali
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About
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
Technical Specifications
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
Key Features
Indigenized remote control interface card suitable for MAFI system CCR equipment. Compatible for IDM8000 CCR. Backplane mounted serial and TCP/Ethernet communication module for CCR remote access. IDM 8000 CCR remote control on serial and TCP protocol.
• Remote control: Parallel or serial interface
• Compatible with MAFI CCR system
• Copatiable with IDM8000 CCR
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
Application
• Remote control: Parallel or serial interface.
• Compatible with MAFI CCR system.
• Compatible with IDM8000 CCR.
• Compatible with Backplane mount serial communication.
• Compatible with commercial and Defence aviation CCR system.
• Remote control system for accessing CCR and allied system over serial or TCP.
• Indigenized local Support/presence in India.
• Easy in configuration using DIP switches.
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Sachpazis:Terzaghi Bearing Capacity Estimation in simple terms with Calculati...
Assessing the Impact of Technological & Cultural Elements of the i-CLAP Model Design on Pre-Primary School Children in Zaria
1. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
DOI : 10.5121/ijcga.2012.2401 1
Assessing the Impact of Technological & Cultural
Elements of the i-CLAP Model Design on Pre-
Primary School Children in Zaria
Joseph Izang, Azi (Ph.D.)
College of Imaging Arts and Sciences, Rochester Institute of Technology (RIT),
Rochester, New York
&
Department of Industrial Design, Ahmadu Bello University (ABU), Zaria, Kaduna State
azijoe86a2000@yahoo.com; jia7050@g.rit.edu
ABSTRACT
Developments in technology are more than ever before enabling the creation of remarkable Computer-
Assisted Instruction (CAI) resources for enriching and transforming the educational environment in the 21st
century. This progress is considered indispensable for Nigeria in the wake of declining school enrollment,
high dropout rate and low learning achievement levels. Hence, relevant especially if such a predominantly
traditional (face-to-face) educational system must be revolutionized to meet contemporary needs and
techniques. Therefore, while this article argues for the integration of technology hardware and software
into the local education environment, it however emphasizes the need to develop custom instructional
resources that integrate local folkloric contents pertinent to Nigeria’s educational philosophy and cultural
socialization. The Interactive Child Learning Aid Project (i-CLAP) model is initiated as a potential
indigenous CAI model for application in the local pre-primary school curriculum. The impact of
implementing the model’s concept within (N=4) selected pre-primary schools in Zaria - Kaduna State is
examined. The researcher used ‘classroom observation’ for data gathering and Pearson Product Moment
Correlation (r) and t-Test for analyzing the on-task and off-task classroom behaviors of (N=80) pupils.
Thereby, revealing valuable lessons on the project’s potential as a techno-cultural resource for reinforcing
motivation and interest among pre-primary school children in Nigeria. Recommends for its integration into
the educational curriculum is made, towards facilitating the attainment of the UBE and MDGs agendas.
KEYWORDS
Design, Technology Intervention, ECD, Culture, Instructional Multimedia
1. INTRODUCTION
Developmental challenges such as the population explosion, rural-urban drift, political instability,
poor policy formulation, deplorable social amenities and shrinking economy have exerted
constraints on educational development in Nigeria. Wherefrom, problems such as: underpaid
teachers’ salaries, inadequate classrooms, lack of teaching and learning facilities among others,
have lingered for decades. According to Nwachuku [22] education has been badly affected by
structural adjustment program (SAP), with institutions at all levels too ill equipped in terms of
physical facilities and recurrent funds to serve their educational purpose with any degree of
credibility. Leading to disparities in the educational system, including those between: (i) urban
2. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
2
and rural schools; (ii) public and private schools; (iii) male and female enrolments and (iv)
admission figures and commensurate instructional resources. Igbuzor [9] sums it up as “declining
literacy rates in the country.”
The consequence of which is a deplorable educational system characterized by declining
enrollment, high dropout rate and low learning achievement levels, hence unable to deliver
valuable dividends to the teeming populace. Making quality early childhood care and education
(ECCE) to remain a luxury for most Nigerian children. Additional to the problem of dilapidated
infrastructure are the lack of curricular update and obsolescence in instructional resources. The
Association for the Development of Education in Africa (ADEA) affirms that in modern Sub-
Saharan African societies, the major agent implementing the process of education has been the
traditional education system, featuring: face-to-face (chalk-and-talk) interaction between teachers
and learners, structured courses, fixed location, fixed periods and so on [1].
