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International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015
International Educative Research Foundation and Publisher © 2015 pg. 96
Effects Of Computer-Assisted Oral English Instructional Program On High School
Students In Rural Areas In Nigeria
Otegbayo, Christy Olubunmi
Department of Educational Technology,
University of Ilorin,
PMB 1515, Ilorin, Nigeria.
E-mail: otebumms@yahoo.com
&
Onasanya, Samuel Adenubi
Department of Educational Technology,
University of Ilorin,
PMB 1515, Ilorin, Nigeria.
E-mail: saonasanya24@gmail.com
Abstract
One of the key criteria to evaluate the development of any country is by her ability to explore computer
knowledge. Based on this assertion, this paper examined the effects of Computer-Assisted Oral English
Instructional Programme (CAOEIP) on the performance of high schools students in the rural areas of Nigeria.
The study focused on two aspects of information and communication technology (ICT) namely animation and
digital Video compared with conventional method of teaching. Two hundred and seventy (270) students were
drawn from 6 high schools within the rural areas. The experimental groups were administered a Pretest and
Posttest with the use of animation and digital video while control group was taught using conventional
method. After six weeks of intensive teaching with animation and digital video instructional media, the
students were assessed using Oral English Concept Achievement Test (OECAT), an instrument developed by the
researcher. ANOVA and t-test were used for the data analysis. Results show that the experimental group taught
with animation and digital video (CAOEIP) performed better than those with conventional method.
Recommendations were made based on the findings of the study.
Keywords: Computer; ICT; CAOEIP; Nigeria
1.0 Introduction
With the increasing accessibility of technology in our everyday life, the utilization of Information and
Communication Technology (ICT) cannot be over emphasized. Studies have revealed great improvement when
multimedia instruction was administered on learners. Furthermore, researchers have found that there is
significant difference between the performances of students taught with 3-D animation ofcomputer and manual
animation in sound effects(Onasanya, 2002). In addition, Bell and Bull (2010) observed that there is great
improvement on the performance of students when animation and digital video were used as multimedia
instructional package. It is no doubt that computer animation and digital video were aimed at individualized
learning since it creates room for learners to learn at their own pace.
Over a decade, rural areas have been posed with various challenges ranging from political, economic
and educational amongst others. This study is focused on the educational challenges, particularly in the aspect
International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015
International Educative Research Foundation and Publisher © 2015 pg. 97
of teaching and learning of Oral English. One major challenge towards the development and growth of rural
schools is their locations. Others include inadequate infrastructures, few number of qualified teachers, poor
method of teaching and nonchalant attitude of the students in the subject. As a result schools in rural areas have
always been left out when it comes to the use of computer assisted instruction. In addition, environmental factor
has been another vital reason for students’ poor performance in Oral English. These problems have demoralized
the efforts of the teachers of English in the rural areas. This study is an attempt to seek a plausible solution
towards effective teaching and learning of Oral English in the rural areas of Nigeria.
1.1 Research Questions
(1) Is there any difference in the performance of students exposed to the CAOEIP and those taught
using conventional instruction in the rural areas?
(2) What is the general attitude of rural students towards CAOEIP?
1.2 Research Hypotheses
Based on the research questions the following null hypothesis was formulated
HO1: There would be no significant difference in the performance of the students exposed to CAOEIP and
those taught using conventional instruction methods.
1.3 Significance of the Study
The success of any programme requires the active participation of every user and not just the tolerance of its
functioning. Therefore, an empirical evidence of developing and evaluating a CAOEIP for teaching of Oral
English could justify its innovation if use by teachers and all other personnel including the students to whom it
was designed for.
2.0 Literature Review
In order to be able to develop a meaningful instructional package, its basis must be deeply rooted in the
instructional system designed by experts via learning theories and instructional models. Learning theories are
theoretical frameworks that describe how information is absorbed, processed and retained during learning. It
brings together cognitive, emotional, environmental influences and experiences for acquiring, enhancing or
making changes in one’s knowledge, skills, values and world views (Brooke, 2006). Hence, is necessary to
design an instruction that will meet up with the need of its environment as it is more suitable to the learner`s
control of such environment.
