Improving the Education in University by Using Information and Communications Technology System - Research Paper Example

Improving the Education in Al-Baha University by using ICT system Done by : Khalid Alghamdi (i7914872) Unit Leader : Dr Philip Davies ABSTRACT A descriptive survey was designed to investigate on how to improve education in Al-Baha University in Saudi Arabia. In order to achieve the rationale of this study, the following four specific research objectives were addressed; to determine the adequacy of ICT infrastructure and quality of teaching in Al-Baha University. To find the impact of ICT resources used by lecturers on quality of their results, to establish the effect of teaching using ICT in Al-Baha University and to determine the challenges facing the lecturers using ICT in Al-Baha University. The target population for this study comprised of 200 lecturers, 74 administrators and 20 technicians from six Faculties in Al-Baha University. Descriptive and inferential statistics were analyzed. A one way analysis of variance (ANOVA) and Chi-square were used to analysis the impact of ICT in Al-Baha University. The findings showed that adequacy of ICT infrastructure does not necessary affect the quality of results of lecturers but it enhances the teaching and the quality of the results. Teaching using ICT resources is more effective than teaching without. The recommendations were; every lecturer at Al-Baha University should have adequate ICT infrastructure that will enhance the quality of teaching. Lecturers should embrace use of ICT in teaching in order to improve the quality of results. They should use ICT for the purpose of demonstration and assimilation. The Al-Baha University should Organize ICT in-service training programme for all lecturers. Key words Motivation, Multimedia, Information and Communication Technology(ICT),Education, Effectiveness, Innovation, Product Internet 1.1 Background of the Study Worldwide, countries like America, Russia, Britain, Germany, France, Japan, Canada, and Italy are referred to as developed countries and this is exemplified in the advancement of technology and industrialization. These countries which are highly developed and also those seen as developing very fast, for example Korea, gave first priority to science and Technology and this was possible because of the set up of their education systems. Although developing counties have embraced technological revolution in their education system, it has not yet impacted them in the ways it has in the first world countries. When you closely look at developing countries, such as Saudi Arabia it clearly indicates that technology has yet to be fully integrated into all education system (Hawkridge, 1990). 1.2 The relevance and impacts of ICT in education Peck and Dorricott (1994) found out that new technology passed through three stages: Users of technology tried to improve or replace previous technology with the new technology. Users discovered new functions of technology. Through contacts with other educators and attending educational technology conventions most educators in the US had been using technology at the second stage for creating puzzles, delivering instruction, assessing student’s progress, and producing reports. According to Norton and Gonzales (1998) the responsibility for realizing the potentials of technology to improve education practice was placed on the classroom teacher; however, the success of the integration of technology did not lie with the teacher alone. The authors observed that teachers and educational reformers rarely recognized that innovative uses of technology required a revision of educational policy and practice if technology was going to have an impact on the education system. They noted that using technology could change the way teachers taught. They further observed that technology supported more student-centered approaches to instruction so that students conducted their own inquiries and engaged in collaborative activities while the teacher assumed the role of a facilitator. Bauschard and Osterhus (1998) found that computers gave learners the opportunity to create knowledge through new ways of looking at an old situation. Those authors encouraged teachers to view computers as learning tools. Shields (1998) found that technology could be used in disciplines because it addressed what students learn cognitively and what they apply in terms of actual skills. Further, technology stretched across every dimension of academic life and, to a large extent, social life. Friedheim and Jaffee (1999) noted that media changed the architecture of the classroom. Powerful search engines enabled students to access voluminous amounts of data, bringing unimagined experiences into the classrooms. The ICT systems have avail avenues where multimedia information is stored such as sound