i

OGBONNA, CHINYERE GRACE

PG/MED/12/61515

EFFECTS OF SYNCHRONOUS AND ASYNCHRONOUS E-LEARNING

MODES ON STUDENTS’ ACHIEVEMENT AND SKILL ACQUISITION IN

WORD PROCESSING IN SECONDARY SCHOOLS IN NSUKKA LOCAL

GOVERNMENT AREA OF ENUGU STATE.

DEPARTMENT OF COMPUTER EDUACATION

FACULTY OF EDUCATION

Godwin Valentine

Digitally Signed by: Content manager’s Name

DN : CN = Webmaster’s name

O= University of Nigeria, Nsukka

OU = Innovation Centre

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TITLE PAGE

EFFECTS OF SYNCHRONOUS AND ASYNCHRONOUS

E-LEARNING MODES ON STUDENTS’ ACHIEVEMENT AND

SKILL ACQUISITION IN WORD PROCESSING IN

SECONDARY SCHOOLS IN NSUKKA LOCAL GOVERNMENT

AREA OF ENUGU STATE.

BY

OGBONNA, CHINYERE GRACE

PG/MED/12/61515

DEPARTMENT OF COMPUTER EDUACATION

UNIVERSITY OF NIGERIA, NSUKKA

SUPERVISORS: PROF. C. A. OBI & DR. N. E. IBEZIM

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FEBRUARY, 2016

APPROVAL PAGE

This research work has been approved for the Department of Computer Education, University of

Nigeria, Nsukka

Approved By

______________________ _______________________ _____________________

Prof. C. A. Obi Dr. N. E. Ibezim Prof. E. E. Agomuo

(Supervisor) (Supervisor) (Head of Department)

__________________________ _____________________

Internal Exminer External Examiner

______________________________

Prof. C. A. Igbo

(Dean, Faculty of Vocational and Technical Education)

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CERTIFICATION

Ogbonna, Chinyere Grace, a postgraduate student of the Department of Computer Education

with Registration Number PG/MED/12/61515 has satisfactorily completed the requirements for

the award of Master of Education (M.ED) Degree in Computer Education. The work embodied

in this thesis is original and has not been submitted in part or full for any other Diploma or

Degree of this or any other University.

______________________________ _______________ ______________

Ogbonna, Chinyere Grace Prof. C. A. Obi & Dr. N E. Ibezim

(Student) (Supervisors)

_________________________ ____________ _________

Date Date

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DEDICATION

This thesis is dedicated to Almighty God for His Divine mercy; protection and guidance, for

enabling me complete the programme in spite of all challenges in the course of the study.

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ACKNOWLEDGEMENTS

The researcher heart-felt gratitude and appreciation go to her thesis supervisors Professor

C. I. Obi and Dr. N. E. Ibezim who in spite of their personal commitments, took time to

supervise the work, counsel, gave necessary guidance to improve the quality and bring the work

to this enviable stage. The researcher also sincerely appreciates Prof. E. E. Agomuo (Head,

Department of Computer Education), Prof. C. A. Igbo (Dean, Faculty of Vocational and

Technical Education), and other lecturers of the Department of Computer Education who have

painstakingly contributed in one way or the other towards the successful completion of this

work.

The researcher is grateful to Dr. B. I. Onah (Content reader) and Dr. E. O. Ugwoke

(Design reader) who painstakingly read through the work and offered valuable suggestions

during the proposal stage of the research work. On a special note, the researcher sincerely

appreciates her darling husband Mr. A. E. Ogbonna and their lovely son UC. Nelson Ogbonna,

the entire members of Ogbonna and Omeje families for their prayers, encouragement and moral

support during the course of the study. Finally, the researcher would like to express her gratitude

to the authors whose work and materials were consulted in the course of this study. She is

sincerely very appreciative for the computer education teachers in the selected schools that

participated in teaching and data collection for the study.

Above all the researcher wishes to express her gratitude to Almighty God for His Divine

mercy, Protection and guidance, for enabling her completes the programme in spite of all

challenges in the course of the study.

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TABLE OF CONTENTS

Title Page i

Approval Page ii

Certification iii

Dedication iv

Acknowledgements v

Table of contents vi

List of tables ix

List of figure xi

Abstract xii

CHAPTER ONE: INTRODUCTION

Background of the Study 1

Statement of the Problem 9

Purpose of the Study 10

Significance of the Study 11

Research Questions 12

Null Hypotheses 13

Scope of the Study 14

CHAPTER TWO: LITERATURE REVIEW

Conceptual Framework

• E- learning 16

• Word Processing 19

• Methods of Teaching Word Processing 23

• Synchronous e –learning mode 28

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• Asynchronous e – learning mode 32

• Academic Achievement 37

• Skill Acquisition 42

Theoretical Framework 45

Constructivist Theories of Learning 45

Flow Theory 47

Path – Goal Theory 48

Related Empirical Studies 49

Summary of Literature Reviewed 55

CHAPTER THREE: METHODOLOGY

Design of the Study 57

Area for the Study 58

Population for the Study 59

Sample and Sampling Technique 59

Instrument for Data Collection 60

Validation of the Instrument 61

Reliability of the Instrument 61

Control of Extraneous Variables 62

Experimental Procedure 63

Method of Data Collection 65

Method of Data Analysis 65

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA

Research Question One 67

Research Question Two 68

Research Question Three 69

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Research Question Four 70

Testing of Hypotheses 71

Findings of the Study 78

Discussion of Findings 79

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Restatement of the Problem 84

Summary of the Procedures Used 85

Major findings of the Study 88

Implications of the study 89

Conclusions 91

Recommendations 91

Suggestions for Further Research 92

REFERENCES 93

APPENDICES

A: Population Distribution of the Sixteen Selected Schools 101

B: Population Distribution of the two Selected Schools 102

C: Word Processing Achievement Test for Pre- Test 103

D: Word Processing Achievement Test for Post – Test 107

E: Word Processing Skill Acquisition Test 111

F: Table of Specification for the Word Processing Achievement Test 112

G: Marking Scheme for Word Processing Achievement Test (Pre – Test) 113

H: Marking Scheme for Word Processing Achievement Test (Post – Test) 115

I: Rating Scale for Word Processing Skill Acquisition Test 117

J: Lesson Plan for Synchronous e -learning Mode (Experimental Group 1) 119

K: Lesson Plan for Asynchronous e- learning Mode (Experimental Group 2) 133

L: Training Procedure 146

M: Result of Reliability Test for WPAT 147

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N: Result of Reliability Test for WPSAT 148

