Effects Of Ict Integrated Teaching Model On Graphic Design Achievement Of Pre- Service Art Teachers In Nigerian Colleges Of Education
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Date
2016-02
Authors
Onwuagboke, Bede Blaise Chukwunyere
Journal Title
Journal ISSN
Volume Title
Publisher
Universiti Sains Malaysia
Abstract
The apparent lack of utilization of Information and Communication Technology (ICT) in teaching in Colleges of Education in Nigeria and the students’ poor performance in Graphic Design caused by poor methodological approach adopted by Graphic Art teacher educators necessitated this study. The absence of a theory driven pedagogical approach was reported in literature as the problem of quality art programmes. This led to the development of the ICT Integrated Teaching Model (IITM). Seven research questions and seven research hypotheses were formulated to ascertain the effects of the teaching model on the pre-service art teachers’ achievements and the moderating effects of computer self-efficacy on their achievements. A sample of 81 second year pre-service art teachers purposively selected from three Colleges of Education in Nigeria participated in the study. The study used a non-equivalent groups’ pretest-posttest quasi-experimental research design with the IITM manipulated at three levels. Three research instruments were used, computer self-efficacy scale adapted from literature; graphic design achievement test (GDAT) and graphic design assessment rubric (GDAR) developed by the researcher. Data was analysed using descriptive and inferential statistics; means and standard deviations, T-test, Analysis of variances (ANOVA) and Analysis of Covariance (ANCOVA). Findings from the study show that the model was effective in improving pre-service art teachers’ overall achievement. Blended models 1 and 2 were found more effective than Blended model 3. The same was the case in enhancing achievement in practical Graphic Design. In terms of theory achievement, all the models were equally effective as result shows no significant difference between the three models in enhancing theory achievement. Computer self-efficacy does not moderate theory and overall Graphic Design achievements. However, evidence from the study supports computer self-efficacy moderating practical Graphic Design achievements. One major recommendation made was that teacher educators should model the use of ICT in their teaching as well as demonstrate the use of relevant ICT tools in the design process to make the course more practical oriented. Further research was recommended especially in the area of investigating the model’s effectiveness in enhancing the creativity and ICT skills of the learners.
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Keywords
Information and Communication Technology (ICT)