Nordhoff [21] ascertains that worldwide, politics, social and economic structures are changing at
an ever-increasing rate, these places an increasing strain on the educational systems that have to
prepare learners for their roles in an ever-changing society. The challenge therefore, is that early
childhood development (ECD) programs in Nigeria must pay unwavering attention to enhancing
learners’ motivation and interest. Below are seen images of children having the African
experience: while the first (Figure 1a) shows learners in a face-to-face under-the-tree classroom
interaction with teacher and (Figure 1b) shows children taking a jolly bicycle ride. Hence, social
engineers like teachers, educational administrators, instructional designers and technologists
today, cannot succeed in their advocacy ambition unless they are able to rethink and fine-tune
their vocational methods to meet the changing demands of globalization.
Figure 1: Children having the African Experience: (a) a face-to-face under-the-tree classroom
interaction with teacher and (b) Taking a Jolly Bicycle Ride
There is the need to build the skills required to provide a platform for smooth transitioning from
home to school (i.e. school-readiness) among Nigerian children, towards reinforcing life-long
learning achievements. This according to Azi [3] can be done through focusing on a learning
strategy that combines education, entertainment and lifelong skills; which can be availed by
instructional multimedia technologies. Martins [12] and Azi [4] affirm that the advent of
computer-assisted instruction (CAI) has impacted the educational environment much more than
earlier technologies such as print, radio, telephone, audio-visual ever did, especially towards
stimulating greater motivation in the learning process and enhancing academic achievement.
Chambers and Sprecher [5] maintain that computers are used to assist in the learning situation
through simulation, game, tutorial or drill and practice mode and have their centers of activity
3. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
3
identified to be the United States, Canada, United Kingdom and Japan. Research reveals that the
pedagogical proficiency of technology-mediated resources on cognitive development supports
self-directed learning, collaborative project work, exploratorium and global understanding.
McNutt [15] affirms that computer-based learning enhances performance in areas that include:
• Reduction in instructional time
• Stimulates in learners a more positive attitude towards the learning process
• Can be more cost effective in some circumstances
• Supports self-paced/individual learning
• Offers variety of presentation options to developers
• Proffers interactivity (response-producing stimuli) of courseware and
• Facilitates student’s intellectual management abilities.
According to Kinyanjui [10] the NEPAD e-Africa Commission’s mandate is to manage the
structured development of the ICT sector on the African continent, hence required to develop
broad strategies and a comprehensive action plan. Hence, in 2003, the Commission presented a
list of six ICT projects as high-priority, among which were the NEPAD e-schools Satellite
Network; teacher training and content development. This underscores the significance of
technology integration in education as paramount to Africa’s development and future. According
to Morse [17] motivated students of the very highest ability in technology environments might
learn at three to four times the average classroom rate.
However, beyond technology there is the need to integrate relevant components of the target
audiences’ cultural norms and values. The world Education Ministers declare affirmatively that
“Quality Education” should embrace certain basic knowledge, values, competence and behavior
specifically attuned to globalization, but reflect the beauty and riches of our diversity expressed in
different forms of belief, culture and language [26]. Against which backdrop, Azi [5]
recommends that positive aspects of cultural heritage should be harnessed using digital
technology resources and garnered into relevant contents and interfaces for local applications. In
view of which a techno-cultural initiative was proposed in 2002 dubbed the Interactive Child
Learning Aid Project (i-CLAP), as an indigenous instructional multimedia model for enhancing
pre-primary education in Nigeria. The goal of the initiative therefore is to develop a
contemporary educational philosophy that hybridizes essential instructional technology concepts,
through establishing a logical link between:
(i) Early Childhood Educational Development in Nigeria
(ii) Computer-Assisted Instructions (CAI) (vis-à-vis traditional methods)
(iii) Child cultural socialization
(iv) Nigeria’s rich cultural heritage (e.g. folklores, music, crafts, fashion etc.)