O: Result of Data Analysis 149

LIST OF TABLES

Table Page

1: Pre-test and Post- test achievement mean scores of students exposed

to synchronous and asynchronous e – learning modes in Word

processing 67

2: Pre-test and Post- test skill acquisition mean scores of students

exposed to synchronous and asynchronous e – learning modes in

Word processing 68

3: Pre-test and Post- test achievement mean scores of male and female

students exposed to synchronous and asynchronous e – learning modes

in Word processing 69

4: Pre-test and Post- test skill acquisition mean scores of male and

female students exposed to synchronous and asynchronous e – learning

modes in Word processing 70

5: Analysis of Covariance (ANCOVA) for test of significance in the

achievement mean scores of students taught Word processing using

synchronous and asynchronous e – learning modes 72

6: Analysis of Covariance (ANCOVA) for test of significance in the

achievement mean scores of male and female students taught Word

processing using synchronous and asynchronous e – learning modes 73

7: Analysis of Covariance (ANCOVA) for test of significance in the

achievement mean scores of students in Word processing and interaction

effects of the treatments and gender of the students. 74

8: Analysis of Covariance (ANCOVA) for test of significance in the skill

acquisition mean scores of students taught Word processing using

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synchronous and asynchronous e – learning modes 75

9: Analysis of Covariance (ANCOVA) for test of significance in the skill

acquisition mean scores of male and female students taught Word

processing using synchronous and asynchronous e – learning modes 76

10: Analysis of Covariance (ANCOVA) for test of significance in the skill

acquisition mean scores of students in Word processing and

interaction effects of the treatments and gender of

the students. 77

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xiii

LIST OF FIGURE

Figure 1: Conceptual Framework of the study 44

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Abstract

The study adopted a quasi – experimental research design. This study was carried out in Nsukka

Local Government Area of Enugu State. The population for the study comprised 2,949 JSS1

students in 2015/2016 academic session from 16 secondary schools that offer computer studies

in Nsukka Local Government of Enugu State. The study adopted multistage sampling technique.

The sample size for this study was 70 JSS1 students from two purposively selected secondary

schools using multistage purposive sampling techniques. Two sets of instruments were used for

data collection - a 40 items multiple choices Word Processing Achievement Test (WPAT) and

five items Word Processing Skill Acquisition Test (WPSAT). The instruments were subjected to

face and content validation by three experts. The reliability of the WPAT was established using

Kuder Richardson 21 (K–R 21) formula in which a coefficient of 0.95 was obtained while

Kendall’s W Test was used to establish the internal consistency of the Skill Acquisition test and

a reliability coefficient of 0.94 was obtained. Prior to the commencement of the experiment, all

students were subjected to a pre – test in order to obtain the pre – test scores for the study.

Community Secondary School Isienu was assigned to Synchronous e – learning mode while

Model Secondary School Nsukka was assigned to Asynchronous e- learning mode. The

experiment was carried out during the normal school hours using the school time – table for

classes. The duration for the experiment was two weeks. At the end of the experiment, the

teachers administered the post- test to the students in the two groups. The data collected from

the pre – test and post – test using the two set of instruments (Achievement test and Skill

acquisition test) were analysed using mean for answering the research questions while analysis

for covariance (ANCOVA) was used for testing the hypotheses at 0.05 level of significance.

Based on the data collected and analyzed, the study found that the treatments (synchronous and

asynchronous e – learning modes) appreciably increased academic achievement and skill

acquisition of the JSS1 students in word processing and that gender of the students does have

slight influence on their achievement and skill acquisition in word processing in relation to the

treatments (synchronous and asynchronous e – learning modes) given. There was significant

(p<0.05) difference in the mean achievement scores and skill acquisition rating of JSS1 students

exposed to synchronous e – learning mode and those exposed to asynchronous e – learning

mode. Based on these findings, the study among others recommended that teachers should be

encouraged by educational administrators to adopt the use of these techniques for instructional

delivery and that seminars, workshops and conferences should be organised by educational

administrators and ministry of education where teachers will be trained on the use and

application of synchronous and asynchronous e – learning modes for effective teaching and

learning in schools.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The integration of computers in education has led to the introduction of computer studies in

schools at different levels. Computer studies is a subject offered in secondary schools. It is the

study of computer science, which includes computer and algorithmic processes, computer

principles, hardware and software designs, their applications, and their impact on society.

Computer studies is relevant for all students because it incorporates a broad range of

transferable problem- solving skills and techniques, including logical thinking, creative design,

synthesis, and evaluation. It also teaches generically useful skills in such areas as

communication, time management, organization, and teamwork. Computer studies provide the

knowledge and skills to understand the underpinnings of current computer technology; and

preparation for emerging technologies. A foundation in this discipline will introduce students to

the excitement and opportunities afforded by this dynamic field and will begin to prepare them

for a range of rewarding careers. The computer studies programme will build a strong

foundation for those who wish to move on to further study and train in specialized areas such as

computer programming, database analysis, computer science, computer education, computer

engineering, software engineering, information technology, game development, and word

processing skills.

Word processing is a concept in computer studies that equips the learner with the

necessary skills that will help them to fit into this technology driven age. Word processing is an

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application programme that is used to create letters, reports, newsletters, tables, brochures, and

web pages. This application programme can help a user to add pictures, tables, and charts to his

documents. This application also enables spelling and grammar check. According to Gerry

(2009), word processing is the creation of documents using a word processor programme. The

author further stated that word processing can also refer to advanced shorthand techniques,

sometimes used in specialized context with a specially modified typewriter. A word processor

is an electric or electronic device, or computer software application that, as directed by the user,

performs word processing (the composition, editing, formatting, and sometimes printing of any

sort of written material). According to Onyewuenyi (1994), word processing is the writing,

editing and production of documents such as letters, report and books through the use of a

computer programme or a complete computer system designed to facilitate rapid and efficient

manipulation of text. Word processing, therefore, is a total system encompassing both the

typing function and the administrative support function within an organisation. Obi (2005)

stated that the procedure in word processing specifies how, when and which word processing

equipment should be used while the equipment requires adequate selection of a word processing

system with relevant hardware and software that will meet the processing needs of an

organisation. Top word processing packages like Microsoft Word, Lotus, Corel Draw, and

Word perfect can provide a wide variety of attractively printed documents with their desktop

publishing capabilities. Word processing packages computerize the creation, editing, revision,

storage, retrieval and printing of documents such as letters, memos, and reports by electronically

processing your text data. As a result, the production of documents requires the services of

personnel with word processing skills. Skill is the great ability or proficiency; expertness that

comes from training, practices, etc. It can also be defined as an ability and capacity acquired

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through deliberate, systematic, and sustained effort to smoothly and adaptively carryout

complex activities or job functions involving ideas (cognitive skills), things (technical skills),

and / or people (interpersonal skills).

Word processing skills refer to the know- how of using word processing software to

create professional word documents. These skills are necessary to create letters, emails,

organisation’s reports and other documents. Word processing skills help an individual create

and organise word documents that are attractive and readable. These skills include aligning text

in the document and using various fonts to create a presentable document. It is also important to

learn how to set the correct line spacing and margins to produce presentable word documents.

Another word processing skill one should master is the use of headers and footers. This skill

includes important details that need to appear in the document such as dates and page numbers.

Creating and formatting tables is an important skill, especially when dealing with research data.

In addition, one needs to know how to set tabs appropriately. Learning to use page breaks

appropriately is very useful, especially when creating large documents.

