Impacts of Computer-Managed Instruction in Basic Technology Education in Junior Secondary Schools in Anambra State

Abstract

This study utilised a cross-sectional survey design in order to evaluate the impact of computer-managed instruction (CMI) on teaching basic technology in junior secondary schools in Anambra State. Covering the Onitsha Education Zone, the study employed a multi-stage sampling to select 20 schools and 840 students and teachers. Data was collected through a structured questionnaire assessing CMI availability and impact, validated by experts and tested for reliability. The questionnaires were administered over a month, with data analysed using the SPSS software and statistical techniques. The results indicated a positive correlation between CMI integration and enhanced learning experiences, with students reporting increased motivation, interest, and engagement in Basic Technology lessons. Additionally, CMI is found to enhance problem-solving abilities, confidence in learning, and performance outcomes. Both teachers and students recognize the transformative possibilities of CMI, despite differences in their perceptions. These findings underscored the importance of embracing technological advancements in education to cultivate dynamic learning environments. The study offers practical implications for educational stakeholders, advocating for the continued integration of CMI to meet the evolving needs of students and prepare them for success in a digital age.