(v) Local (Digital) Content Development
The initiative is premised on the fact that if “education is life itself” as advocated by John Dewey
(1859-1952) the American philosopher, psychologist and educator [19], then the African child
desperately deserves the right to life. In fact, not just any kind of ‘life’, but ‘a good and fulfilling
life’. Literacy is seen to play a key role in the achievement of a modest productive life and the
freedom to quality education derived from the most appropriate blend of strategies. This article
therefore is to assess the technological and cultural impact of the i-CLAP model design as an
‘indigenous’ initiative, which was pilot-tested in Zaria - Nigeria. European Commission [8]
4. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
4
asserts that impact assessment connotes a set of logical steps which helps to assess potential
economic, social and environmental consequences of new initiatives they propose, which
provides evidences for political decision-makers on the advantages and disadvantages of possible
policy options. The impact of the i-CLAP model’s pilot-test on the cognitive performance of local
pre-primary school children was evaluated, as well as its potential to be integrated into the
Nigerian education curriculum.
2. INTEGRATING MULTIMEDIA TECHNOLOGY & CULTURE
Multimedia technology entails the use of computers and other co-operational classroom
peripherals that include: LCD projector, digital camera, iPod, television and video, laptop, MP3
recorder, game console, palmtop, joystick, camcorder, earphone and e-learning and
teleconferencing enablement etc. Figure 2 (below) shows various forms of multimedia: (a) shows
children in a rich multimedia environment; (b) multimedia as combining multiple technologies
like camcorder (video camera), still camera, animation, text and so on and (c) software for
learning the alphabets called “Blue’s ABC Time Activities”. Evidences of the effectiveness of
instructional multimedia technology as enrichment resources in the 21st
century can be seen in the
application of computer hardware integrating appropriate software programs that enable
interactive simulation. Such programs include: Sesame Street, Disney Interactive, Blue’s Clues
ABC, Mickey Mouse Toddler, Mind Power and so on.
Figure 2: Multimedia (a) Children Using Multimedia, (b) Multimedia as Combining Multiple
Technologies & (c) Appropriate Software like Blue’s ABC Time Activities
Jeanne S. Chall in a preface to the book Learning to Read in the Computer Age ascertains that it
is hard to find a proposal for improving American education that does not include plans for the
widespread use of computers [16]. However, it is noted with serious concern, that such software
contents required for the implementation are specifically designed and developed to satisfy the
needs and interests of the American audiences. Also, possible for adoption by other dominant
international cultures like Britain, Canada, France and Japan and so on, unfortunately with little
or no regards to minorities like Africa and other less developed nations. McLoughlin [14]
highlights the following among factors liable to constitute barriers in this regard:
(i) Problems of culture and environment;
(ii) Teaching style differences;
(iii) Problems relating to different educational values;
(iv) Problems of language and semantics;
5. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
5
(v) Technical problems relating to platforms, operating systems and lack of standard
interface.
Therefore, the need cannot be disputed for ‘contextualization’ of such educational technology
contents, to ensure unimpeded communication and optimal effectiveness, especially with regard
to those meant for non-western and non-technologically advanced regions such as Africa. This
task therefore would entail the integration of local contents into the design and development of
such intervention resources. Okpaku [23] affirms that the challenge is to develop local contents,
based especially on Africa’s cultural legacy. Also, Kinyanjui [10] stresses that such contents,
where possible, should accommodate the cultures of its users by being in their local languages,
towards ensuring that Africans are not just consumers of contents developed elsewhere but also
originators and creators of their own content. So far, several minority societies have since
initiated efforts towards developing contextualized educational resources: a few examples among
such include: ‘Meena’ in India; ‘Si Unyil’ (The Boy) in Indonesia; ‘Mixy’s Toybox’ in Australia
to mention only a few projects.
It is noted that the task in Australia was to design culturally inclusive and educationally effective
schools, to make the achievement of educational equality for ‘indigenous peoples’ an urgent
national priority especially in early childhood education [25]. Similarly, MCEETYA [13] affirm
that the “Model of More Culturally Inclusive and Educationally Effective Schools” is based on a
number of findings from recent work to improve the nature of schooling and educational
outcomes for students. Adding further, the model is designed as a means of creating sustainable
change and improvement that integrates the successful outcomes of indigenous programs into
mainstream schooling practice with focus on: community, school and classroom. This strategy is
seen according to Kronemann [11] as being flexible and more responsiveness to local needs
rather than ‘one-size-fits-all’ approach.