Word processing skills are mainly first skill acquisition packages in computer studies in

secondary school. Skill acquisition refers to the process that athletes use to learn or acquire a

new skill. Skill acquisition is the ability to be trained on a particular task or function and

become expert in it. It is a gradual developmental process that requires our cognitive (thinking)

processes to work with our physical abilities to learn how to perform movements that we were

previously unfamiliar with. Word processing provides the basic skills for someone to be

computer literate. Obi (2005) stated that the objectives of teaching word processing are to

enable the student to develop proof reading skills, learn the rudiments of operating the word

processor and the computer, develop the ability to select appropriate word processing packages

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for use, develop an appreciation of word processing, develop a positive work attitude in office

information system, teach the learner the uses of the different word processing packages

available, build a background to enable the learner acquire skills for internet training, and train

the learner to use the templates efficiently ( these are the in - built design formats of professional

documents such as letters, memos, report etc) that a user can open and modify to suit his use.

For the above objectives to be achieved the right teaching method has to be applied in the

teaching and learning process.

Teaching method is the teachers’ styles, manner or ways of presenting information,

knowledge or value to learners. According to Obi (2005), there are basically two methods of

teaching word processing, namely: manual and automated methods. Manual method involves

the use of textbooks or teaching manuals. This is the traditional method of teaching which most

teachers used. The teaching techniques that are used include: speeches, debates, interviews etc.

Automated method involves the use of computer system in teaching and learning. One of the

forms of automated method is E-learning.

E- learning is the use of electronic media and information and communication

technologies (ICT) in education. E-learning refers to the use of modern technology, such as

computers, digital technology, networked digital devices (e.g., the Internet) and associated

software and courseware to facilitate the learning process (FAO, 2011). It is inclusive of, and is

broadly synonymous with multimedia learning, technology-enhanced learning (TEL), computer-

based instruction (CBI), computer managed instruction, computer-based training (CBT),

computer-assisted instruction or computer-aided instruction (CAI), internet-based training

(IBT), web-based training (WBT), online education, virtual education, virtual learning

environments (VLE) (which are also called learning platforms), m-learning, and digital

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educational collaboration. These alternative names emphasize a particular aspect, component or

delivery method. There are two basic methodologies used in electronic learning. They are

synchronous and asynchronous learning.

Synchronous learning occurs in real-time, with all participants interacting at the same

time, while asynchronous learning is self-paced and allows participants to engage in the

exchange of ideas or information without the dependency of other participants′ involvement at

the same time. (FAO,2O11). Synchronous learning involves the exchange of ideas and

information with one or more participants during the same period of time. A face-to-face

discussion is an example of synchronous communications. Synchronous learning environments

support learning and teaching and offer students and teachers with multiple ways of interacting,

sharing, and the ability to collaborate and ask questions in real-time through synchronous

learning technologies. In e-learning environments, examples of synchronous communications

include online real-time live teacher instruction and feedback, Skype conversations, or chat

rooms or virtual classrooms where everyone is online and working collaboratively at the same

time. While asynchronous learning may use technologies such as email, blogs, wikis, and

discussion boards, as well as web-supported textbooks, hypertext documents, audio or video

courses, and social networking using web 2.0. Asynchronous Learning is a self-paced course

that can be thought of as without synchronization. Learners complete course work, discussion,

questions and etc., when they decide to do it with time limits (Smith, 2009). Instructors provide

materials, lectures, tests, and assignments that can be accessed at any time. Students may be

given a timeframe usually a one week window during which they need to connect at least once

or twice. The students are free to contribute whenever they choose (Joseph, 2014). In

asynchronous learning, students proceed at their own pace. If they need to listen to a lecture a

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second time, or think about a question for a while, they may do so without fearing that they will

hold back the rest of the class (Hrastinski, 2008 ).

The movement towards e-learning is clearly motivated by the many benefits it offers.

Some of the benefits are: Flexibility - one of the biggest advantages e learning offers over in-

person training, is that it can be completed at a pace determined by the learner, and at the time

and location of their choices; Cost Effective - e learning materials can be distributed to many

learners and they can repeat sections of the course, or even the entire course, as many times as

they need. This is not possible with in-person training, where each delegate pays to attend the

course a single time, for a specified duration - completing the course multiple times would incur

additional costs; Train an unlimited number of learners, simultaneously - there’s no limit to the

number of people who can take an e learning course simultaneously, whereas there is always

limits on the number of people who can attend an in-person training session; Automatic marking

and reporting - e Learning courses provide detailed and up-to-date insight into each learner’s

progress, which can include the results of every quiz and assessment, modules completed, or

even their progress in terms of fulfilling the different learning objectives; The learner is in

control - People learn differently, and at varying speeds, but an in-person, group session is a

“one size fits all” solution. E Learning gives the learner complete control over their rate of

learning, and lets them spend as much or as little time as they need on each section. This gives

the learner the freedom to spend more time on the sections they’re struggling with, and less time

on those they find easier to grasp. In this way, not only is e learning more efficient and effective,

but it prevents faster learners from becoming bored and losing interest, while simultaneously

supporting those who are struggling; E- learning is easy to update. E- Learning authoring tools

such as Zembl make it easy to change and update e learning materials, with no specialist

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programming skills required. In e-learning, learners are responsible for their own education. E-

Learning self-motivates the learner to a degree that in-person training doesn’t. This sense of

responsibility, combined with the feelings of independence and achievement a learner gets from

successfully completing an e learning course "on their own," can also increase their confidence

in the workplace; and Improved computer skills - e learning can have the added bonus of

developing the learner’s computer skills, particularly for learners who do not regularly use

computers or have beginner-level computer skills. From the above enumerated benefits of e-

learning, it can be seen that e- learning methodologies can go a long way in enhancing the

teaching of word processing when adopted.

Teaching of word processing involves more than just using textbooks or a teacher’s

manual. For effectiveness, impact and proper understanding of the course at any level, the

teacher should ensure the provision of the following teaching aids which are necessary for

automated method of teaching word processing: computer system, fundamental computer

textbooks, instructional material, and course content or outline. Computer studies teachers need

to provide maximum exposure to the students, but this cannot be achieved through traditional

method of teaching which is seen as one-way communication, since the teacher is the only one

speaking and the quality of instruction also depends upon the knowledge of the teacher.

However, teaching should be learner centered (Akinleye 2000)

The teaching of word processing in secondary schools in Nsukka Local Government

Area has not taken its right shape, may be because of inadequate or lack of technology, lack of

motivation (interest), and short time frame allocated to the subject. The teaching of word

processing in secondary schools in Nsukka local Government Area is mainly theoretical instead

of practical, and this will not enable the students to acquire the necessary word processing skills.

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This is a problem which e-learning can solve by giving the students opportunity to learn

anywhere (may be at home or any other convenient place) and also to learn at their own pace,

which will enhance their achievement.

