Perception of Gender and Academic Qualifications on The Application of Computer-Assisted Instruction in Secondary Schools in Ukwuani LGA, Delta State


  • Lucky Amede National Open University of Nigeria, Abuja.


Computer Assisted Instruction, secondary education, secondary school teachers


The study examined the perception of gender and academic qualifications on the application of computer-assisted instruction in secondary schools in Nigeria. The study was delimited to Ukwuani LGA, Delta state. Two research questions with two hypotheses propelled the direction of the study. A descriptive design of the survey method was utilized for the study. The population consisted of all secondary school teachers in Ukwuani LGA, Delta state. The simple random sampling technique was employed in selecting twenty (20) secondary schools from which an average of eleven teachers (11) were purposively selected from each school, constituting a total sample of 211. The instrument used to obtain information from respondents was the questionnaire titled: Computer Assisted Instruction Inventory (CAII). The items were designed by the researcher. The instrument was divided into three sections: A, B and C. Section A constituted the biographic information of respondents, B contained items on teachers' application of CAI method in teaching secondary school students and C was concerned with the aspects of the challenges facing Computer Assisted Instruction. The questionnaire adopted a 4-point Likert-type scale. The data collected were analyzed with frequency distribution, descriptive statistics, the t-test (IST) and the one-way analysis of variance. The statistics were chosen for the analyses because of their robust nature of comparing the means of two or 3 variables. Hypotheses were tested at 0.05 significant levels. The outcome of the research revealed that teachers do not readily apply CAI method in teaching secondary school students in Ukwuani LGA, Delta state. Challenges in the effective application of CAI method in teaching secondary school students in Ukwuani LGA, Delta state were indeed enormous. However, gender and academic qualifications did not have a significant effect on the use of CAI by teachers. Based on the conclusion reached, several recommendations were made which include among others that teachers’ should be adequately trained in computer education to maximize the use of Computer- Assisted Instruction method in teaching Secondary schools. Government should provide computers and related software in secondary schools by either supplying them directly or making financial provisions for school heads to purchase them and the government should provide solutions to the challenges of Computer Assisted Instruction services in schools by providing enabling environment in schools.



Cette étude a abordé la perception du genre et des titres universitaires sur l'enseignement à l’aide de l’informatique dans les écoles secondaires au Nigeria. L'étude a été concentrée à la region d’Ukwuani en état Delta. Deux questions de recherche et deux hypothèses ont déterminé la trajectoire de l'étude. L'étude a été réalisée selon la méthode d'enquête descriptive. La population était composée de tous les enseignants du secondaire de la région d'Ukwuani, dans l'État du Delta. La technique d'échantillonnage par randomisation simple a été employée pour choisir vingt (20) écoles secondaires à partir desquelles une moyenne de onze (11) enseignants a été choisie à dessein dans chaque école, constituant ainsi un échantillon total de 211 personnes. L'instrument employé pour obtenir des informations des répondants était le questionnaire intitulé : Computer Assisted Instruction Inventory (CAII). Les questions ont été conçues par le chercheur. L'instrument était divisé en trois sections : La section A contenait les informations biographiques des personnes interrogées, la section B contenait des questions sur l'application par les enseignants de la méthode CAI dans l'enseignement aux élèves du secondaire, tandis que la section C concernait les aspects des défis auxquels l'enseignement à l’aide de l’informatique se fait face. Le questionnaire a adopté une balance de type liket à 4 points comme format dactylographié. Les données recueillies ont été analysées à l'aide de la distribution des fréquences, de statistiques descriptives, du test t (IST) et de l'analyse de variance à sens unique. Ces statistiques ont été choisies pour les analyses en raison de leur nature robuste de comparaison des moyennes de deux ou trois variables. Les hypothèses ont été évaluées à un niveau de signification de 0,05. Le résultat de la recherche a révélé que les enseignants n'appliquent pas facilement la méthode CAI dans l'enseignement aux élèves des écoles secondaires dans la region d'Ukwuani, Delta state. Les défis de l'application efficace de la méthode CAI dans l'enseignement aux élèves des écoles secondaires d'Ukwuani , Delta State, sont en effet immenses. Cependant, le rôle du sexe et des titres universitaires n'a pas eu d'effet significatif sur l'utilisation de l'EAO par les enseignants. Sur la base des conclusions tirées, plusieurs recommandations ont été formulées, dont les suivantes : les enseignants devraient recevoir une formation adéquate en informatique afin de maximiser l'utilisation de la méthode d'enseignement assisté par ordinateur dans les écoles secondaires. Le gouvernement devrait fournir des ordinateurs et des logiciels connexes dans les écoles secondaires, soit en les fournissant directement, soit en faisant des provisions financières aux chefs d'établissement pour les acheter, et le gouvernement devrait apporter des solutions aux défis des services d'enseignement à l’aide informatique dans les écoles en fournissant un milieu favorable dans les écoles.