Karin Hyde and Margaret Kabiru argue that ECD interventions in Africa are more successful
when built on local knowledge [24]. Consequently, the local adaptation of Sesame Street
programs began to be introduced into Africa, beginning from South Africa (as Takalani Sesame),
Egypt (as Alam Simsim) and to Nigeria (Sesame Square) [7]. What is exceptional about the
initiative is the incorporation of local contents such as the target audiences’ cultural values,
languages, learning styles, using “homegrown characters” to educate while entertaining
audiences. They also address peculiar local needs, like Kami, a mustard-colored furry HIV
infested Muppet in South Africa, who educates children on the AIDS/HIV scourge in Africa [18].
The program also features famous local personalities, making it really indigenous. Njanji [20]
considers it as having “a definite African twist.” Which is seen as positive in the light of cultural
content integration and application in relevant educational application platforms.
Therefore, by acquiring inspirations from such initiatives given the ample opportunities proffered
by technology and the rich apparatus of indigenous folklores, music, art, crafts, fashion etc.,
Africa can developed its own ‘unique’ ECD enrichment program contents. Especially, such that
would be much more applicable to its local educational configuration and practices, cultural
socialization and national development philosophies and needs. This, it is supposed, would go a
long way in enhancing human capacity building, sustainable development and most of all the
preservation, promotion and projection of Africa’s rich heritage. In addressing this significant
quest therefore, the design and development of an ‘indigenized’ instructional multimedia model
for Nigeria was initiated in 2002 as a Doctoral Degree research, called the Interactive Child
Learning Aid Project (i-CLAP) model.
6. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
6
3. THE i-CLAP MODEL DESIGN STRUCTURE
The i-CLAP model design was carried out using the ADDIE model structure, which proffers 5
steps to instructional design namely: Analysis, Design, Develop, Implement and Evaluate. In line
with this structure, the processes of the i-CLAP model development were broken down into 3
milestones:
1. (i) Need Analysis (i.e. identifying and evaluating needs)
(ii) Design (i.e. structuring necessary parameters)
2. (iii) Develop (i.e. producing the practical component of the model)
3. (iv) Implementation (i.e. testing the effect of the model on the target audience) and
(v) Evaluation (i.e. analysing results of test on audience)
Of course, while the first year of the Ph.D. research was strictly dedicated for the coursework,
which Azi [5] affirms is a prerequisite for all Graduate and Postgraduate students at the
Department of Industrial Design, ABU Zaria. The analysis and design phases for the research
were carried out mainly between 2003 and 2005. However, between 2005 and 2006, the initiator
of the project (Joseph Azi) was awarded the Fulbright Junior Staff Development (JSD) Grant
(No. 15054524), administrated by the Institute of International Education (IIE), New York.
Wherefrom, state-of-the-arts Computer Graphics and Animation facilities were used to develop
the practical components of the i-CLAP model, at the School of Design, College of Imaging Arts
and Sciences (CIAS), Rochester Institute of Technology (RIT), Rochester, New York. The
developed model served as a fundamental component of research instruments used during the
pilot test.
4. IMPLEMENTATION OF THE i-CLAP MODEL IN ZARIA
Designing and developing a ‘contextualized’ instructional resource for Nigeria has become
necessary, given the fact that western packages are targeted at a cross-cultural dominant majority
cultures like America, Canada, France and so on. Consequently, limiting the capacity of such
resources to provide culturally inclusive learning experiences to minority audiences, towards
meeting adequate local learning and cultural socialization needs. This article reports the
implementation of the i-CLAP model in Samaru, Zaria and evaluates its effectiveness as a
potential indigenous technology-mediated resource for Nigeria. Especially, towards
complementing the predominantly traditional teaching and learning methods in pre-primary
school learning delivery. The report documented notable observations acquired on the impact of
technology on children’s problem solving ability, classroom behavior, reflective thinking and
cognitive development.
Methodology: Formative evaluation was the research method adapted for the i-CLAP model
development which involving data gathering, testing and evaluation. The practical component of
the research instrument was developed using the state-of-the-art Computer Graphics and
Animation facility at the School of Design, College of Imaging Arts and Sciences, Rochester
Institute of Technology, Rochester, New York. This privilege was made available through the
Visiting Research Grant (No. 15054524) awarded by the Fulbright Junior Staff Development
(JSD) of the US Department of State for Education. Consequently, the model was tested in
Nigeria for 4 weeks (starting from 17th
of July, 2006), among 80 randomly selected children of 5-
6 years.
7. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
7
Sampling: The sampled population (selected using ‘purposive sampling’) constituted pupils from
4 pre-primary schools, with 40 for the ‘control’ and ‘experimental’ groups each. The schools
were selected through ‘stratified random sampling’ in order to represent the rural and urban
settings, two schools therefore emerged from both ABU Main Campus and Samaru Village
within Zaria in Kaduna State. Table 1, below shows the distribution of schools by number of
pupils and teachers:
Table 1: Distribution of Schools by Number of Pupils (Experimental & Control groups),
Percentage and Teachers
S/N
Name of Pre-
Primary School
No. of
Control
Group
No. of
Experimental
Group
Total No.
of Pupils
%
No of
Research
Assistants
(Teachers)
1
ABU Staff School,
ABU Main Campus,
Samaru – Zaria
10 10 20 25 2
2
Sa’idu Model School,
Samaru – Zaria
10 10 20 25
2
3
The Foundation Model
School, Samaru –
Zaria
10 10 20 25 2
4
Vital Years Nursery
and Primary, ABU
Main Campus, Samaru
– Zaria
10 10 20 25 2
Total 4 40 40 80 100 8
From the tabulation on Table 1, a total of 80 participants were involved in the test, with 20 from
each school representing 25% of the subjects. A total of 8 teachers from the 4 schools were also
selected to serve as research assistants.
Procedure for Data Collection: The data collection procedure for this research was carried-out
from two classes of subjects: the ‘experimental’ and ‘control’ groups which were conducted
within two separate sites. While the experimental group’s test centre was located at the Iya
Abubakar Computer Centre (IACC), ABU Zaria, the control group test were conducted within the
participating school classrooms. Although the control group used traditional resources to conduct
English language alphabets, word pronunciation and picture/color recognition activities. The
experimental group used colorfully rendered multimedia resources, built with realistic speech and
self-testing and dynamic feedback devices. To complement the learning activities for the
experimental group, the i-CLAP modules also included artistic activities in “object coloring”
using the “creative tools”, equipped with a range of colored brushes to pick from and paint with
all in form of games as seen in Figure 3 (below). A typical i-CLAP technology-mediated
classroom session is seen below in Figure 4. The pilot-test activities were conducted using a
lesson plan developed solely for the programs.
The computer-generated components were designed in line with the assertion by Amory, Naicker,
Vincent and Adams (1999), that play associated with games, especially during early childhood,
performs important roles in psychological, social and intellectual development. It is noteworthy
8. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
8
that skills required for playing such computer-generated games included logic, memory,
visualization and problem solving such that promotes goal formation and competition. According
to Azi [3] the goal however, was not only to stimulate cognitive concept development, but to also
bring the application of information and communication technology (ICT) closer to the grassroots
as pedestal for participation in the 21st
century. This being an unquestionable challenge that Nigeria
must face given that it had only recently unfolded a new UBE agenda as part of its Millennium
Development Goals (MDG) implementation plans. Thus, in developing this model the researcher
adapted a new art technique called “Afrimation” (i.e. African animation), composing of African
art and design, child art and caricature, Computer Graphics and Animation. The rationale for
adapting this new technique was to enhance easy recognition, assimilation and recall among the
local children being the target audiences.
Figure 3: Wazobia: the African Boy (i-CLAP Model’s Linear Clip) & Match-Pictures-to-
Alphabets (i-CLAP Model’s Interactive Game) (2005)
Figure 4: An i-CLAP Student and the i-CLAP Model Project Initiator (Dr. J. I. Azi) in a Class
Session Playing the Games on a Desktop Computer
Instrumentation: The instrument considered for the i-CLAP model implementation was
“classroom observation” carried out with a view to evaluating students’ classroom behavior using
3 instruments testing their aptitude namely:
9. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
9
(i) Written tests (carried out Weekly)
(ii) Drawing assignments (Daily take-home) and
(iii) Assessments in using Computer-Assisted Instruction (Daily)
Since it is believed that when computers are used with children in preschool, pre-primary or
childcare settings, the computer should be one of many activity choices they can explore freely,
the i-CLAP model was designed to proffer 4 different educational game modules to choose from.