Students’ achievement is something that students accomplish successfully, especially by

means of exertion, skill, practice or perseverance. Achievement in this context specifically

refers to academic attainment of students after completing a course. The method a teacher

employs in teaching has a lot to contribute in the achievement of the students. These teachers’

styles, manner or ways of presenting information, knowledge or value to learners has the

potential of promoting or hindering learning, sharpening mental activities, encouraging

curiosity, initiative and self reliance. Students’ achievement in word processing studies may

depend on their gender. Gender is a sense of awareness of being a male or female. It is also a

behaviour, pattern and attitudes perceived as masculine or feminine within a culture (Coleman,

2000). Howden (1998) remarked that disparities exist between the performance of male and

female when taught vocational and technical education. Fagbemi (2004); Dantala (2005),

revealed that computer aided instruction bridge the gap between boys and girls academically in

History, Social Studies and Biology. Hence an attempt will be made to find out whether e –

learning modes will bridge the gap between the boys and girls in academic achievement. It

would therefore, not be out of place to determine the effects of synchronous and asynchronous

e- learning modes on students’ achievement and skill acquisition in word processing in

secondary schools.

Due to the fact that the level at which students achieve in any subject is directly

proportional to the teaching method used, especially in those topics that involves skill

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acquisition; there is need to investigate on the best method that should be used in teaching word

processing in secondary school in order to impart the necessary word processing skills (which is

the need at the moment in our educational system especially in secondary school) into the

students which will enable them to effectively fit into this technology driven age. Word

processing skill is also very important as it is the basic skills that will usher students into other

packages; and knowing that education is going out of the classroom through the e-learning. It is

necessary to find the best e-learning method that will be used in teaching word processing in

order to get the desired result. Hence this study tends to find out the effects of the two forms of

e- learning (asynchronous and synchronous learning) on students’ achievement and skill

acquisition in word processing. Effect is a change which is a result or consequence of an action

or other causes.

Statement of the problem

Word processing is an aspect of information processing. It is the use of computer to

create, edit, and print document. Word processing package is one of the most popularly used

packages in a computer system. It is the first skill acquisition package taught in computer

studies in secondary schools.

There are innovations in the Nigerian educational sector which indicate some level of

ICT application in the secondary schools. This is imposing some challenges on our secondary

school students as they lack the necessary skills to function effectively. For instance, as regards

the new law that 2015 JAMB examination will only be computer based test and that students

will be checking their result on-line, the researcher as a teacher in secondary school, observed

that some of the scratch cards meant to be used to check the 2014 Junior School Certification

10

Examination (JSCE) result were dumped in the school, while some students who collected their

own went home seeking for people that will help them check their results. This was due to the

fact that the students are not equipped with the necessary skills that will enable them to check

the result online on their own.

The above scenario shows that many students of secondary school still lack basic word

processing skill. Since word processing provides the necessary skills for someone to be

computer literate and also the first skill acquisition package in computer studies in secondary

schools effort should be made to enhance the impartation of these skills in order to help students

overcome this problem facing them.

E – learning has been proved to be a tool that can be used to reach a wide audience on

basic skills like word processing. However, there are two modes of e – learning – synchronous

and asynchronous. Moreover, for a very important computing skill set as word processing, it

will be neccessary to determine the most effective mode of e – learning for teaching and

learning word processing in order to effectively reach a wide audience. Hence this study tends

to find the effects of synchronous and asynchronous e-learning modes on students’ achievement

and skill acquisition in word processing studies in order to find out the best e – learning

methodologies for teaching different aspects of word processing in secondary schools.

Purpose of the Study

The major purpose of this study was to find out the effect of synchronous and

asynchronous e- learning modes on students’ achievement and skill acquisition in word

processing in secondary schools in Nsukka Local Government Area of Enugu State. Specifically

the study sought to determine:

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1. the effect of synchronous and asynchronous e- learning modes on students’ achievement

in word processing

2. the effect of synchronous and asynchronous e- learning modes on students’ skill

acquisition in word processing.

3. the influence of gender on the achievement of students taught word processing using

synchronous and asynchronous e-learning modes.

4. the influence of gender on students’ skill acquisition in word processing when taught

with synchronous and asynchronous e- learning modes.

Significance of the Study

The findings of the study would be of benefit to teachers, students, school administrators,

curriculum planners, and other researchers. The findings of this study would provide teachers

with the information on the best e- learning mode to adopt in teaching word processing in

secondary schools so that the objectives of introducing computer studies in the curriculum of

secondary schools would be achieved. As it will equip the students with the necessary skill that

would help them to survive in this technology driven age

The students would benefit from this study because when their teachers adopt the best e-

learning mode in teaching word processing, it would help the students to have an in-depth

knowledge and skill in word processing which would help them to tackle the problem facing

them today in the educational sector. The student will also benefit from the information that

would be provided in this study as this study would increase their chances of meaningful

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learning. Learners learn differently, therefore some students whose learning style is enhanced

through computer simulation would learn better through the technique. The opportunity to learn

better would not only be provided by the teachers, but also by the students themselves. This is

because computer simulation provides personalised instruction.

The result of this study would l guide the school administrator and curriculum planner on

how to restructure the computer studies curriculum in order to effectively teach word processing

in schools. The findings would as well provide the modalities the administrator would use in

conferences, workshops, and seminars and curriculum planning on innovation in teaching and

learning, such as the e – learning modes used in teaching word processing.

The findings of this study could be used by other researchers as a basis for further

research. Interested researchers could use the findings of this study as a background for research

in other geographical areas or by studying other variables that are not covered in this study

Research questions

The following research questions were used to help in the study:

1. What is the effect of synchronous and asynchronous e – learning modes on students’

achievement in word processing?

2. What is the effect of synchronous and asynchronous e – learning modes on students’

skill acquisition in word processing?

3. What is the influence of gender on the achievement of students taught word processing

using synchronous and asynchronous e- learning modes?

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4. What is the influence of gender on skill acquisition of students taught word processing

using synchronous and asynchronous e- learning modes?

Null Hypotheses

The following null hypotheses were tested at 0.05 level of significance.

HO1: There is no significant difference in the achievement mean scores of students taught

word processing using synchronous and those taught using asynchronous e- learning

modes.

HO2: There is no significant difference in the achievement mean scores of students taught

word processing with synchronous e- learning mode and those taught with asynchronous

e – learning mode based on gender.

HO3 There is no significant interaction effects of treatments (Synchronous and

Asynchronous e- learning modes) given to students by gender with respect to their

achievement mean scores in word processing.

HO4: There is no significant difference in the skill acquisition mean scores of students taught

word processing with synchronous e– learning mode and those taught with asynchronous

e- learning mode.

HO5: There is no significant difference in the skill acquisition mean scores of students taught

word processing with synchronous e – learning mode and those taught with asynchronous

e- learning mode based on gender.

HO6: There are no significant interaction effects of treatments (Synchronous and

Asynchronous e- learning modes) given to students by gender with respect to their skill

acquisition mean scores in word processing.

