UNIVERSITY OF CAPE COAST

INSTITUTE OF EDUCATION

ENHANCING PUPILS’ PARTICITION AND PERFORMANCE IN ICT IN KPANDAI D/A PRIMARY

SCHOOL USING MULTIMEDIA MATERIALS

ATIE KWASI BRIGHT

(EPCE/0183/2020)

E. P. COLLEGE OF EDUCATION, BIMBILLA

A Project Work Submitted to the Institute of Education of the Faculty of Education University of

Cape Coast in Partial Fulfillment of the Requirement for the Award of Diploma In Basic Education

JULY, 2020
 TABLE OF CONTENTS

DECLARATION

ABSTRACT

ACKNOWLEDGEMENT

DEDICATION

CHAPTER ONE INTRODUCTION

Background of the study

Statement of the problem

Purpose of the Study

Research Questions

Significance of the study

Limitations

Delimitations

Organization of the study

CHAPTER TWO LITERATURE REVIEW

The role of Teaching and learning style on Pupils’ Participation

Selection of Concurrent Modalities

Split Attention Effect

Integrated Learning System

The Computer as TLM in Enhancing Learners Learning

Summary
CHAPTER THREE

METHODOLOGY

Research Design

Population and sampling

Sampling Procedure

Research Instruments

Data collection procedure

Pre-Intervention

Interventions

Post Intervention

Data Analysis Plan

CHAPTER FOUR FINDINGS AND ANALYSIS

Background analysis of data

Post Interview

Research Findings

CHAPTER FIVE SUMMARY, CONCLUSION, AND

RECOMMENDATIONS

Summary

Suggestions/Recommendations

Conclusion

REFERENCES

APPENDCES

A Questionnaire for Teacher

B Interview Guide for Pupils and parents

 DECLARATION

Candidates Declaration

I hereby declare that this project work is the result of my own original research and that not part of it has

been presented for another award to the institute of education, university of cape coast or elsewhere.

Candidates’ Name: ATIE KWASI BRIGHT

Signature:............................................ Date:................................................

Supervisor’s Declaration

I hereby declare that the preparation and presentation of the project work were supervised in accordance

with the guidelines on supervision of project work laid down by the university of Cape Coast.

Supervisor’s Name: MR. ISSAH RICHARD BUKARI

Signature:......................................... Date:...........................................
 ABSTRACT

The study aims at developing strategies to help pupils of Kpandai D/A Primary 5 to developing interest in,

and participate actively in ICT lessons. The researcher used action research design.

The researcher sampled 25 respondents through stratified sampling procedure for the study. The following

instruments were used by the researcher to find the causes of the problem, interview, and questionnaire also

used test to find out about pupils performance and interest of the pupils in the lesson. Data was analyzed

using tables and percentages.

During the intervention stage, researcher used some multimedia materials like laptops, computers, the

keyboard and palmtop to enhance pupils’ interest and participation in a typing lesson.

In the course of study, it was revealed that pupils interest and performance in ICT was met encouraging

because:

I. Pupils are not taught with multimedia materials. That is, they are taught in abstract

II. Pupils come to school late

III. Pupils normally absent themselves from ICT lesson because they do not find ICT lesson

interesting

The researcher suggested among other things the location of computers and accessories to

schools and training and posting of qualified to ICT teachers to rural schools by GES
 ACKNOWLEDGEMENT

Nothing great or small is accomplished without the help from God through other people. This project work

would have not reached the stage of completion without the help of some individuals.

I would therefore like express my sincere gratitude to all those who helped me in diverse ways to bring this

project to a success.

My foremost thanks go to Almighty God who has given me the wisdom throughout the course.

Besides, I will like to express my profound gratitude to my energetic and delicate supervisor Mr. Issah

Richard Bukari for his encouragement, suggestions, support and brotherly care which helped me in many

ways to bring this project work to completion.

I am indeed grateful to my beloved father for the support and care in all aspect of this work.
 DEDICATION

I dedicate this project work to Almighty God who has the power to all possess I have and pursing to

have.

Finally, I dedicate this project work to my beloved supervisor and my parents for their support.
 CHAPTER ONE

INTRODUCTION

BACKGROUND TO THE STUDY

Overview

The problem of poor performance in ICT has been a matter of concern to administration, teachers, parents

and stakeholders in Education. It has become a characteristic feature of our formal Education system at all

levels of Education and cuts across ethnic and religious barriers. The teacher, the learner and the

environment in which the teacher is teaching are suspected to be the main factors that affect the teaching

of the subject. The environments of the school coupled with non-existence of materials the teacher will

use to teach the pupils come under this suspicion. Teaching and learning materials are the devices which

enable teacher to deliver a topic successfully. The teaching and learning materials must be relevant to the

topic. Example of such teaching and learning materials is computer monitor, mouse, keyboard, television,

pictures, mobile phone, and projector.

