Impact of Computer Aided Learning on Conceptual Change: Nigeria Teacher Education Students’ Perception

Abstract

Increased reliance on ICT for our works today has motivated students’ use of Computers, mobile devices, and other Information and Communication Technology (ICT) tools for learning purposes. Use of ICT by students is on the rise in Nigerian Colleges of Education. Conceptual change is crucial in knowledge acquisition, especially in Technical, Vocational and Science Education (TVS), where students often struggle with proper mastery of scientific concepts that contrast with their extant knowledge. Conceptual change is often required in learning process to enable proper mastery of scientific concepts. Computer Aided Learning (CAL) is a kind of technology that enable students to learn through use of Computers. This study examines the influence of computer assisted learning on Conceptual Change among Teacher Education students. It surveyed Business and Computer students of four Colleges of Education in the North-Central zone of Nigeria to discern their perception on how CAL affects Conceptual Change. 182 students responded to 26-item questionnaire on students’ perception of CAL’s effect on Conceptual Change. Mean, Standard deviation, t-test, and one-way ANOVA statistics were used to analyze the data. Results indicate that the Teacher Students perceive that CAL usage impacts positively on Conceptual Change. This research has helped in showing that usage of CAL by the students supports Conceptual Change. Among recommendations made is that: Colleges of Education should be better positioned and well equipped to enable use of CAL and other ICT tools by students in order to promote conceptual change for enhanced learning.