files, video, images among other by various entities such as museums, universities, industries, private and public offices and the Libraries. The authors further stated that electronic discussions extended classroom space, made discussions of a lesson into the hours beyond the actual scheduled of the lesson and encouraged full participation of the students in the class discussion hence quality results. While the literature regarding the impact of technology in education is extensive, it is not conclusive. Several studies have investigated the effects of technology on academic improvement, as measured by the standardized tests, while others have focused on such issues as school climate, motivation of students, and promoting student creativity (Borron, Hogarty, Kromrey 1999). Chopra (1994) found that most teachers had much to say about the positive impact of technology on education. In his study, one teacher said that technology was the best thing that ever happened to instructional programs. One of the teachers stated that students scored higher than before on standardized tests as a result of the use of technology. He also reported that when evaluating writing skills, the papers of students using computers were found to be neat and clean, with a well-organized format. Means and Osin (1998) said that technology amplified what teachers were able to do with students and what they expected from the students. Technology also provided an avenue that might have been inaccessible without ICT systems until much later in an academic career. Bachmann (1999) recommended that by diversifying the curriculum and encouraging education for self-employment, 1.3 Lecturers with technology Norton and Gonzales (1998) noted that the integration of technology did not lie with the classroom teacher alone, but that difficulties in integrating technology centered on the inadequacy of traditional teaching models that had existed for decades. Tremendous efforts were exerted putting computers in classrooms across America with little focus on training teachers to use them. The authors found out that most teachers do not use ICT systems regularly for instruction because a majority felt they were inadequately prepared to use technology resources, particularly computer-based technologies. Even though using technology could change the way lecturers taught, lecturers lacked knowledge or skills on how to use ICT resources and were unaware of the resources technology could offer them as professionals in carrying out many aspects of their jobs. Designing professional development could help teachers move beyond mechanical use of curriculum and technology to become facilitators of inquiry. Norton and Gonzales (1998) points out that training teachers to effectively use ICT systems in teaching is a very important step in making sure those current and future investments in technology are realized. As more and more teachers became trained in effective technology integration, some of these teachers, in turn, became trainers within the program. 1.4 Purpose of the study The purpose of the study was to establish how the Education in Al-Baha University can be improved by using ICT system 1.5 Objectives of the study The main objective of the study was to investigate the effects of information and communication technology on teaching in Al-Baha University. The specific objectives include:- 1. To determine the adequacy of ICT infrastructure and quality of teaching in Al-Baha University 2. To find the impact of ICT resources used by lecturers on quality of their results in Al-Baha University 3. To establish the effect of teaching using ICT in Al-Baha University 4. To determine the challenges facing the lecturers using ICT in Al-Baha University 1.6 Research Questions For the above objectives to be realized, the following research questions were used; 1. Is there any relationship between adequacy of ICT infrastructure and quality of results in Al-Baha University 2. What is the impact of ICT resources used by lecturers on quality of their results in Al-Baha University? 3. What are the effects of teaching using ICT in Al-Baha University 4. Are there challenges facing the lecturers using ICT in teaching in Al-Baha University 1.7. Hypothesis Ho1 .There is no relationship between adequacy of ICT infrastructure and quality of teaching Ho2: There is no relationship between the use of ICT resources by lecturers in teaching and quality of results produced Ho3: There is no difference between the variance of effectiveness of teaching using ICT and the variances of effectiveness of teaching without using ICT. Ho4: There are no challenges facing the lecturers using ICT in teaching in Al-Baha University. 