One of the subjects that teachers usually teach without these materials is the teaching of information and

communication technology (ICT).

Multimedia materials are material that is use to send message through two or more different senses of

learners, hearing, sight, or both touch e.t.c ‘multi’ as it is used to form prefix of most words, indicates that

it consist of many thing of the same kind. A multimedia material is a set of materials that can display two

or more information such as combination of test and pictures, audio and visual effects as in PowerPoint

projections with animation.

ICT stands for Information and Communication Technology. According to the computer and information

system industries, information technology is capable of inputs, process, store, outputs, transmit, receives,

data and information, including text, graphics, sound and videos and well as control machines of all kinds
of electronically. The term “Information Technology evolved in the 1940’s. Its basic concept however can

be traced to the World War II alliance of the military and industry in the development of electronic

computer and information theory. After the 1940s the military remained the major source of research and

development finding for expansion of automation to replace man power with machine power. ICT is now

transforming the world into a global village with the inception of the new educational reform. I CT have

been introduced at all levels of education system thus from Basic Schools to Senior High Schools.

The major aims for the ICT introduction in school curriculum, according to the syllabus supplied by

GES/CRDD are as follow: The pupils will be able to

i. Acquire basic ICT literacy

ii. Communicate effectively using ICT tools

iii. Develop interest and acquire skills in internet use

iv. Develop basic ethics in using ICT tools

v. Acquire basic mouse and keyboard skills

Kpandai D/A Primary School is located in the Kpandai District of the Northern Region of Ghana. The

school is owned by Kpandai District Assembly. Kpandai is a farming community and so learners are made

to go to farm with their parents during schools days. The people in the community value their farming

more than the education of their children.

Statement of the problem

ICT is a subject which learners of Kpandai D/ A Primary 5 School find difficult to understand because it is

assuming taught in abstract. The pupils do not understand the concept in ICT and so do not find the

lessons in ICT interesting. Also, they do not actively participate in the teaching and learning of the subject.

According to the regular class teacher, the problem was noted three to four years back. They cited non-
existence of TLMs and training as some of the causes. They also blame the environment and literacy level

of the society as fundamental cause. The learners complained “we never saw these items called computer,

mouse or monitor or keyboard”. The most appropriate way to enhance the interest, participation and

performance of the pupils is to ascertain the nature of learners’ difficulty and interest through the use of

multimedia materials. Also the absence of appropriate teaching and learning materials make learners bored

in class and so do not participate in the lesson and so when exercise is conducted, learners always fail. It is

as a result of this that the researcher came out with the topic “Enhancing Learners Participation and

Performance in ICT in Kpandai D/A Primary 5 School using multimedia materials”

Purpose of the study

The study seeks to:

1. Find out the cause to Kpandai D/A Primary 5 School learners problem in the teaching and learning

of ICT

2. Offer remedial lesson as intervention using multimedia materials

3. Offer suggestion to stakeholders in Education in the District Assemble

Research question

1. What are the causes of Kpandai D/A Primary 5 School learners’ difficulty in ICT lessons?

2. To what extend can the use of multimedia material help in improving on pupils’ interest and

participation in ICT lessons?

3. How can multimedia materials improve the performance of pupils’ in ICT?

4. What type of multimedia materials can be used to enhance pupils’ learning in ICT
 Significance of the study

The research work seeks to design alternative method to teach the subject in order to enhance pupils’

interest in the subject. The researcher will,

i. Increase learners performance in ICT

ii. Increase learners participation in class activities during ICT lessons

iii. Help teachers to design appropriate multimedia material to support the teaching and learning of

ICT at Kpandai D/A Primary 5 School learners.

iv. As a matter of fact, serve as reference material for facilitators.

v. Also offer alternative ways to the stakeholders.

Limitations of the study

Some number of factors may go against the success of the research. It was the researchers’ intension to

carry out the research for the whole school but he could not do so because of number of reasons.

These reasons include financial constraint. Funding is major factor when planning a study of this nature. A

successful research requires adequate funding in terms of money to satisfy the purchase of stationary, pay

for printings, meet transport bills and other purposeful spending. The researcher was not disposed to these

resources and posed a challenge to the gathering of data, etc.

Secondly, time is also one of the factors that threatened the success of the research. A successful research

requires enough time to collect data and observe problems.

