Assessment of Availability and Utilization of Computer-Managed Instruction Tools in Basic Technology Education in Junior Secondary Schools in Anambra State

Abstract

This study examined the availability and utilization of Computer-Managed Instruction (CMI) tools in Basic Technology education within junior secondary schools in Anambra State. Employing a cross-sectional survey design, data were collected from 20 public junior secondary schools in the Onitsha Education Zone. A structured questionnaire was administered to 20 teachers and 840 students to gather information on the availability and usage of CMI tools. Statistical analysis, including mean comparison and hypothesis testing, was conducted to assess the differences in perceptions between teachers and students. Results indicate a moderate availability of CMI tools, with laptops and internet facilities being most prevalent, while digital blackboards, Moodle, and Canvas were notably scarce. Despite awareness and access, the utilization of these tools remains limited, highlighting a gap between availability and practical use in the classroom. Moreover, there were no significant differences in perceptions between teachers and students regarding the availability and utilization of CMI tools. The findings underscore the need for concerted efforts to enhance the integration of technology into Basic Technology education. Recommendations include increased investment in technology infrastructure, comprehensive teacher training, and curriculum integration strategies. Addressing these challenges can facilitate the effective use of CMI tools, ultimately improving teaching and learning outcomes in Basic Technology education within Anambra State's junior secondary schools.

Keywords: Computer-managed instruction, Basic Technology education, junior secondary schools, availability, utilization