There are over 40 models and any of these design models would greatly enhance the educational
process. Whether it is ADDIE’s (2005), Dick and Carey (2005) or Morrison, Ross and Kemp‘s (2000), the
important thing is to remember that learning should be the focus. Any good instructional material should put
individual differences into consideration (Thompson, 2001). The Dick and Carey approach took into
consideration the learners and their environments, as well as the need to constantly examine and readjust
instruction to ensure improvement in the instruction itself. It enables designers to be thorough and appropriately
steered through the instructional design process. Nevertheless, three main principles are identified for every
approach:
International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015
International Educative Research Foundation and Publisher © 2015 pg. 98
(I) Identify target audience and develop strategies for meeting their needs (Analysis and Design)
(ii) Develop materials and pilot it (Development and Implementation)
(iii) Finally checking the piloted materials to see its effectiveness (Evaluation). Whatever the approach,
they are all based on the principles of one or more learning theories such as behaviourism, cognitivism and
constructivism.
Ertmer and Newby (1993) compared and contrasted behaviorism, cognitivism and constructivism. It
was felt that the instructional approach used for novice learners may not be efficiently stimulating for a learner
who is familiar with the content. They do not advocate one single learning theory, but stressed that instructional
strategy and content addressed depend on the level of the learners. Recently, Mayer (2001) multimedia theory
suggested seven design principles.According to Mayer (2001) (a) visuals for low knowledge and high-spatial
learners. (b) using words and pictures rather than words alone, placing words and visuals close
together,simultaneously presenting words and pictures (c) Excluding extraneous words, pictures and sounds (d)
using animation and narration rather than animation and on-screen text or animation, on-screen text and
narration that focus specifically on the interaction of audio, text, and visuals in a number of controlled
experiments.
Based on the Multimedia principle the use of video and animation instructional media in the CAOEIP package
is aimed at captivating and instilling long lasting learning experience on the learners. Clark and Mayer (2003)
observed that when pictures and graphic designs are meaningfully combined to coordinate information,
processing activities cognitively will improve users’ learning abilities
Rhodes (2004) found that standard variety, which is the standard English being spoken by the elites, is
facing the problem of contention from the non-standard variety. This problem is common to all Anglo-phone
countries. Hedge (2000) observed that despite various problems facing Oral-English, urgent attention needs to
be given to the area of fluency and accuracy in speech. Brown (2001) discovered that the risk of making mistakes
in their utterances caused anxiety. Kang (2002) stated that age, social-cultural and affective factors are identified
as contributive factors to failure in English Language. .
Today, advancement in technology has made it possible to produce materials and devices that could be used to
minimize teachers talk and at the same time, make the message clearer, more interesting and easier for the
learners to assimilate (Onasanya, Adegbija, Olumorin&Daramola, 2008).Nigeria is a country and just like other
neighboring countries, she is faced with problem of interference of L1 with L2, which has been the major
hindrance to the learning of Oral- English (Otegbayo, 2006). Furthermore, Tony (2004) observed that learners’
failure was as a result of crude method of teaching and lack of adequate knowledge of the Oral-English by the
teacher. Lawal (2001) revealed that inability of the teachers, learners and parents to view the learning of Oral-
English from hearing and listening perspectives makes teaching and learning difficult. If Computer-Assisted
Instruction is developed to teach it, there will be improvement.
Tony (2004) reported that the use of audio tape and video tape as instructional media on Oral English
enhanced performance in learners. Ikwuka, (2010) revealed that the aim of teaching Oral English is to enhance
communicative competence in learners. Oral expression boosts eloquence, articulation, enlightenment,
education, and entertainment. Tswanya (2006) reported that Computer-Assisted Language Instruction (CALI)
is moving fast to meet the demand of the digitalized world by integrating technology into teaching and learning
of English as a second Language (TLESL). The aim of this study is to scrutinize the effects of Computer-
Assisted Oral English Instructional Programme (CAOEIP) on rural areas’ students.
International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015
International Educative Research Foundation and Publisher © 2015 pg. 99
3.0 Methodology
This study was an experimental research which employed a quasi-experimental pretest and post-test
control group design. The population for this study comprised of 270 students. All from high schools from six
various rural areas in the Southwestern part of Nigeria. Three schools each were purposefully selected for
experimental and control groups. 45 students were the target respondents randomly selected from each school.
A total number of 135 students were randomly selected for experimental group. The students’ age ranges from
15-19 years.
The research instruments used for data collection were (i) Treatment instrument CD-ROM of CAOEIP
(ii) Students’ Response Opinionnaire (iii) Oral English Concept Achievement Test (OECAT). The instrument
consist of fifty (50) multiple choice questions drawn from West African Examination Council (WAEC) and
National Examination Council (NECO) past questions.
The study used Computer Assisted Instructional medium to administer individualized learning to the students.