Lastly, the researcher encountered the attitude of giving wrong respond to questions. Some of them did so

to please the researcher but this was discarded as soon as it was noticed. Some other respondents refused

to respond to certain questions while others retuned the questionnaires citing time constraints as excuse.
All these challenges were expected and so provisions were made to adjust for their feller impact on the

have much impact on the findings and conclusion the researcher arrived at.

Delimitations of the study

The researcher was restricted only to Kpandai D/A Primary 5 School. The research took a look into how

the multimedia materials could be used to enhance pupils’ performance, participation and interest of

learners of Kpandai D/A Primary 5 School. The study was therefore limited to the use of multimedia

resources to teach ICT in the above mentioned school and class. Besides that, there are several schools in

Kpandai District with similar, if not pronounced difficulties in the study of the subject in the District

Assembly.
 CHAPTER TWO

LITERATURE REVIEW

Overview

This chapter seeks to review literature on issues relating to the problem at hand. In effect, the review is

organized around the following theme:

i. The role of the teaching and learning style on pupils’ participation

ii. The selection of concurrent modalities

iii. The split attention effects

iv. The computer as a TLM enhancing pupils’ interest in the teaching and learning process and

sustaining interest of pupils’

The role of Teaching and learning style on Pupils’ Participation

The Encarta Dictionary by Microsoft Corporation (1993-2009) describes multimedia in the following

ways or aspects, “computer sounds and video on computers: programs, software and hardware are capable

of using a wide variety of media such as films, video and music as well as text and numbers”

Arts are also used for various materials and media: the use of art, especially the plastic arts, it used

various different kinds of materials and media such as television, sound and text

Marketing: it is used for communication of media such as television, radio, and the press

Education is used for medium in teaching: The use of films, videos and music in addition to more

traditional teaching materials and method.

Longman Dictionary of contemporary English published by Longman (1978), defined multimedia as

involving computers and computers programs that use a mixture of sound, pictures, videos and writing to
given information. It continues to define teaching as ideas of a particular person or group persons which

are told to a person(s). Teaching is therefore seen as art of impacting knowledge into student or learners.

Learning style is a strategy or various ways of studying acquiring knowledge. Some related research work

on method of enhancing pupils’ participation and sustaining interest as follows

Selection of Concurrent Modalities

In Richard E. Mayer’s (1999) cognitive theory of multimedia learning, he identified “modality principle”

to one of several design principle for multimedia instruction. The modality principle states that materials

which present both verbal graphical information should present the verbal information in an auditory

format (and not as written text). He added that, there is an on-going debate on both mechanisms

underlying this effect, and on boundary conditions of the effect.

Theoretically, the modality principle is based on a model of working memory by Alan Baddley and

Graham Hitch (1990), who proposed that working has two largely independent subcomponent that tend to

work in parallel-one visual and one verbal/acoustic. This gave rise to dual coding theory, first proposed by

Allan Paivio (1971) and later applied to multimedia by Richard Mayer (1999)

According to Allan Mayer (1997), there are separate channels of working that memory process auditory

and visual information. Consequently, a learner can use more cognitive processing capacities to study

materials that combine auditory and verbal information with usual graphical information, than he can

process materials that combine printed (visual) text with visual graphical information

In other word, the multimedia materials reduce the cognitive load imposed on working memory
In the series of studies, Mayer and his colleagues tested Paivio’s dual coding theory with multimedia.

They repeatedly found that students’ learning with multimedia containing animation and narration

consistently did better in transfer question than those who learn from animation and text base materials.

That is, they were significantly better when it came to applying what had learn after receiving multimedia

rather than mono-media (visual only) instruction. These results were then later confirmed by other group

of researchers. Initially, the instruction content of these multimedia learning studies was limited to logical

scientific processes that centered on cause-effect system like auto mobile braking systems, how a bicycle

pump works or clouds formation. But eventually it was found that the modality effect could be extended to

other domains, which were not necessarily cause and effect based system

Split Attention Effect

Mayer (1997) found that “Students learn better from animation and narrations than from animation,

narration and on-screen text. This means that the combination of learning aid as a medium of instruction

help pupils to learn in class. It helps the pupils to concentrate on the lesson being taught since they

participate in the lesson. Thus, it is better to eliminate redundant material. Learning do not learn as well as

when they both and see the same verbal during a presentation. This is a special case id the split attention

effect of seller and chandler (1991)

Integrated Learning System

The term integrate learning system (ILS) is used to describe software application or program that provides

sequential instruction for students over several grades while keeping extensive records of students’

progress. Examples of such software program are Mavis beacon, typing tutors, road rash and text your

mind.
Most ILS program used tutorial instruction as a basic teaching methodology and most provide instruction

in the basic skills areas of reaching and mathematics. The computer Curriculum Corporation and compass

(formally Jostens Learning Corporation is among the best know commercial sources of the system.