1.8 Significance of the study This study aims at providing findings that can be used by: 1. Management of Al-Baha University to improve on their ICT resources so as to enhance coverage of syllabus, give chance of internet library services, better dissemination of knowledge, skills and expertise to its clients and improve the quality of results produced by lecturers. 2. To the government, for formulate policies that will enhance the usage of ICT for teaching purposes in Al-Baha University and other universities 3. Lecturers to enhance their skills in ICT and competencies in handing ICT equipment. 4. The Al-Baha University to design curriculum for teacher education that can embrace the ICT culture 1.8 Scope and limitations of the study (a) Limitations The study covered only faculties of Al-Baha University. The following limitations; 1. Even though technology has a wide variety of tools to offer education, one limitation of this study is that the research questions focus on computer technology only. 2. The study is limited to Al-Baha University faculties only 3. The study is limited to all lecturers, ICT technicians and Al-Baha University administrators. (b) Scope The study was carried out in the following six faculties: Education Engineering Law Business Social studies Science 1.9 Assumptions of the study. I. The selected respondents were a representative of the total population. II. That all respondents were honest and responded positively to all the issues in questionnaires and interviews. Hypotheses The study tested the following null hypotheses: Ho1 .There is no relationship between adequacy of ICT infrastructure and quality of teaching Ho2: There is no relationship between the use of ICT resources by lecturers in teaching and quality of results produced Ho3: There is no difference between the variance of effectiveness of teaching using ICT and the variances of effectiveness of teaching without using ICT. Ho4: There are no challenges facing the lecturers using ICT in teaching in Al-Baha university . 1.10 Testing of the Hypotheses Tables 4.1 and 4.2 shows data that is on the null hypothesis, Adequacy of ICT infrastructure in the Al-Baha university. The following participant took part in the research, through questionnaires, interviews and observations; Lecturers in Al-Baha University, Administrators and Technicians. The data were collected and presented Ho1 .There is no relationship between adequacy of ICT infrastructure and quality of teaching Table 4.1 Adequacy of ICT infrastructure and quality of teaching Data Analysis Frequency Yes NO undecided Total Lecturers 140 50 10 200 Administrators 60 10 4 74 Technicians 20 8 6 34 Total 220 68 20 308 A- u –SS-2011 χ2 = 43.011 Critical value: d.f = (c-1)(r-1) =( 3-1) (3-1) =2x2= 4 = .05 X2 =43.011 Since 43.011 > 7.178 Therefore null hypothesis was not rejected. Summary of the results Basing on the outcome indeed there are no enough evidence to show that adequacy of ICT infrastructure has an effect on the quality of teaching. This shows that the lecturers, administrators, and Technicians have similar opinions with regard to the adequacy of ICT infrastructure and the effect on the quality of teaching in Al-Baha University. 85% of lecturers, 70% Administrators, and 65% technicians responded in affirmative that the adequacy of ICT infrastructure does not necessary affect the quality of teaching in Al-Baha University. 1.12 Use of ICT resources by lecturers in teaching and quality of results produced The two set of lecturers were sampled. Lectures that use ICT in teaching and the lecturers who teach without ICT. The quality of their results were examined, the questionnaires were applied. The results were guided by the null hypothesis Ho2 .There is no relationship between the use of ICT resources by lecturers in teaching and the quality of the results that are produced. Table 4.3 ICT resources by lecturers in teaching and quality of results produced, Data Analysis Lecturer A 1 2 3 4 5 6 7 8 Lecturer B 1 2 3 4 5 6 7 8 without ICT 38 25 45 25 30 25 50 55 With ICT 75 65 55 60 65 70 60 50 A-U -SS-2011 Ho: µ D ≥ 0 Critical value d. f = 8-1 = 7 at α =0.05 The critical value is -1.895 from t- test distribution (table F) Table Table 4.4 ICT resources by lecturers in teaching and quality of results produced, Data Analysis Without ICT X1 With ICT X2 A D=(X1-X2) B D2=(X1-X2)2 38 75 -37 1369 25 65 -40 1600 45 55 -10 100 25 60 -35 1225 30 65 -35 1225 25 70 -45 2025 50 60 -10 100 55 50 5 25 Descriptive Statistics ∑ D=-207 ∑D2=7669 D =∑ D/n= -207/8 =-25.875 Standard deviation of the differences SD = (∑D2- (∑D)2/ n = ∑( (7669- (-207))2/8)/ 8-1 = 18.177n-1 Test values, t = D - µD =- 25.875-0 SD/ n1/2 18.177/81/2 = -4.026 Decision; the decision is to reject the null hypothesis at α =0.05, since -1.895 > -4.026 as shown in fig .1 Summary of results -1.895 > -4.026 There is not enough evidence to support the claim that there is no relationship between the qualities of the results of lecturers using ICT for teaching in Al-Baha University. Indeed there is a relationship between the quality of results produced by lecturers who use ICT in teaching and those who don’t use ICT in teaching. (Group A lecturers who teach using ICT and Group B those who teach without ICT had the same opinion that teaching using ICT improves the quality of the results. 