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The Scope of the Study

The study was focused on the effect of synchronous and asynchronous e-learning modes

on students’ achievement and skill acquisition in word processing in secondary schools in

Nsukka Local Government of Enugu State. The study was conducted in two government

secondary schools and only two intact classes were selected in the schools to enable the

researcher get a manageable size that will enable her to get accurate result as it involves skill

acquisition. Only JSS1students were used for the study because word processing is a foundation

topic in JSS1

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CHAPTER TWO

LITERATURE REVIEW

The review of related literature on this study is organised under the following

subheadings:

Conceptual Framework

• E- learning

• Word Processing

• Methods of teaching Word Processing

• Synchronous e- learning mode

• Asynchronous e- learning mode

• Academic Achievement.

• Skill Acquisition

Theoretical Framework

• Constructivist Theories of Learning

• Flow Theory

• Path- Goal Theory

Related Empirical Studies

Summary of Literature Reviewed

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E- Learning

E-Learning means a lot of different things and it is understood differently by players

with very different roles. The e- Content Report (2004) describes e-learning “as an umbrella

term describing any type of learning that depends on or is enhanced by electronic

communication using the latest information and communication technologies (ICT)”. It is also

defined as “a generic term covering a wide set of ICT technology-based applications and

processes, including computer-based learning, web-based learning, virtual classrooms, digital

collaboration and networking’’ (Hambrecht, 2000).

E-learning is a unifying term used to describe the fields of online learning, web-based

training and technology delivered instruction. Garrison & Anderson (2003) define e- learning

as teaching and learning that is web-enabled. Building on the above descriptions the e Europe :

Promoting Digital Literacy initiative describes it as the “the use of new multimedia technologies

and Internet for improving the quality of learning by means of access to resources and services,

and long distance collaborations and exchanges”. Further; The Commonwealth of learning in

1998 described e-learning in two ways: I) the application of information and communication

technologies (ICT) to core institutional functions such as administration, materials development

and distribution, course delivery and tuition, and the provision of learner services such as

advising, prior learning assessment and programme planning. ii) As an organisation that has

been created through alliances and partnerships to facilitate teaching and learning to occur

without itself being involved as a direct provider of instruction.

The definitions of e-learning highlighted above encompass several forms of e-learning.

According to the E-Content Report (2004), the following forms could be identified:

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Firstly; as a means of communication. Here e-learning is used to support communication

between students, teachers, tutors, or among a group of peers. The common features of these

applications enables users to conduct synchronous and/or asynchronous communication, share

common educational resources, facilitate working understanding concerning the co-ordination

of work processes and procedures such as determining who does what, how and when.

Secondly; e-learning is used for simulation. Here it is used to simulate real world environments

thereby providing a link between the theoretical and practical worlds. For instance students can

employ simulations to prepare themselves before engaging in practical sessions, to reflect on

and repeat specific activities after these experiences, and to simulate practice when actual real-

life practice do not exist.

Thirdly; e-learning used as a general resource. This is the use of computers and internet-based

resources and services to enable students for instance learn through interactive e-learning units

and rich media sources, using speech, video or interactive sequences or instructions. This is

further evident in the availability of university intranets or learning portals for students to log

into such systems when at work or from home, or have access to digital libraries.

Fourthly; e-learning used as Learning Management Systems (LMS). A LMS is software that

deploys, manages, tracks and reports on interactions between learner and content and between

the learner and the teacher. LMS combine with the capabilities of Learning Management

Content System (LCMS) in content creation and storage. The LCMS can also serve as a data

repository which allows developers and subject experts to share content and subject components

over a network.

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In terms of characteristics, just as the rise of ICT fundamentally changed the nature of

how work and communication gets done; it has also influenced the nature of how people learn.

As most effective e-learning promotes self-regulated learning through appropriate coaching, it

has encouraged more individuals to learn by themselves and to only learn what they really need

to know to perform their task optimally. In terms of greater flexibility and timeliness, e-learning

can suit educational needs at any time especially where traditional classroom-based learning is

disruptive. Summarising one can say that e-learning products come in many forms including

learning management systems, collaborative learning tools, assessment products, content

development tools etc. These vary in terms of role, user, scalability, underlying infrastructure

requirements and implementation approach. The e-learning market place is currently a very

fragmented and rapidly evolving entity. With new products arriving, existing products being

positioned as "e-learning" tools, and different vendors using different terminology, one need a

more objective view of suitability of products against identified needs. This is because enabling

applications and their related technologies do play a very important role however; they should

never be in the front-line for the end users. Thus there is the need to compare different kinds of

products to develop a coherent strategic approach to the use of technology in support of learning

(E-Content Report, 2004).

In conclusion e- learning can be defined as the use of Information and Communication

Technology(ICT) e.g. Internet, Computer, Mobile phone, Learning Management System (LMS),

Televisions, Radio and others to enhance teaching and learning activities.

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Word Processing

The term word processing was invented by IBM in the late 1960s. In 1969, two software

based text editing products (Astrotype and Astrocomp) were developed and marketed by

information control systems (Ann Arbor Michigan). Both products used the digital equipment

corporation PDP-8 mini computer, DEC tape randomly accessible tape drives, and a modified

version of the IBM electric typewriter (the IBM 2741 Terminal). These 1969 products preceded

CTR display based word processors. Text editing was done using a line numbering system

viewed on a paper copy inserted in the electric typewriter.

IBM defined word processing in a broad and vague way as “the combination of people,

procedures, and equipment which transforms ideas into printed communications”, and originally

used it to include dictating machines and ordinary, manually operated typewriters. By the early

seventies, however, the term was generally understood to mean semi automated typewriters

affording at least some form of editing and correction, and the ability to produce perfect

“originals”.

In 1972, Stephen Bernard Dorsey, founder and president of Canadian Company

Automatic Electric System (AES), introduced the world’s first programmable word processor

with a video screen. The real breakthrough by Dorsey’s AES team was that their machine stored

the operator’s texts on magnetic disks. In 1975, Dorsey started Micom Data systems and

introduced the Micom2000 word processor. The Micom 2000 improved on the AES design by

using the Intel 8080 single – chip microprocessor, which made the word processor smaller, less

costly to build and supported multiple languages. A word processor is an electronic device, or

computer software application that, as directed by the user, performs word processing (the

composition, editing, formatting, and sometimes printing of any sort of written material).

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Onyewuenyi (1994) said that word processing is the writing, editing and production of

documents such as letters, report and books through the use of a computer programme or a

complete computer system designed to facilitate rapid and efficient manipulation of text. Word

processing, therefore, is a total system encompassing both the typing function and the

administrative support function within an organisation.

Word processing is probably the most commonly used microcomputer application. It is

one of the most important aspects of computing. It is important because majority of computer

users find it necessary to use it. Nearly everyone needs to create written documents. Word

processing vastly simplifies the task of writing and revising these documents because they have

to be keyboarded only once; editing can then be done quickly and as many times as necessary.

In most offices, word processing packages on microcomputers have virtually replaced

typewriters for creating memos, letters, business report, and other documents.

