Assessment of Teachers’ Experience in the Application of Computer-Assisted Instruction (CAI) in Public Secondary Schools in Zango Kataf Local Government, Kaduna State, Nigeria

Abstract

The study explored teachers’ experience in the application of computer-assisted instruction (CAI) in public secondary schools in Zango Kataf Local Government, Kaduna State, Nigeria. The objective of the study is to assess teacher’s experience in the application of computer-assisted instruction (CAI) in public secondary schools in Zango Kataf Local Government Area, Kaduna State. The objective was transcribed into a research question and a hypothesis respectively. Survey research design was adopted in the study. The target population of the study was made up of 409 respondents, which consist of 43 principals, 361 teachers and 5 ministry of education officials in Zango Kataf Local Government, Kaduna State, Nigeria. A sample size of 217 respondents, which comprised 202 teachers, 12 principals, and 3 MOE officials. The instrument titled “Teacher Factors in the Application of Computer-Assisted Instruction Questionnaire (TFACAIQ)” was used for data collection in the study. The validated instrument was pilot tested, the reliability co-efficient was determined using Cronbach Alpha statistic and a reliability coefficient of 0.78 was obtained. The data collected in the study was analysed using descriptive statistics; frequency counts, mean and standard deviation to answer the research questions. Kruskal-Wallis was used to test the four null hypotheses at 0.05 level of` significance. Findings of the study revealed that teacher’s experience has no significant influence on the application of computer-assisted instruction (CAI) in public secondary schools in Zango Kataf Local Government Area, Kaduna State. The study recommend that Teachers’ training programmes should be oriented in removing fears as expressed by teachers having a greater number of years of experience and belonging to higher age-group of getting replaced by new technologies like ICT.