Nine controlled studies conducted during the last decades suggest that ILS have done little to improve

teaching effectiveness of reading programs

In each study, reading scores of children learning with ILS were as high as reading scores of those

studying traditional classroom. But results for ILS instruction were significantly better in only three of the

nine studies. The median effect o ILS instruction in the nine studies was to raise students reading scores

by 0.06 standard deviations, a trivial increment. This means that in a typical study, reading scores of ILS

and control groups were nearly identical and the experiment

These result are consistent with those in Berker’s (1992) reviewed on ILS effectiveness. Berker’s report

reviewed results form 23 early studied of ILS effectiveness in Basic skills instruction. Ten if the studies

presented reading result separately from other results. The studies include both controlled evaluation and

studies without control groups.

Although this media is slightly higher than the median effects size in recent evaluation of ILS effects on

reading, the effect is still too small to be considered educationally meaningful

Two points are worth keeping in mind. First is that, students do as well with ILS instruction as they do

with tradition instruction. In every study, reading performance of controlled student.

Although ILS instruction did not improve reading results it did not have a negative effect on students’

progress in reading.

Secondly, it is possible that ILS effects in reading would be stronger if ILS implementation were better.
Researcher suggested that typical implementation students spent only 15% to 30% of the recommended
amount of time in ILS instruction (Van Dusen and Worthen, 1995). Research also suggested that ILS
effect would be greater if students worked on computer in pairs rather than as single learners.

The second method the researcher fused out was computer tutorials. Teachers have been using computer
tutoring and science instruction in the early 1970s. The tutorials usually focus on specific causes. These
focused program house provide to be effective in both earlier and more recent evaluation studies.

Six studies conducted during the past decade point a positive picture of computer tutorial in the natural
and social science. In all but one of the six cases, the effect of computer tutorial was largely enough to be
considered both statistically significant and educationally meaningful.

In the remaining study, the boost from computer tutorial was near zero

In the median case, the effect of computer tutorial was to raise students’ achievement score by 0.59%
standard deviations or from the 50th to 72th percentile tutorial effects on student attitude instruction and
subject matter was also strong and positive

In all case, computer tutorial produced significant positive effects on attitude. In the median study, the
effects of computer tutorial were to raise attitudes scores by 1.10, standard deviation

Evaluation studies carries out during the 1970s and 1980s also found that, computer tutorial has positive
effect on student learning. A major meta-analytic review ([Link] 1994) for example reported that, the
average effect on computer tutorials was to raise students test score by 0.36 standard deviation. This is
equivalent to a boost in the scores from the 50th to the 64th percentile. The 58 student include many
evaluation of computer tutorial in mathematics and reading but very few evaluation of computer tutorial in
science education, in fact, has warrant separated conclusion about the effectiveness of computer tutorials
in natural and social science. The last aspect of the method that the researcher found was computer
simulation.

Computer simulation provides for examples; a friction word where the law of Newtonian physics are more
apparent and they invite students to change features of models so that they can observe the results. ICT
teachers can use simulation to prepare students for Audio visual technology plays important role in the
classroom. Students learn in variety of different way which is why the use of audio visual component
helps to enhance the main manner of communication.

Computer, television, tape DVDs and projectors are type of audio visual materials.
Any audio visual chosen should somehow reflect the lesson. Teachers should decide what material would
effectively enhance his lesson; as such materials provide real life depth for students.

Carolyn Chapman (1993) an international Educational consultant and trainer, believe student gain even
more knowledge when the create audio visual materials, student can operate cameras, construct posters,
charts, graphics and pictures as well as computer feature.

The Computer as TLM in Enhancing Learners Learning

This seeks to review literature on the problem which covers the areas as fellows. The destination historical
background use of multimedia materials in enhancing interest in ICT, sustaining participation and teaching
and performance in ICT lastly, it also looks at teaching and styles and its effects on pupils interest and
class participation.

As a saying goes practice makes man perfect and converse is also that lack of TLMs can lead to irregular
continues practice which eventually bring about retrogressing in development of basic concept.

The basic concept of information technology however can be traced down to World War II. The
emergence of military and industry to develop electronics computers and information theory. The military
remained the major source of research and developments finding for the expansion of automation to
replace man power with machine power after the World War II.

The school since 1980 has been growing increase in the number and use of the computer and computer
resource or materials in teaching and learning. The use of the computer in schools has also undergone
various changes. School were using computer as tutorial device for instructing basic skills and as objects
for study in computer literacy courses.