Moreover, that children’s attention span is said to be short and that they frequently use computers
for short periods and then they become interested in another activity. Daily lessons spanned for an
average of ninety minutes, carrying series of activities that included: role calls, collection of
home-works (at the beginning), issuance of take-home assignments (at the end), tutorials, weekly
tests and questions and answer sessions.
5. RESULTS, OBSERVATIONS AND FINDINGS
An analysis of the effectiveness of the i-CLAP model was carried out with weekly comparisons
of the children’s assessments in order to identify changes in both their classroom behaviour and
learning performances as follows:
(a) Results: An assessment of the differences between the learning ability of pupils adapting the
i-CLAP Model and those using the traditional face-to-face teaching and learning delivery in
Nigeria is revealed through the following quantitative data:
Table 2: Comparison between Pupils Cognitive Performance Using the Customized i-CLAP
Model and Traditional Teaching & Learning Methods
Variable N Mean SD SE
t-value
Calculated
df
t-value
critical
P-value Decision
Public 120 13.43 2.84 0.26
16.71 238 1.96 0.001 Significant
Private 120 7.33 2.82 0.26
Using t-test, the analysis of the difference between adapting the i-CLAP model and traditional
teaching and learning methods (face-to-face) in Pre-primary school teaching and learning
delivery in Samaru, Zaria Kaduna State, shows that the calculated t-value of 16.71 was lower that
the critical t-value of 1.96. This indicates that there is significant difference, at P<0.05 confidence
level, between the performance of children who used the i-CLAP model and those who used the
traditional method. The result reveals therefore, that the use of the i-CLAP model appeared to
have played a significant role in enhancing the pupils’ performance. Their mean scores were
13.43 as against 7.33 implying that they had performed better than their counterparts who used
the traditional methods.
(b) Observations: On the other hand a lot of observations were recorded from the children’s on-
task and off-task behaviors, most of which have the potency to support the domains of
learning (i.e. affective, psychomotor and cognitive - developed by Benjamin Bloom):
10. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
10
• Affective (Feeling): Outstanding attitudes among the participants included the accordance of
high value to the program and the willingness to actively participate in the learn process.
Although, they felt more secured with adult facilitators, they helped each other in moments of
difficulty and shared the joy of discovering something new devoid of their differences. This
was contrary to speculations that the computer environment was inhibitive leading to social
isolation. In further, records were set of participants’ experiencing emotional outburst in
manners that included:
(i) Singing: This was carried out by a female participant as she played one of the
interactive games. In a subtle voice she synchronized a native song as she tapped the
keyboard to move the arrow in the ‘find-the-alphabet’ game;
(ii) Crying: Crying was recorded only three times among participants: while the first felt
angry for being brought to class about 15 minutes late by her father; for the second
his father was unable to name the 4th
and 5th
objects that began with the letter ‘I’ (that
is after: iron, ice-cream, ink); the last kid cried because his friend snatched the
cellophane bag used for carrying his project resources.
Generally speaking, participants expressed a feeling of great excitement and fulfilment for the
privilege to participate in the program; exhibiting worthy behaviors like: tolerance,
punctuality, respect, kindness, companionship, honesty and integrity. Feedback from teachers
and parents was positive, seeing the overwhelming enthusiasm displayed by their wards.
• Psychomotor (Doing): This domain deals with manual manipulation by repeating the
examples given by instructor, practicing towards competence and acquiring automatic skill
(muscle memory). Such that children who ordinarily had not prior experience on the
computer, were able to use the mouse and adapted swiftly to the hand-eye coordination
required for operating the computer system. This was amazing to research assistants (most of
whom were their teachers) who comparatively took much longer to overcome their initial
phobia during the train-the-trainer workshop.
• Cognitive (Thinking): This involved drills, memorization and recall, interpretation,
application of information to real-life situations, analyzing meaning and making new
knowledge. The children’s ability to make the most of their participants within the very short
period of 4 weeks was awesome. Such that at the end they could start the computer, identify
relevant icons, open, play and close the games and shot the system. Perhaps, from such
experiences emanated evidences of their ability to apply knowledge analytically triggering
the following questions and comment:
(i) Big Computer on the Wall - A pupil asked “Does the wall of Iya Abubakar
Computer Centre have a big computer on it?” That was after the first tutorial when a
multimedia projector was used to project the modules on a 9ft x 12ft scale surface.
