Assessment of Kwaralearn Computer Managed Instruction in Kwara State Basic Schools
*1Abdulmumin Abubakar Lawal, 2Femi Johnson Adedokun, 3Kamaldeen Olohundare Sulyman, 4Oluwatoyin Sadiat Bamigbade & 5Hummukhair Mopelola Sadiq
*1Department of Educational Management, University of Ilorin, Ilorin, Nigeria. Email: lawal.am1@unilorin.edu.ng ORCID: https://orcid.org/0009-0002-3019-9797
2&3School of Education, Department of General Education, Federal College of Education, Iwo, Osun State, Nigeria
4Kwara State Teaching Service Commission
5Department of Early Childhood Care and Education, College of Education, Ilorin, Kwara State
Abstract
Certain irregularities have been observed by the researchers in recent years in the areas of punctuality among teachers; differences in course content covered by different teachers at different schools in lower basic secondary schools specifically in Kwara State which suggest ineffectiveness among the teachers. It was against this background that the study assess KwaraLEARN computer managed instruction in Kwara State basic schools. The objectives of the study were to: (i) ascertain the extent to which computer managed instruction, KwaraLEARN, has influenced teachers' punctuality in basic schools, Kwara State; and (ii) investigate the extent to which computer managed instruction, KwaraLEARN, has influenced teachers’ course content coverage in basic schools, Kwara State. A survey type of descriptive research design was adopted. One thousand, five hundred and seventy-eight headmasters/headmistresses in lower basic schools Kwara State was the population while three hundred and nineteen headmaster/headmistress were sampled using multi-stage random sampling technique. A questionnaire titled “Computer-Managed Instruction on Teachers’ Effectiveness Questionnaire” (CMITEQ) was used to obtain data from the headmaster/headmistress. Reliability coefficient of 0.79 was obtained was obtained. Mean was used to answer the research questions. Introduction of KwaraLEARN technology has: positively influenced teachers’ punctuality; and positively influence course content coverage were the findings. Grounded on the findings of the study, it was suggested that efforts should be made by the school administrator to sustain the level at which teachers arrive school on time.
Keywords
KwaraLEARN, Computer managed instruction, Teacher effectiveness, Teachers’ punctuality, Content coverage
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