The pre-test was administered before the learning took place and after six weeks of lessons,post-test was
administered. After the lessons, the students were given the designed instrument known as “Students’ Response
Opinionnaire”. It comprised of ten items requesting for learners’ opinion about the package used for them.
Selected teachers were used to carry out the teaching at the other schools using conventional method at the same
time and pre-test was administered with the use of the designed ‘Oral English Concept Achievement Test’
OECAT before the lessons commenced and after six weeks of teaching, post-test was carried out with the use
of OECAT. The reliability of the instruments was valued as follows: “Students’ Response Opinionnaire”
72.5and OECAT 81.06
4.0 Results
Research Question1:Is there any difference in the performance of students exposed to the CAOEIP and those
taught using conventional instruction in the rural areas?
There will be no significant difference between the mean scores of rural students taught Oral English expression
with the use of CAOEIP and those taught with Conventional method.
Table 1 shows the comparison of mean scores of School I experimental group 1, pretest and posttest ranges
from 13.04 to 35.21. School I1 and control group I pretest and posttest ranges from11.14 to 25.42. School III
experimental group II ranges from 14.87 to 56.23. School IV control group II ranges from12.05 to 26.64 and
School V experimental group III ranges from 14.51 to 55.18 while School VI control group III pretest and
posttest ranges from 12.02 to 27.35 The result revealed that students taught with CAOEIP in all the rural
schools performed better than those taught with Conventional method. Therefore, the research hypothesis
rejected the null hypothesis at the 0.05 level of significance.
International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015
International Educative Research Foundation and Publisher © 2015 pg. 100
Table 1: Inferential statistics comparing mean standard deviation and t-test of experimental groups I,
II, III and the three control groups on pre-test and post-test.
Pretest
Posttest
Variable
Rural
Schools I-
VI
N
df
Mean
X
SD
Mean
X
SD
t-value
calculated
t-value
critical
Significan
t level
School I
ExpI
45
88
13.04
2.02
35.21
6.42
0.571
1.67
0.000
School II
Control I
45
11.14
2.07
23.42
3.22
School III
Exp II
45
88
14.87
1.53
56.23
7.06
0.516
1.68
0.000
School IV
Control II
45
12.05
2.05
26.64
7.74
School V
Exp III
45
88
14.51
1.39
55.18
7.04
0.571
1.68
0.000
School VI
Control III
45
12.02
2.03
27.35
7.65
*Significant at 0.05 level.
Research Question 2: What is the attitude of students towards CAOEIP?
In order to answer research question 2, the attitude of rural students towards CAOEIP were sorted and
subjected to percentages as shown in Table 2.
Table 2 shows that out of the 135 students that were involved in students opinionaire on CAOEIP, 105(77.8%)
believe that the package was very appropriate 28(20.7%) opined that the package was appropriate while 2
(1.5%) opined that it was fairly appropriate. Therefore, the total positive response was 135 (100%) and total
negative was 0 (0%). This implies that the use of CAOEIP facilitates positive attitude towards learning of Oral-
English in the rural areas.
Table 2: The Students’ Responses on ‘Students Opinionnaire’ (SO)
SN
Assesstatement Items
4. V. APP
3. APP
2.F/APP
1.INAPP
1
The instruction using software held
my attention more than the method my teacher uses
to teach me
108(80%)
27(20.0%)
0(0%)
0(%)
2
The messages in the package are easy to understand
99(73.33%)
36(26.67%)
0(0%)
0(0%)
3
The content of the software has been well
sequenced
63(46.67%)
72(53.33%)
0(0%)
0(0%)
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International Educative Research Foundation and Publisher © 2015 pg. 101
5.0 Discussions
Studies by Hardison (2004) and Pennington and Ellis (2000) have shown that computer technology
can help second language learners learn prosodic patterns if the computer tasks focus learners’ attention on
developed packages. Miller (2006) Hahn and Hahn 2007, Sardegna and Molle (2008) all agreed on the strategy
of individualized learning that the use of computer-assisted instruction in instruction on pronunciation enhanced
performance in learners. It was reported that the treatment groups exposed to self-directed computer-assisted
practice using the Cued pronunciation performed better than the control groups that were not exposed to any
treatment. Belcher (2004) gave a brief example of the integration supported with the use of new technologies
such as video cameras, network computers and the internet facilities proved that technology facilitates learning.
