The Catholic Univesity of Eastern Africa Digital Repository >
Faculty of Education >
Theses and Dissertations >
Please use this identifier to cite or link to this item:
http://localhost/xmlui/handle/1/12154
|
Title: | INFLUENCE OF COMPUTER –ASSISTED PEDAGOGY IN ENHANCING TEACHERS’ COMPETENCE IN CATHOLIC SECONDARY SCHOOLS IN ADDIS ABEBA, ETHIOPIA |
Authors: | ARGAW, TESFAYE MATEOS |
Keywords: | COMPUTER –ASSISTED PEDAGOGY IN ENHANCING TEACHERS’ COMPETENCE TEACHERS’ COMPETENCE IN CATHOLIC SECONDARY SCHOOLS IN ADDIS ABEBA, ETHIOPIA |
Issue Date: | Jul-2022 |
Publisher: | The Catholic University of Eastern Africa |
Abstract: | ABSTRACT
The purpose of the study was to investigate the influence of computer-assisted pedagogy in
enhancing teachers’ competence in teaching in Catholic secondary schools in Addis Abeba.
The research was guided by four research questions: the extent of computer use in pedagogic
process, the perception of teachers about the integration of technology, infrastructure that
existed to implement computer integrated instruction and problems faced by teachers on the
effectiveness of computer assisted instruction. The study was anchored in the Transformative
Learning Theory. Explanatory sequential mixed-method research design guided the study. The
target population included teachers, school heads, students, and supervisors in Addis Abeba
Catholic Secondary Schools. Probability and non-probability sampling techniques were used.
Data collection instruments were questionnaires and interview guides which were subjected to
both content and face validity. Cronbach Alpha determined the reliability of quantitative items;
qualitative items were determined in terms of their credibility, member checking and
dependability. Quantitative data were analyzed using descriptive and inferential statistics with
the aid of SPSS version 25.00. Inferential statistics particularly one way ANOVA and
Pearson’s Product Moment Correlation were used to test the hypotheses. Qualitative data were
analyzed using thematic analysis and presented in direct quotes and narratives. Research ethics
was observed throughout the research process. Key findings showed that teachers’ with
knowledge, expertise and skills in computer integrated in more in their pedagogy than those
who did not. Other teachers preferred traditional pedagogical strategies. The infrastructure
inadequacies, teachers’ lack of computer knowledge and schools inability to update the new
technologies were barriers to computer use. Teachers who lacked the skills to manage ICT
tools developed a reluctance to use computer. The study concluded that a few teachers
integrated ICT in teaching. Students were happy and ready to learn using ICT. The study
recommended that school heads to buy computers, continuously train teachers on computer
skills as a way of enhancing computer use in their pedagogy. |
Description: | Master of Education Degree in
Educational Administration and Planning |
URI: | http://localhost/xmlui/handle/1/12154 |
Appears in Collections: | Theses and Dissertations
|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.
|