No single study provide a definitive account of how students have been using computer in schools over
time, but a number of survey provided relevant dates. In a survey conducted by Becker et al (1999), on the
objective for using computer to teach by teachers, teachers listed their main objectives for students’ use of
computer in accordance with one of the response to one their question in the survey. The objective chosen
by the most teachers was to students find out ideas and information (51%).

The next most popular object were to student to express themselves in writing (44%) to help students
master skills (37%) and to order of improve students computer skills (32%). This teaches the objectives
that are emphasized in order of important references of work, word processing basic skills tutorials and
development of computer literacy.

This result agrees with a 1991 survey by Becker which states that teachers must use computer in teaching
for students to use computer tutors.

A report from the Education testing service (ETS Gathered by Hurold Wenglinsky (1998) suggest that, the
greatest inequalities occurs in how after in how they use them. That black, poor, urban and rural are less
likely to be high performers. The report stated that students from affluent homes get an extra boost from
the way computer are used in their class whereas minority students from less affluent home get less time.
Access and use for multimedia material play a vital role in the effectiveness of students’ participation and
improves the effectiveness of the tool as instructional materials.

With the multimedia materials as an Educational tools or TLMs, the state of knowledge provided can be
controlled and evaluated instantly to provide feedback for improvement and shortcoming.

Summary

The overall picture that emerges from these studies is positive first a brief introduction was given that role
of teaching and learning style on pupil’s participation. Selection of concurrent modalities, split attention,
ILS (Integrated Learning System), audio visual aids as a TLM (Teaching and Learning Materials) for
teaching ICT and computer as TLM in enhancing pupils’ interest in the teaching and learning process and
sustaining leaners interest.

It again gave definition on some role of teaching and learning styles, which are teaching and learning
styles.

Also, some descriptions were given on method that will enhance pupils’ participation and sustain interest.
Where some methods were fused out that is the integrated earning system (ILS), computer tutorial and
computer simulations.

After everything, I closed the chapter with computer as a Teaching and Learning Material (TLM) in
enhancing pupils work.
 CHAPTER THREE

METHODOLOGY

Overview

The researcher seeks to enhance pupils’ interest, participation and performance in ICT using multimedia
materials to teach at the Kpandai D/A Primary 5. He went further to look at the causes as well the effect of
the problem on their education. The researcher identified the problem when he was on his out segment of
the Out Program of the three years Diploma Course.

The methodology the researcher use in this research work was structured as follows:

Research design, Population, Sample, Sampling procedure, Instrument of the Research, Data collection
and method of Data analysis.

Research Design

The research design, the researcher adoption in this study was the Action research design.

Action Research is a type of Research in which the classroom teach works collaboratively with
practitioners and pupils to identify the causes and effect of pupils’ problem and to institute intervention
strategies to mitigate the problem or offer solutions to those problems

It can also be seen and act where teacher or a group of teacher attempt to study into classroom problem
scientifically in order to identify, guide correct or evaluate their decision and action

In fact, it is on the spot procedure to solving classroom problems. It is both collaborative and participatory.
Some of the practical benefits are

i. It helps the teacher to understand what actually goes on in the teaching and learning process
ii. It helps to identify the problems using first-hand information
iii. It enhances the teacher’s professional status and also promotes the teacher’s personal
development and improvement on his/her own practices.
iv. It again helps the teacher to evaluate himself

Adversely, the action research is time consuming since the researcher needs to spend more time by
traveling to other places for about four or five hours to retrieve information.

Also, it is very expensive to carry out because some TLMs might be needed.
Population

The researcher started his research by using Kpandai D/A Primary 5 class with total 40 pupils, 25
constitute enrolment for boys and 15 pupils constitute for girls.

There are twelve teachers: ten (10) are men and two (2) ladies teachers. This made a total of 52 excluding
the pupils’ parents

The Sample

Out of the target population of fifty-two (52) peoples, the researcher used fifteen (15) pupils and 2
teachers. The researcher thought it is wise adding 8 of the parents. They gave a total of 25 respondents for
the study.

Sampling Procedure

The researcher used the stratified sampling technique in which individuals in a designed population were
sampled on sex (gender), class and age bases.

The researcher selected eight (8) boys and (7) girls through stratified sampling procedure.

All the boys in Primary 5 were asked to pick rolled piece of paper each on which the word “Yes” or “No”
were selected or written on them. All boys who picked “Yes” were selected for the study. The same
procedure was used for the selection of the seven (7) girls

Research Instrument

In view of the problem under study “enhancing Pupils’ interest, participation and performance of pupils’
in ICT using multimedia materials” the researcher used four (4) instruments. These include Test,
Interview, Observation and Questionnaire, Pre-intervention, interventions stages in preparing and
intervening and Post intervention test were used to evaluate the process

Observation

This instrument requires employing vision as one of the main means of collection data.