70% of group A were of the opinion that the quality of results will be improved and 65% of those who teach without ICT did agree that teaching with ICT has an effect on the quality of the results). 1.13 The effectiveness of teaching using ICT The following participants took part in the research through questionnaires, interviews and the observations. The respondents were Lecturers, Administrators (HOD, Examinations officer, registrars, and principals/directors) and technicians. Lecturers Administrators Technicians Total 15 6 5 26 = N1(with ICT) 10 6 2 18 = N2 (without ICT) a-u-ss -2011 Basing on the following null hypothesis; Ho3: There is no difference between the variance of effectiveness of teaching using ICT and the variances of effectiveness of teaching without using ICT. Table 4.5 Effectiveness of teaching using ICT, Data Analysis Teaching with ICT Teaching without ICT N1= 26 N2 =18 S12=36 S22= 10 Hypothesis Ho: σ12 = σ22 H1: σ12 ≠ σ22 ( claim ) Critical value at α =0.025 d.f.N = 26-1 =25 d.f.D =18-1 =17 from the table a nova Critical value is 2.57. Compute test value F= S12 / S22 = 36/10 = 3.6 Decision Since 3.6 > 2.56. Reject the null hypothesis Summary There is enough evidence to support the claim that the variances are different. This shows that Lecturers, Administrators and technicians have similar opinions with regard to the effectiveness of teaching using ICT and teaching without using ICT, Indeed there is a difference. 140 lecturers out of 200 , representing 70% of lecturers, 45 administrators out of 74 repenting 60% of Administrator and 13 out 20 representing 65% of Technicians, responded in the affirmative that teaching using ICT is more effective than teaching without ICT). 4.3.4 The challenges facing the lecturers using ICT in teaching Al-Baha University Ho4: There are no challenges facing the lecturers using ICT in teaching in Al-Baha University. The Lecturers and administrators were interviewed and the results were put in three groups; those who agree that they indeed have challenges, another group who said that there are no challenges and another group who said that they don’t know. Table 4.6 challenges facing the lecturers using ICT in Al-Baha University, Data analysis Group of participate Group (A) Face challenges Group (b) No challenges Group (C) Neutral Engineering 10 6 2 Science 16 4 6 Business 18 10 8 Social Science 12 12 4 ICT 0 6 2 Law 10 2 6 CHALLENGES FACING THE LECTURERS USING ICT IN TEACHING IN TE AL-BAHA UNIVERSITY x 1 =11 X 2 = 6.67 X3 =6.67 S12 = 39.6 S22 = 13.87 S32 =10.68 At α= 0.05 , is there a significant difference in the mean possible challenges facing lecturers in teaching using ICT for each group of respondents ? Hypothesis Ho: µ1 = µ2 = µ3 Critical value Since K =3, N =3, and α =0.05 d.f.N = K-1 =3-1 =2 d.f.D = N-K =18-3 = 15 Using ANOVA tables at α =0.05 , d.f. N =2 , d.f. D = 15 The critical value is 3.68 Compute the test value (a) Mean and variance of each sample ×1 =11 X 2 = 6.67 X3 =6.67 (b) Grand mean XGM =∑X/N= (10+16+---------+6 )/18 =146/ 18 = 8.11 (c ) Between group variance S2B=∑ ni (×1 - X GM )2 / K- 1 =6(11- 8.11)2 + 6 (6.67_ 8.11)2 + 6(6.67_8.11)2 /3_1 = 74.99/2 =37.50 (c) Within group variance S2w =∑ (ni _1) S2i / ∑ (ni _ 1) =(6_1)(39.6) + (6- 1) (13.87) +(6- 1) (10.68) /(6 -1)+ (6- 1) +( 6-1) =320.75/15 S2w=21.38 (d) F test value F = S2B / S2W =37.50/ 21.38 F =1.75 Decision Since 1.75 ‹ 3.68, the decision is not to reject the null hypothesis. Summary; There is not enough evidence to support the claim that there is a difference among the means. Indeed there is no difference among the means. 110 lecturers out of 200 were of the opinion that there are no challenges facing lecturers in using ICT .It was also observed that 43 administrators out 74 and 10 Technicians out of 20 had similar opinion to that of lecturers. Table 4. 