(ii) Design for Us Another Game – The other was a requested placed after weeks of
playing the games: that since ‘Match Pictures to Alphabets’ is about ABCD, can you
design for us another game using 1234? Though the comment may also signal the
feeling of boredom, having exhausted all the games. Implying that the kids flourished
better with more varieties of games that provided different kinds of stimuli.
11. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
11
(iii) ‘C’ is for ‘Chicken’ - In a public demonstration to parents and guests organized at
the end of the 4 week training, a participant having successfully listed two out of
three items that began with ‘C’ on the alphabet module (and having forgotten the 3rd
item on the module), spontaneously yield ‘C’ is for ‘chicken’ which was not
originally in the i-CLAP design that was used in instructing them. Also, a girl who
was not included among the 10 selected to participate in the public demonstration,
raised her hand persistently requesting to be permitted to carry out one of the tasks.
Of course, it was an opportunity the MC could not deny offering her. This was
evident that participants felt bolder and more confident.
(c) Findings: These qualitative and quantitative data assisted in justifying the information
required, in view of which the following findings emerged:
(i) As a technology-mediated instructional resource, the i-CLAP model project revealed
the potential to attract local participants, hold their attention and stimulate greater
learning interest and motivation in the learning process;
(ii) The use of Afrimation art and design techniques provided culturally inclusive
visual and aural cues pertinent to participants’ local socio-cultural situations, hence
showed the tendency to engage, entertain and educate learners;
(iii) It was discovered that although CAI resources revealed high potential to reinforce
learning motivation among local children, however to successfully operate the 21st
century classroom, technology training was required for teachers to manage the
specialized facilities (i.e. hardware and software).
6. CONCLUSION
In view of the fact that in Nigeria where low school enrollment, high dropout and low learning
achievement characterize the educational system, technology integration in education has been
seen to enhance learners’ motivation and interest. However, it is noted that when technology-
mediated contents are developed with contextual components meaningful to the learners’ local
experience and used appropriately by skilled teachers, has the potential to support cognitive
development. The i-CLAP model which was designed and developed as an indigenous resource
pertinent to Nigeria, demonstrates the efficacy of cultural integration for localized contents.
Fundamental lessons emerged from the project implementation in Samaru - Zaria, which adapted
the results of written tests, drawing assignments and assessments in using CAI towards evaluating
the cognitive performance of pre-primary school children. The research further revealed that
technology-mediated resources were flexible learning tool, capable of enhancing motivation and
simulating greater learning engagement in children by holding their attention and interest. The
research concluded that more than just supplying computer hardware in schools, the need to
design relevant indigenous software contents could not be overemphasized. Especially, if the goal
is towards proffering a medium for enhancing technology integration in advancing the UBE and
MDGs agendas required to take Nigeria into the 21st
century.
7. RECOMMENDATIONS
The following recommendations are drawn:
12. International Journal of Computer Graphics & Animation (IJCGA) Vol.2, No.4, October 2012
12
• Current standards in instructional multimedia design theory and practice should be
adapted towards creating contextualized resources that integrate African Indigenous
Knowledge (AIK) concepts.
• Government and other stakeholders in early childhood development (ECD) in Nigeria
should encourage local resource development initiatives through offering of sponsorship
and other incentives;
• Collaboration efforts between researchers and stakeholders in ECD among governmental
agencies like EFA, UBE, NITDA and local and international NGO’s, should be
encouraged towards the development, implementation and evaluation of indigenous
instructional multimedia resources.
• The i-CLAP model in its present state has obvious technical limitations, which require
further improvement, with a view to standardizing its structure and contents as a potential
indigenous resource and advocating its integration into the Nigerian educational
curriculum.
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Author
Dr. Joseph Izang Azi is a Lecturer with the Department of Industrial Design (Graphics), Ahmadu Bello
University, Zaria, Nigeria. He is currently a Master’s Degree student in Computer Graphic Design at the
College of Imaging Arts and Sciences, Rochester Institute of Technology, Rochester, New York, where he
was both a Fulbright and MacArthur Fellows in 2006 and 2008 respectively. He initiated the Interactive
Child Learning Aid Project (i-CLAP) model design in 2002 as a Ph.D. research and defended the
dissertation in 2007. The research result has been presented in several local and international conferences.
This paper is an extract from one of such presentations; it was made at the 7th
Annual Conference of
Fulbright Alumni Association of Nigeria (FAAN), Benin - Nigeria.