The researcher adopted observation as one of the instruments to help collect data for the study. He
observed the natural behavior of pupils whiles they were freely expressing themselves either at break time
or in classroom during lesson. They did not know they were being observed; this made them to express
their true behaviors

Interviews

The researcher also employed interview as technique in the collection of data. The researcher used
interview because it enables follow ups on some of the responses that respondent gave. This helps to
clarify issues and makes finding authentic. The only difficult with the technique is the time involved in
doing one-to-one interview

Test

The researcher also tested pupils before and after the intervention activities. Test as an instrument helps to
solicit practical reposes from pupils. This measures their true performance. Test as an instrument has the
problem of scope. When care is not taken, it may measure only an aspect of pupils’ domain such as
cognitive domain, to the neglect of the effective and psychomotor domains.

Pre-Intervention

Before the researcher intervened, he used the research instrument to gather enough data to enable him
prepare and design the intervention. Interview: The researcher interviewed a cross section of teachers
handling the subject (ICT), since there were the vest people of people to feed the researcher with the
necessary information. The fifteen (15) pupils and eight (8) parents sampled were also interviewed. The
researcher went from house to house to gather information from parents and this contributed greatly to the
project objectives. The interview took the form of conversation in simple and clear language between the
interviewer and the interviewees. The researcher used the technique so that the respondent would feel free
to express themselves.

Observation: The researcher observed an ICT lesson in Kpandai D/A Primary 5 when they were learning
typing skills without the use of multimedia materials and applications. The researcher also observed that,
the lesson was boring and pupils slept in the course of teaching. He also saw that, pupils were not
participating in the lesson. After a thorough look in the pupils’ exercise books, the researcher notice that,
performance of the pupils was below average.

Questionnaire: The researcher used Questionnaire in view of the fact that, the respondent can read and
understand simple English. These questions were given both pupils and teachers at the school. The pupils
were briefed on how to fill it and it was done and collected after one (1) hour. That of the teachers was
collected after one day.

Test: The final technique use by the researcher was pre-intervention test. The researcher used pre-
intervention test to help carry out the research in typing skills in ICT lesson.

A test was conducted for thirty minutes (30) without introducing pupils to multimedia materials. The
researcher used the information gathered from the use of the researcher instrument as a guide to design the
intervention process for series of details lesson notes for the intervention activities.

He also gathered the appropriate teaching materials to make the lesson interesting and practical as well.
He prepared the minds of the pupils in the class and got the classroom well arrange to suit the size of the
class

Interventions

Intervention refers to a set of strategies planned an implemented to solve a specific problem or improve
education practice located in an immediate situation. In spite of this, the researcher used thirty minute to
teach ICT lesson in typing skills.

In the lesson, pupils were introduced to multimedia materials. Pupils were allowed to interact with
multimedia materials. Pupil were allowed to operate on their own with the help of the researcher

After the lesson, it was observed that the pupil’s participation in the lesson was encouraged. Through this
observation, it enabled the researcher to talk to parents to always encourage their wards to study ICT both
at home and in school. With this, the researcher reminded colleagues to always use teaching and learning
materials to teach ICT lesson since it is practically oriented.

Post Intervention

After the intervention lessons conducted, a post intervention test was conducted to find out the level of
pupils’ understanding of the subject. The result showed a remarkable improvement in performance of the
pupils.

Method of Data Analysis

The researcher analyses the data by collection and organization using tables and simple percentages. The
information was presented and interpreted descriptively.
 CHAPTER FOUR

PRESENTATION AND ANALYSIS OFDATA

Overview

The study sought to find out the causes of Kpandai D/A primary 5 leaners’ difficult in understanding
concept in ICT and to design intervention strategies using multimedia materials to enhance their interest
level, participation and performance in the ICT.

The researcher collects data from test, questionnaire, observation and interview. These have been analyzed
using it to enable and simple percentages. The data gathered were analyzed under the following:

i. Availability of teaching and learning material

ii. Motivation
iii. Interest of the subject
iv. Pre-intervention and post-intervention

Presentation and Analysis of Research Instruments

Causes of Leaners’ Difficulties

The table below presents information on questionnaire distributed to both pupils and teachers. The
researcher intended to seek the view of respondent on the causes of leaners’ difficulties in the teaching
and learning of ICT as a subject. There were seven items on the questionnaires which the researcher
highlighted.
 Table 1: Causes of Leaners’ Difficulties