7 Chi- Square analysis of Hypotheses Testing Hypotheses Computed χ2 Value Degree of freedom(df) Critical table of value of χ2 Decision to Ho at 0.05 level of significance HO1 7.175 4 9.488 Rejected Table 4.8 t-test analysis of hypothesis testing Hypothesis Computed t-test value Degree of freedom Critical value Decision to Ho at α=0.05 Ho2 -4.026 7 -1.895 Rejected Table 4.9 F – test analysis of hypothesis testing Hypothesis Computed F-test value Degree of Freedom Critical value Decision to Ho At α=0.05 Ho3 3.6 DfN =25 Df D =17 2.56 Rejected Ho4 2.69 Df.N= 2 Df.D=15 3.68 Do not reject 1.14 Conclusion and recommendation 1.14.1 Conclusion In the research, the null hypotheses were tested and the following conclusions were made; There are no enough evidence to show that adequacy of ICT infrastructure has an effect on the quality of teaching. The adequacy of ICT infrastructure cannot affect the quality of teaching Al-Baha University. The lecturers who use ICT in teaching produce quality results than those who do not use ICT in Al-Baha University There is a positive effect of lecturers who use ICT in teaching since they expose students to more resource materials, use demonstrations, and simulations in their teaching and are able to cover the syllabus in time before students sit for their examinations. There are no pronounced challenges facing lecturers in the use of ICT for teaching. The few challenges that are encounter are ICT literacy and lack of in service training program, which cannot impair the teaching. 1.14.2 Recommendations 1.14.2a Adequacy of ICT infrastructure and quality of teaching Although from the findings of the research, adequacy of ICT infrastructure does not affect the quality of teaching, it is my recommendation that every faculty in Al-Baha University should have adequate ICT infrastructure that will enhance the quality of teaching. 1.14.2b Use of ICT resources by lecturers in Al-Baha University in teaching and quality of results produced T he lecturers should use ICT in teaching so as to enhance the quality of teaching and quality results 1.14.2c The effectiveness of teaching using ICT Al-Baha University Lecturers should embrace the use of ICT in teaching so that they can make better delivery by use of ICT in demonstration, prototype, assimilations and explaining intricate components. 1.14.2d challenges facing the lecturers using ICT in teaching The Al-Baha University should put in place a well organized ICT in-service training program for all lecturers, Technicians and students 1.14.3 Summary of Recommendations Al-Baha University should have adequate ICT infrastructure in place. The lecturers should embrace the use of ICT in teaching to improve quality of results. Lecturers should use ICT in demonstrations and assimilations in their teaching. The ICT in service training programme should be put in place. REFERENCES 1) Bauschard, S., & Osterhus, J. (1998) Superhighway The information system: How much fun is it? The Reading Teacher, 51(8), 706-709. 2) Barron, A.E., Hogarty, K. Y., & Kromrcy, J. D. (1999). An examination of the relationships between student conduct and the number of computers per student in Florida school Journal of Research on Computing in Education, 32(1), 98. 3) Bless C. and Higson Smith (1995) Fundamental of social research method. An African Perspective 2nd edition Jutai Kenwyn 4) Chopra, K. (1994). Using technology in school to empower our young people. NASSP Bulletin, 78(563), 1-9. 5) Cawthera, A. (2005). Computers in secondary schools in developing countries: costs and other issues. (Including original data from South Africa and Zimbabwe) www.world-links.org 6) Cohen, L. and C. Manion (1980) Research Methods in Education, London Croom Heln 1. Ltd. 7) David, B. & Robert, P. (1998). Management An Introduction, Prentice Hall, London 8) Debra, M. Amidon (2003). The Innovation Super Highway, Heinemann, Woburn. 9) Fouché C.B. & Delport, C.S.L. (1998). Research at the grass roots: for social sciences and human services professions (2nd edn.). Pretoria, Van Schaik: 127- 136. 10) Frankel, J. R., and Wallen, N. E. (2000). How to design and evaluate research in Education. London, U.K: McGraw Hill. 11) Friedheim, W, & Jaffee, D. (1999) from the electronic classroom. Academe,85(5), 56-60. 12) Harris, S (1999) “Inset for IT: a review of the literature relating to preparation for and use of IT in schools” National Foundation for Educational Research, UK 13) Hawkridge, D. 1990. Computers in Third World Schools. The example of China. British journal of educational technology, 21 (1): 4-20. 14) Osin, L. (1998) Computers in Education in Developing Countries: Why and How? Education and Technology Technical Notes Series 3 (1), Washington DC: The World Bank www.worldbank.org 15) Peck, K., & Dorricott, D. (1994) Why use technology? Educational Leadership 51(6), 11- 5. 16) Peres Were (February 21st, 2006). ICT. The Standard, Pp.13. 17) Perraton, H. and Creed, C. (2000). Applying New Technologies and Cost-Effective Delivery Systems in Basic Education Monograph, Cambridge: International Research Foundation for Open Learning 18) Reform Forum (April 2003). Journal for Educational Reform in Namibia, Volume 16. 19) Schachter, J. (2000) “The impact of education technology on student achievement: what the most current research has to say”, Milken Exchange in Education Technology 20) Shields, J. (1998). Educational technology. A moral imperative. Technology & Learning, 18(8), 27-29. 21) UNESCO (1998), World Education Report: Teachers and Teaching in a Changing World. Read More