Word processing is particularly well suited for repetitive documents such as personalised

form letters, because once a standard document is entered, it can be called up on the screen and

edited for a special use in seconds. For this reason, journalists and other professional writers

have embraced word processing, and editors who find that it gives them freedom to concentrate

on what they are trying to communicate.

Word processing means using a computer to enter, edit, format, and print text. Every word

processing program is designed to do the same thing: to help the person behind the keyboard to

create a good looking written document. A word processor, or word processing program, does

exactly what the name implies. It processes words. It also processes paragraphs, pages, and

entire papers. Some examples of word processing programs include Microsoft Word,

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WordPerfect (Windows only), AppleWorks (Mac only), and OpenOffice.org. Word processing

software is used to manipulate a text document, such as a resume or a report. You typically enter

text by typing and the software provides tools for copying, deleting and various types of

formatting. Some of the functions of word processing software include:

• Creating, editing, saving and printing documents.

• Copying, pasting, moving and deleting text within a document.

• Formatting text, such as font type, bolding, underlining or italicizing.

• Creating and editing tables.

• Inserting elements from other software, such as illustrations or photographs.

• Correcting spelling and grammar.

Word processing includes a number of tools to format your pages. For example, you can

organize your text into columns, add page numbers, insert illustrations, etc. However, word

processing does not give you complete control over the look and feel of your document. When

design becomes important, you may need to use desktop publishing software to give you more

control over the layout of your pages.

Types of word processing packages.

Word processing packages are software programs used to create, edit and view

documents on a computer. Two popular word processors are Microsoft Word and Pages for

Mac. Microsoft Word is available for PC and Mac computers, tablets and phones. Numerous

features allow users to make fine adjustments to documents, such as precisely positioning

photos within a document that contains primarily written text. Other features help authors share

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documents with others. Pages for Mac emphasizes helping users create attractive, polished

documents. Writers who want to focus on their content can select from a variety of

professionally designed templates. As is the case with Microsoft Word, features that enable

sharing documents with others are incorporated into the software.

One of the most widely used ones is Word, which is part of Microsoft Office. Another

widely used one is WordPerfect by the Corel Corporation. A third one is Writer, which is part of

Open Office by Apache. While the first two are commercial software, Open Office is open

source and can be downloaded and used free of charge.

While there are many differences between the various word processing applications,

they all accomplish pretty much the same thing. Which one you use is partly a matter of

personal preference. It is also important to consider which software is being used by the people

you normally collaborate with. In many cases, people within the same organization will use the

same software to make it easier to share documents or to work on the same document together.

Obi (2005) said that procedure in word processing specifies how, when and which word

processing equipment should be used while the equipment requires adequate selection of a word

processing system with relevant hardware and software that will meet the processing needs of

an organisation. Top word processing packages like Microsoft Word, Lotus Word processing,

Corel Draw, and Word perfect can provide a wide variety of attractively printed documents with

their desktop publishing capabilities. Word processing packages computerize the creation,

editing, revision, storage, retrieval and printing of documents such as letters, memos, and

reports by electronically processing your text data. As a result, the production of documents

requires the services of personnel with word processing skills.

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Word processing skills refer to the know- how of using word processing software to

create professional word documents. These skills are necessary to create letters, emails,

organisation’s reports and other documents. Word processing skills help an individual create

and organised word documents that are attractive and readable. Skills include aligning text in

the document and using various fonts to create a presentable document. It is also important to

learn how to set the correct line spacing and margins to produce presentable word documents.

Another word processing skill one should master is the use of headers and footers. This skill

includes important details that need to appear in the document such as dates and page numbers.

Creating and formatting tables is an important skill, especially when dealing with research data.

In addition, one needs to know how to set tabs appropriately. Learning to use page breaks

appropriately is very useful, especially when creating large documents.

Methods of Teaching Word Processing

According to Akilaiye, Ezoem and Oputa- Imala (1998), teaching methods are teachers’

styles, manner or ways of presenting information, knowledge or values to learners in a bid to

achieve instructional objectives. They concluded that in teaching learning process efforts and

means are geared towards converting plans into action. The method a teacher employs has the

potential of promoting or hindering learning, sharpening mental activities, encouraging

curiosity, initiative and self reliance The teacher is the key to learning because he analyses the

instructional process and selects the best methods that will enable him achieve the set goals/

objectives. For an effective learning of word processing, the teacher needs to employ relevant

and appropriate methods of teaching. Onwuka (1981) noted that the way a teacher presents a

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subject matter determines whether the learner will like or dislike the subject. Thus teachers

should be concerned with both general and specific methods of teaching various subjects.

According to Obi (2005) there are basically two methods of teaching word processing,

namely: manual and automated methods. Manual method involves the use of textbooks or

teaching manuals. This is the traditional method of teaching which most teachers used. The

teaching techniques that are used include: lectures, speeches, debates, interviews etc. Automated

method involves the use of computer system in teaching and learning. One of the forms of

automated method is E- learning.

E- learning is the use of electronic media and information and communication

technologies (ICT) in education. It is inclusive of, and is broadly synonymous with multimedia

learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer

managed instruction, computer-based training (CBT), computer-assisted instruction or

computer-aided instruction (CAI), internet-based training (IBT), web-based training (WBT),

online education, virtual education, virtual learning environments (VLE) (which are also called

learning platforms), m-learning, and digital educational collaboration. These alternative names

emphasize a particular aspect, component or delivery method. There are two basic

methodologies used in electronic learning. They are synchronous and asynchronous learning.

Synchronous learning occurs in real-time, with all participants interacting at the same time,

while asynchronous learning is self-paced and allows participants to engage in the exchange of

ideas or information without the dependency of other participants′ involvement at the same time

( FAO, 2011). Synchronous learning involves the exchange of ideas and information with one

or more participants during the same period of time. A face-to-face discussion is an example of

synchronous communications. In e-learning environments, examples of synchronous

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communications include online real-time live teacher instruction and feedback, Skype

conversations, or chat rooms or virtual classrooms where everyone is online and working

collaboratively at the same time. While asynchronous learning may use technologies such as

email, blogs, wikis, and discussion boards, as well as web-supported textbooks, hypertext

documents, audio or video courses, and social networking using web 2.0. In asynchronous

online courses, students proceed at their own pace. If they need to listen to a lecture a second

time, or think about a question for a while, they may do so without fearing that they will hold

back the rest of the class (FAO, 2011). Both the asynchronous and synchronous methods rely

heavily on self-motivation, self-discipline, and the ability to communicate in writing effectively.

The success of any method depends on the ability of the teacher to select the right methods

that suits the subject matter he wants to teach. People differ in many ways like interest, ability

and skills. Thus, this should be reflected in the selection of teaching methods by the teacher. The

teacher is expected to be armed with the understanding of what to expect from students and the

students should be appropriately motivated through good lesson presentation, perception places

the teacher in the centre of teaching and learning word processing as he has expected to be

central hub under which learning revolves. He thus would build confidence in the students by

his activities. This means that in the course of teaching, the teacher should be able to let students

feel that they are going to like and benefit from the lesson.