S/N RESPONSES PERCENTAGES

Agree Disagree Agree Disagree

1. Teacher taught with teaching and

Learning materials 5 20 20 80
2. There is enough teaching and learning
Materials for ICT lesson 10 15 40 60

3. Multimedia material appeal to more

Than one sense of learners 23 2 92 8

4. Learning cannot be successful without

the use of multimedia materials 24 1 96 4

5. The school has plan to secure some TLM

For ICT lesson 3 22 12 88

6. There is internet café with the 100m 0 25 0 100

Radius of the school

The table above shows that 80% of the respondent disagreed with the assertion that teachers taught with
the use of teaching and learning materials in ICT lessons. They therefore taught their lesson in abstract.
Also 88% of the respondent wondered if the school has and plans to secure TLMs for lesson. Those who
were hopeful were not sure of the moves the school has made.

Besides, 66% of the respondents wen further to allude to the fact that even teachers themselves lack basic
knowledge in ICT. In the nutshell 100% of the respondent also disagree that there is connectivity within
the 100m radius of the school.

The table below presents information on the questionnaire distribution to two teachers, (7) seven parents
and fifteen (15) pupils which sums up to 25 respondents.
Table2: Responses on Learner Motivation

RESPONSES PERCENTAGES

S/N CAUSES Agree Disagree Agree Disagree

1. Teacher always motivate the

Learners 20 5 80 20

2. Teacher uses reward like gift to

Motivate learners 22 3 88 12

3. The teacher uses force on learner to make

Make them learn 23 2 92 8

4. Teacher uses learning materials to

Motivate learners 5 20 20 80

The table 2 above shows that 80% of the response agreed to the assertion that teacher always motivates
learners. In this sense they meant that the teachers allow their pupils to use computer and even mobile
phones which motivate them to learn

Through the responses, it also identifies that some of the parents encourage their children to learn ICT
very well because they have now realize that the world has now turned into computer world. So they now
see the need for their wards to even operate their television on their own.
For the aspect of the use of learning materials to motivate learners, the researcher realized that 20% of the
respondent do not impress the pupils because they were not too familiar with the content and cannot
manipulate some ICT tools. It is therefore strange to imagine how the teacher can have interest in the
lesson they are teaching

Besides that, 88% of the respondents agreed that teacher uses teaching and learning material motivate
learners. This easily shows how competent the teacher wants to feel his interest of ICT lessons.
Irrespective of that, 12% of the respondent disagreed with the proposition that teacher and learning
material to motivate learners.

Also, 92% of the respondent agreed that, teacher uses rewards like gifts to motivate learners. Through the
responses, the researcher realizes how effective and interest wants his class to be.

At the nutshell, 20% of the respondent disagreed to the notion that teacher uses force to make learners to
learn. They always know that teacher always uses persuasions and advices instead of force to encourage
them to learn ICT. Besides that 80% of the respondents disagree that teacher uses force to make learners
to learn.
Learners’ Interest in the ICT

The table below presents the information on the question distributed to pupils on the subject percentage
distribution of response of pupils and interest of the subject.

Table 3

Subject Learners figure Percentage

Mathematics 5 33.3%

Other subjects 8 53.3%

ICT 2 13.3%

Total 15 100%

The table above shows that 33.3% of the pupils have much more interest in mathematics because the
subject is not new to them and also there are enough TLMs to be used. Comparatively, they are of the
view that ICT is more remote and therefore alien to them.

The researcher realize that 53.3% of the pupils pretty good in other subject which means that there are
enough teachers who have the insight of the subject and handle the subject very well so participation goes
on very well

But the case of ICT subject, the researcher saw that only 13.3% of the respondents showed interest in the
subject. The researcher realized that some of the pupils have access to the computer, mobile phones,
television sets and DVD players. The parents of these pupils have these materials. Because they have full
access to the materials they have the interest for the subject.
Pre-Intervention Test Analysis

The researcher conducted a test before the intervention activities to enable him ascertain the true nature of
pupils’ difficulty. Fifteen learners were involved in the evaluation exercise and the test was marked over
hundred percent (100%). The table below shows performance of learners in the test in the conducted
before intervention

Table 4

Performance No. Of Learners Percentage

Above average 2 13.3

Average 3 20.0

Below average 10 66.7

Total 15 100

From the table above, the academic performance of the pupils was very low. 13.3% of the pupils scored
marks above average, while 20% of the pupils scored averagely. The researcher realized that 66.7% of the
pupils performed below average. The table actually shows that the pupils have a difficulty. This is partly
attributable to pupils’ lack of interest, non-participation in ICT lessons and partly on teacher’s
performance during ICT lessons

Post Intervention Test Analysis

The researcher conducted an end of intervention evaluation test to verify the extent to which pupils’
difficulty has been resolved. The table below shows performance of pupils after intervention
Table 5: Results of Pupils at the Post Intervention Test

Performance No. Of Pupil percentage

Above average 12 80.0

Average 3 20

Below average 0 0

Total 15 100

The table above shows that after intervention, 80% of the pupils scored marks above average, while 20%
of the pupils scored average marks. Unlike the pre-intervention stage, there was no student who scored
marks below average. This tells us that pupils can do well if teachers encourage and motivate them, and
help them to step up their interest in the subject using appropriate teaching and learning materials.