Several researchers have developed and utilized various computer-assisted instructional media in New
York, Seattle and West Africa respectively to enhance effective learning and teaching. Their aims were to
determine whether (CAI), (CALL) and (CAP) will promote teaching and learning of Oral-English in high
schools. Plass and Jones (2005) revealed that multimedia instruction enhanced effective learning of second
language acquisition. Warschauer (2002) revealed that CALL is an integrative medium which bridges the gap
between learners and learning itself. Hence, outperform the traditional instruction method. Other researchers
with similar opinion are Schnotz 2005, Rocap 2003 and Mayer2005.
When CAOEIP was used on the experimental group in the rural and urban settings the students’
performances were significantly influenced. The pre-test and posttest scores of the students in the groups
indicated the effectiveness of the CAOEIP over Conventional Instruction. The results established that CAOEIP
instructional media has brought ample and significant improvement in the teaching and learning of Oral-English
than conventional instruction.The better performance of the experimental groups over the control groups can
be due to their exposure to information or resources on the internet which gives students an active role of
individualized learning. The results obtained were consistent with the previous research on the pronunciation
4
The illustrations in the software are very clear to me
126(93.34%)
6(4.44%)
3(2.22%)
0(0%)
5
The examples used in the various cases in the
software are very relevant.
111(87.42%)
21(15.56%)
3(2.22%)
0(0%)
6
There is a proper transition between Conceptsi.e.
simple ones lead to more complex ones.
114(84.44%)
21(15.56%)
0(0%)
0(0%)
7
The colors used for the various presentations are
quite appealing.
117(86.67%)
18(13.33%)
0(0%)
0(0%)
8
The tests and exercises in the software measure the
knowledge and skills taught.
129(95.50%)
6(4.44%)
0(0%)
0(0%)
9.
The Package makes learning real to me
96(71.11%)
39(28.89%)
0(0%)
0(0%)
10.
The Package is accessible on internet
78(57.78%)
57(42.22%)
0(0%)
0(0%)
Total
1041(77.1%)
303(22.4%)
6(0.5%)
0(0%)
Average
105(77.8%)
28(20.7%)
2(1.5%)
0(0%)
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International Educative Research Foundation and Publisher © 2015 pg. 102
instructional materials that enabled students to learn at their own pace during learning of pronunciation outside
the classroom.
Britain et al (2004) cited that when students were exposed to computer-assisted learning,
attention of the learners were more on learning and effective learning was enhanced AECT (2008) reported that
exposure of learners to computer-assisted instruction permit learners to learn at their own pace thereby
enhancing performance. However, it further said that it encouraged laziness in learners and made learners’
computer friendly. Nonetheless, this research has created sensitivity in learners through the interactivity with
computer inform of self-assessment and provision for further trial until mastery is proved. Like any other
computer based instruction this research makes learning conducive to learners irrespective of the prevailing
factor like environmental or instructional materials. This result shows that the CAOEIP is interactive and
exciting, hence it can reinforce desirable behavior or positive attitude towards learning of Oral-English. It
implied that the CAOEIP met up with the purpose for which it was designed.
6.0 Implication of the Findings
Based on the findings of this study, there are strong implications for teaching and learning of Oral-
English concepts in high school students in Southwest Nigeria. It is an indication that performance of students
in learning Oral-English concept would be greatly improved if students are exposed to computer-assisted
instructional strategy such as CAOEIP. Furthermore, it makes learning real and improves the integration of ICT
in the rural high schools not only in English language but also in all other subjects.
.
7.0 Conclusion and Recommendations
This research has led to development of multi-media integrated model as one of the major contributions to the
body of knowledge. Other researchers can study it, adopt or adapt it. It can be used by both rural and urban
students and teachers of English. The government through the Ministry of Education should improve on funding
ICT. Facilities for instruction that enhances effective teaching and learning should be provided. Effort should
be made to install ICTinstruction materials in both rural and urban high schools in Nigeria. It is expected that
such effort will result in the success of integration of computer education.
The following conditions should be met to ensure effectiveness of ICT integration in the teaching and learning
of Oral English expression:
1. Rural schools should be provided with ICT facilities to enable them have direct access to its use.
2. To train teachers to be computer literate.
3. Workshop and seminar should be organized to update the teachers’ knowledge periodically.
4. Computer training should be one of the pre-requisite for giving teaching appointment in the both rural
and urban.
5. National Union of Teacher should invest the union’s money soft loans for purchase of laptops and
desktops for teachers both in the rural and urban areas
6. Government should provide schools with language laboratory to enable them carry out practical aspect
of the subject.
International Journal for Innovation Education and Research www.ijier.net Vol.3-1, 2015
International Educative Research Foundation and Publisher © 2015 pg. 103
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