Teaching word processing is a valuable skill in modern society. As more technology is

developed and students are expected to understand the basics of typing and using word

processing programs, teachers will need to provide basic education in the use of different

programus and options. Below are advices to teachers in teaching word processing: Due to

modern advances in technology, many students will have some basic knowledge of using

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computers for purposes other than word processing. Students might play games or engage in

web browsing on a family computer at home. Since some students might not have any

knowledge of word processing systems, teachers need to start at the beginning with basic skills.

According to Education World, it is important to start teaching word processing with opening

the program, saving files and printing documents. Typing is only one part of word processing,

but it should follow learning the basics about using the program for its intended purpose. Even if

students have a foundation in the basic usage of computers for games, online tools and other

programs, they might not have a solid understanding of the educational purposes. By beginning

from the basics, teachers are preventing students from feeling confused. It also ensures students

with limited computer knowledge are not falling behind more computer literate peers.

Although students will eventually need to know effective typing skills, they do not need

to start out with complicated lessons in typing. Instead, teachers should show different word

processing tools with simple words and limited written aspects. Only after students are prepared

to use the system effectively are they ready to focus on the typing side of word processing. They

will need to know all of the basics, methods of adjusting the fonts and steps to obtain different

results before focusing on composing. By allowing students to learn the basics of the program

and system without a major focus on writing skills and typing, teachers are allowing some time

for adjustments to the new activity.

The best way to get students to think is through questions. Take time to ask the class

questions related to the lessons they are learning. According to Education World, teachers

should not simply tell the students their lessons. By asking questions about different tools, items

and functions, a teacher is getting students to explore and think. When students are thinking

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about the answers to questions, they are focusing on learning and trying different ideas. By

focusing on learning, the students are able to master the programs at a faster rate. They will

naturally explore to find the answers rather than following the directions of teachers without any

comprehension of the results.

Practice is a vital part of learning any new skill, including word processing. According

to Education World, students should have as much time and opportunity to practice word

processing skills as possible during the first steps of lessons. When students are able to master

the basics, they are ready to move onto more advanced skills. Without practice, it takes longer

for the lessons to sink in and students are likely to make more mistakes.

By providing several opportunities to practice and work on word processing skills,

teachers are encouraging the students to explore and keep trying. It also allows time for the

lessons to sink in and for students to get used to the basic tools. Although students need time to

practice, teachers should provide opportunities to ask questions as well. When students are

struggling with the word processing program, teachers can give hints and reminders that help

improve student achievement.

Teaching word processing does not necessarily mean reviewing skills the class already

knows. In many cases, students do not know the basics of word processing because they use

computers and electronic devices for different purposes. By starting at the beginning and

working toward more advanced skills, teachers are giving students the opportunity to succeed.

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Synchronous E- Learning Mode

E-learning can occur in or out of the classroom. It can be self-paced, (asynchronous

learning) or may be instructor-led, (synchronous learning). Synchronous learning refers to a

learning environment that occurs in real-time, with all participants interacting at the same time.

It involves the exchange of ideas and information with one or more participants during the same

period of time. A face-to-face discussion is an example of synchronous communications. In e-

learning environments, examples of synchronous communications include online real-time live

teacher instruction and feedback, Skype conversations, or chat rooms or virtual classrooms

where everyone is online and working collaboratively at the same time. Lecture is an example

of synchronous learning in a face-to-face environment, where learners and teachers are all in the

same place at the same time. Some examples of synchronous learning environments are having

students who are watching a live streaming of a class take part in a chat and having students and

instructors participate in a class via a web conference tool such as Blackboard, Collaborate,

Adobe Connect, WebEx, Skype, etc. These synchronous experiences can be designed to develop

and strengthen instructor-student and student-student relationships, which can be a challenge in

distance learning programs.

There are two main types of technologies used for synchronous e-learning. The more

popular one involves desktop tools that are built into learning course management systems

(LCMS) or are stand-alone tools. The most common media-rich type used in higher education

involves web conferencing tools. These tools often involve the sharing of desktops, slide

shows, digital imagery, websites, video, and audio. URLs and digital files may be “pushed out”

to learners digitally. Web conferencing tools also include auditory exchanges and text chat.

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The second main type of technology involves expensive built telepresence systems offer 2D and

3D live video interchanges between people at predetermined locations. These high-tech rooms

are wired for video and sound and transfer these signals via the Internet, or land lines, or other

high-tech means. These are expensive built systems but may enable the sensation of live real-

time interactivity with real people “in the room.”

Instructors may add value to their synchronous e- learning in several ways. First, they

may plan for synchronous events to make sure that there is high learning value. They may bring

in expertise to the classroom that would not exist otherwise. Or they may set up a simulation or

role play with sufficient learner preparation for deeper learning value. Or they may facilitate

student group work for higher creativity and less friction. Second, instructors may prepare

students by discussing the learning value of the synchronous events. They may properly set

expectations. They may ensure that students have a voice in the activity. Third, instructors may

record the event and offer learning takeaways—like digital handouts and articles or other items

that may be beneficial to the learning experience.

Synchronous learning may add a variety of benefits to the e- learning experience. The

advantages of synchronous learning method are as follows:

1. Synchronous learning is similar to the traditional classroom learning environment.

2. Provides immediate feedback and detailed collaboration between instructor and students.

3. Reduce cost for potential learners compared to the traditional classroom and in – person

training.

4. Flexibility of attending class from any location and technologies device.

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5. Quality of teaching is amongst the best because the physical barrier of distance is

eliminated. Instructors around the world can teach at any online school.

6. Online learning allows students to gain confidence in their work, since e – learning delivery

lowers social and other obstacles to education.

7. Excellent for social interactions and discussing multiple topics in one session.

8. Learners are eager to participate and be involved in the learning process.

9. Synchronous learning motivates students and increased participate.

The disadvantages of synchronous learning include:

1. It requires technological knowledge. Students may lack confidence in using various

technological devices and software.

2. Possibility of unstable or unsupported technology used in teaching.

3. Less time convenient since students are required to attend a class at a specific time and date.

4. Access to internet and other technology may be a problem for adult learners.

5. Bandwidth issues related to live video feeds.

6. Learners may spend time discussing material not related to the topic of discussion

7. Personal schedule may be affected by lack of convenience of course scheduling.

According to Joseph (2014), synchronous class elements are as follows:

1. Chat (text only): Synchronous chat rooms allow multiple users to log in and interact.

This is a great way to ask questions and to share resources and insights. The only

drawback is that when there are a lot of people logged in, and everyone's trying to chat at

the same time, the conversation can break off into tangents. The fast typists are

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definitely rewarded! If you are participating in a chat session, be sure to save the session

(archive it), and review it later. You can usually save it as a .txt or .rtf file.

2. Voice (telephone or voice-over IP): Sometimes you will be asked to dial into a toll-free

number, or to log into a website where you will speak through your built-in microphone

or a headset. The purpose is to have a conference call with your instructor and/or fellow

students. You may be reviewing a document or a presentation. In that case, it is

extremely helpful to plan ahead of time and have all the documents you will need at your

fingertips.