Summary

The above tables really demonstrates that, most schools do not attach much importance to teaching and
learning. Also, teachers do not take the pains to motivate pupils who lack interest in the subject areas. But
if there is motivation and enough teaching and learning for student, it arouses their interest, performance
and participation in ICT lessons.
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

Overview

This chapter contained the summary of major findings, suggestions, recommendation and conclusion. The
topic under study is “Enhancing Pupils’ Interest, Participation and Performance in ICT Lesson in Kpandai
D/A Primary 5 School” using multimedia materials. The problem was detected during the researcher’s
attachment to the school for his internship program when he took pain to monitor pupils’ performance in
general and their performance in ICT at Kpandai D/A Primary 5 School. It was detected that Kpandai D/A
Primary 5 learners performed poorly in ICT as compared to other subjects

The researcher then tried to intervene by finding the cause of this menace. To diagnose the problem, the
researcher used interview, observation, test and questionnaire as the major instrument for the data
collection. The questionnaire was however the main research instrument used in the research work. The
researcher after employing this technique, found out that,

i. Learners are not taught with multimedia materials that is, they were taught in abstract.
ii. Learners come to school late
iii. Leaners normally absent themselves from ICT lesson because they do not find ICT lesson
interesting
iv. Poor assessment technique was used by facilitators.
The research after realizing the possible causes of problem planned an intervention to improve and uplift
pupils’ performance in ICT at Kpandai D/A Primary 5 leaners. A variety of intervention were used which
include;

Proper assessment tools were employed to measure progress in the subject and also that of the teachers

Also education and counseling of pupils’ parent and teacher were given to change their negative attitude
toward the teaching and learning of ICT. The researcher after putting mechanism in place noted that, the
performance and participation of Kpandai D/A Primary 5 in ICT improved tremendously.

Finally it was also identified that, the teacher competence and pupils’ attitude were influential factors in
the teaching and learning of ICT

Suggestion/Recommendation

The findings of the study have revealed some paramount issues, which seriously need to be deal with. The
researcher therefore makes the following suggestions and recommendation at the following to the
stakeholders.

i. The researcher suggested to the Head teacher, Ghana Education Service, teachers and other
philanthropist to help in the provision of teaching and learning material for ICT especially and
other subject
ii. Again the researcher suggested to parents to guide their wards to manipulate the “gadgets” like
television sets, phones etc.
iii. Furthermore the researcher will like to suggest to the teacher to try as much as possible to
motivate their pupils to participate in ICT lessons and other subject that they lack interest in
and also teachers should make pupils know the importance of ICT in our daily lives and make
them aware of great people in the ICT field.
iv. Besides, the researcher suggested to the school head teacher, and other stakeholders to try to
convince pupils and explain to them the importance of ICT. Teacher should try to motivate
pupils who will influence others to participate in ICT lessons.
v. Also, the researcher suggested to the government to make more interesting advertisement
showing the importance of ICT and how it can help us since the world is now turning into a
global world. He should make them know that, ICT does not learn bad things and not specially
use for stealing but rather used to learn.
vi. Pupils and parents should be made aware that ICT is as important as other subjects and are now
use to learn other subjects. ICT is also examinable in the BECE examination and higher
institution like the Senior High School, tertiary institution. So ICT is not just introduce only at
elementary school
vii. The researcher’s work was limited only on Kpandai D/A Primary 5 school due to time and
financial constrain. It is hereby suggested that further research into the topic should be carried
out at other basic schools and second cycle institutions in rural areas of the country
viii. The researcher is very much convinced that similar problem would be in the basic schools and
second cycle institutions even including vocation not tertiary institution

Conclusion

In every human institution and social new challenges occur as civilization occurs. Developing nations
are devising plans to these problems; this gives us the upper hand in global race for civilization. It is
not in vein that the researcher deems it fit to carry unearth factors that try to hinder the progress of ICT
in Kpandai D/A Primary 5. The researcher is of the hope and prays that the various suggestion and
recommendation issued out shall be given priority.
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