Effect of Computer-Assisted Instructional Packages on the Performance of Senior Secondary Students in Oral-English in Minna, Nigeria.

Abstract

Understanding factors influencing adoption of online classes by distance learners is growing exponentially in the contemporary world. The reason for this is not farfetched. Just as the number of young and old students enrolling in distance learning continues to grow so also the rate of drop-out from the programme continue unabated. Hence, the study was set out to empirically understand factor influencing student intention to adopt online classes in Nigeria. Based on technology acceptance model, factors such as perceived usefulness, ease of use and self efficacy were hypothesized to influence adoption of online classes. To test the factors, an adapted questionnaire was administered on 171 students of Open University in Nigeria. The validity and reliability of the research instrument was conducted. A Crobach Alpha of 0.89 coefficient was obtained and a factor analysis was carried out with Varimax Rotation to ascertain the dimensionality of the constructs used in the study. Regression analysis was used for analyzing the data of the study. The findings of the study revealed that ease of use and computer self efficacy significantly influenced student intention to adopt online class, while perceived usefulness had no significant influence on students’ intention to use online class. These findings have theoretical and practical Implication for online instructors, administrators and curriculum developers. The study therefore recommended among others that students should be given orientation on technical and pedagogical aspect of their programme at the onset so that they could be well prepared to stay on the programme and achieve success in open and distance learning environment.