Mots clés: Enseignement à l’aide informatique, enseignement secondaire, enseignants des écoles secondaires


// (last accessed: 2007-01

// (last accessed: 2007-01-08

// (last accessed: 2007-01-08

Ajadi, T.O., Salawu, I.O. and Adeoye, F.A. (2008). E-learning and distance education in Nigeria. The Turkish Online Journal of Educational Technology, 7(4).

Ajibade, A. (2006). Effects of interactive instructional compact disc package on the performance of English Language learners in Schools of Science in Osun State. Unpublished Ph. D. Dissertation, Faculty of Education, Obafemi Awolowo University, Ile-Ife.

Aladejana, F. (2007). Implications of ICT and NKS for Science Teaching: Whither Nigeria. Retrieved on October 7th, 2018.

Amede, L. (2016). Parental influence as predisposing factor on the development of childhood disorders in Nigeria: Implications for counselling. In N. Obikeze& A. K. J. Musa (Eds), Psychological disorders and education in Nigeria, 281-290. A Publication of Nigerian Society of Educational Psychologists.

Arikpo, I I, Osofisan, A. and Usoro, A. (2009). Bridging the digital divide: the Nigerian journey so far. International Journal of Global Business, 2 (1), 181-204

CILIP (2005). Library and information association. Retrieved on October 7th, 2018

Eteng, U. &Ntui, I.A. (2009). Access to e-learning in the Nigeria University System (NUS): A case study of University of Calabar. The Information Technologist: An International Journal of Information and Communication Technology, 6 (2) 1-10.

Folorunso, O, Ogunseye, O.S.& Sharma, S.K. (2006). An exploratory study of the critical factors affecting the acceptability of e-learning in Nigerian universities. Information Management and Computer Security Journals, 14 (5), 496-505.

Jegede, O.J. (2005). Evolving a national policy on distance education. An agenda for implementation today Vol 8 (3).

Ogunloye, B. O. (2009). Integration of contemporary ICT tools in the teaching of Chemistry: Awareness and attitudes of Chemistry teachers in South West, Nigeria. Journal of e-learning, 6 (2), 1-18.

Ogunlela, V. B. & Ogunleye, B. O. (2014). Promoting quality assurance practices for ODL programmes in West Africa higher education institutions: The role of RETRIDAL, International Open and Distant Learning, 1, (1), 85-108.

Ogunloye, B. O. (2010). Computer literacy and attitudes to computer as predictors of Chemistry teachers’ utilization of computer technology in selected Nigerian schools. African Journal of Educational Research, 14, (1& 2), 20-20.

Ogunloye, B. O. (2008). Statistical data analysis and making references. Methodology of Basic Apply Research Proceeding of a Workshop, Ibadan, 128-139.

Omofaye, J. O. (2007). Challenges facing ICT Infrastructure and successful online education in Africa, Available online at Http//: Downloaded 15th June 2018.

Ramazan B. (2005). The effectiveness of computer-assisted instruction in teaching introductory Statistics; Educational Technology & Society, 8 (2), 170-178.

Resnick, M. (2002). Rethinking Learning in the Digital Age. Online. URL: http: // (Retrieved on October 7th, 2018).

Rosenberg, M.J. (2007). E-Learning: Strategies for delivering knowledge in the digital age. McGraw-Hill, New York.

Schulmeister, R. (2006). ELearning: einsichten und aussichten. münchen; wien: oldenbourg verlag. Retrieved on October 7th, 2018.

Sharma, S., Ekundayo M. S and Ng E (2009). Beyond the digital divide: policy analysis for knowledge societies. Journal of Knowledge Management, 13(5), 373-386.

UN Secretary of State (2005). Speaking on the role of technology in education. Retrieved on October 7th, 2018.

World Bank Development Report (2004). Marking services work for poor people: Role of technology in education. Retrieved on October, 2020 from https:openknowledge.worldbank report/org./handle.

Yang, Y. Y., & Wang, H. P. (2001). Multimedia and web-based constructive Mathematics learning system for children with mild Disabilities. Taiwan: Nation Science Council. McGraw-Hill Companies Inc. Retrieved on October 7th, 2018.




How to Cite

Amede , L. (2021). Perception of Gender and Academic Qualifications on The Application of Computer-Assisted Instruction in Secondary Schools in Ukwuani LGA, Delta State. West African Journal of Open and Flexible Learning, 10(1), 37–56. Retrieved from



Research Articles