3. Video conferencing: Video conferences can, in theory, require all the participants to

have their webcams running. The conference administrator can then post everyone's

head shot in the screen. This is not usually the case though, because to have everyone's

web cam turned on and transmitting images requires a very fast connection and a lot of

bandwidth. Usually, a video conference (or web conference) will involve two webcams

operating -- the instructor’s and that of another key person. A video conference can

involve a live feed from a classroom or elsewhere. Alternatively, the conference might

transmit a presentation of slides and graphics, with a question and answer session at the

end.

4. Web conferencing: What differentiates a web conference from a video conference is the

fact that you will probably not rely on video as your primary instructional content.

Instead, you are likely to access a wider variety of media elements. Web conferences

tend to be more interactive, and you will probably be asked to respond to questions

(survey, poll, questionnaire), which will give you a chance to interact. Web conferences

usually incorporate chat and they often have a question and answer session at the end.

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5. Internet radio/podcasts: When there is not sufficient bandwidth to broadcast live video of

an event, instructors might stream the audio over the Internet. Good opportunities for

audio streaming include concerts or political speeches. Ideally, the audio file would be

archived for students to access and review later as well. The nice thing about Internet

radio/streaming audio is that students can send chat messages while the event is

happening.

6. Virtual worlds: Educational "islands" in virtual worlds like Second Life are wonderful

places for students to meet "live" and to interact. They are ideal for learning languages

because it's possible to speak with each other through headsets and VoIP. It's a

wonderful way to practice conversation while being immersed in a virtual place that has

the look and feel of another country or culture. While virtual worlds can be very

engaging and productive as learning environments, they can be frustrating for those who

are new. There's quite a learning curve as you learn to navigate the worlds, and to clothe

and operate your avatar. Students should also bear in mind that virtual worlds require

significant bandwidth along with a computer that has a lot of usable memory and a great

video card.

Asynchronous E – Learning Mode

Asynchronous learning is an e- learning mode that allows participants to engage in the

exchange of ideas or information without the dependency of other participants′ involvement at

the same time. Asynchronous Learning is a self-paced course that can be thought of as without

synchronization. Learners complete course work, discussion, questions and etc., when they

decide to do it with time limits (Smith, 2009). Synchronous online classes are those that

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require students and instructors to be online at the same time. Lectures, discussions, and

presentations occur at a specific hour. All students must be online at that specific hour in order

to participate.

Asynchronous classes are just the opposite of the synchronous learning. Instructors

provide materials, lectures, tests, and assignments that can be accessed at any time. Students

may be given a timeframe – usually a one week window during which they need to connect at

least once or twice. But overall, students are free to contribute whenever they choose.

Asynchronous training also known as self-paced training does not require students and

instructors to be online or in person at the same time for instruction. This technology allows

instructional designers to create courses that participants can go through on their own with little

or no help from an instructor.

Asynchronous learning may use technologies such as email, blogs, wikis, and discussion

boards, as well as web-supported textbooks, hypertext documents, audio video courses, and

social networking using web 2.0 (FAO, 2011). In asynchronous online courses, students

proceed at their own pace. If they need to listen to a lecture a second time, or think about a

question for a while, they may do so without fearing that they will hold back the rest of the

class. Through online courses, students can earn their diplomas more quickly, or repeat failed

courses without the embarrassment of being in a class with younger students. Students also have

access to an incredible variety of enrichment courses in online learning, and can participate in

college courses, internships, sports, or work and still graduates with their class.

The asynchronous class elements are:

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1. Virtual Libraries/Repositories of Documents, Presentations, Graphics, Audio Files, and

Video: Your online course will provide you with instructional materials. They could

consist of articles (often in pdf format) that you download from a virtual library. You

may also be asked to download presentations, slides, and illustrative graphics. In

addition, you may have instructional materials that consist of video snippets, audio files,

and even full-length movies such as documentaries. In this case, you will often have the

option to stream the content rather than having to download an enormous file.

2. E-Mail: E-mail is a foundational item in all online courses. It is a great tool for asking

questions, keeping in touch, and receiving materials, updates, reminders, and even

assessments. Some online courses use e-mail as the main way to interact with your

instructor and peers.

3. Discussion Boards: The discussion board is another pillar in the online learning

structure. It is a great way to respond to questions and to share documents and links. It is

also a good place to ask questions and to clear up ambiguities.

4. Social Networking: Many online courses now incorporate social networking in order to

enhance collaboration and learner interaction. In many learning management systems,

social networking is built into units via embedded html scripts. Social networking

programs that are often incorporated include blogs, wikis, Facebook, Orkut, Bebo,

Twitter, Flickr, Youtube, Youstream, and more.

5. Wikis and Collaborative Documents: Collaborative documents allow students to edit

each other’s work and to collaborate. You will enjoy seeing how people contribute, and

also feel excited about logging in and adding your thoughts and ideas. A "wiki" is a

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place that allows you to build a definition or a series of explanations – much in the way

that Wikipedia works. You can add text as well as graphics.

6. E-Portfolios: Some online courses utilize special software that makes it easy for you to

create an online portfolio. E-Portfolios demonstrate your skills and your knowledge of a

special topic. They are often assigned as a capstone project in which students combine

text, images, presentations, video, audio, links, and a discussion space.

7. DVD/CD-ROM: Some courses provide textbooks that come bundled with DVDs for

video and media content. These can be real life-savers where there is slow, limited, or

expensive Internet connectivity. They are great ways to let students review the materials

offline, and then budget their online time effectively (Joseph, 2014).

There are some inherent disadvantages to the asynchronous learning environment

but each one has a remedy which blunts the impact that they can impose on the success

of this teaching model. Despite the disadvantages there are enormous benefits to

asynchronous learning that make it an optimal choice in many situations (Ballou, 2009).

The advantages are as follows:

1. It gives students time to read the material and form a response

2. Students are not subjected to be online at specific day or time

3. Students can respond to comments posted on their time

4. Accommodate students from anywhere in the world and in any time zone

5. Student can post at time convenient to them.

Disadvantages of Asynchronous learning:

1. A feeling of being disconnected

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2. Loss of motivation and or interest

3. Loss of learning and retention of material

4. When instructor doesn’t intervene to help motivate students:

� All lead to failure of students’ success in the class

� Students can become negative against the learning process and the instructor.

� A Student can begin to see the course as burden or obstacle instead of a gainful

learning experience.

� Students can then become negative in the main forum as a result, impacting other

students.

There are benefits and drawbacks to both designs. Some students like synchronous

courses because they need to feel involved, in real-time, with the class experience. It is

rewarding to ask a question or offer a comment, and to receive instant feedback. For some

people, real-time communication allows for more fruitful discussions. For others, asynchronous

courses provide a better way to learn. Many students need more time to form their thoughts or

consider all the sides of an issue before offering an opinion. In a synchronous classroom, these

students might get overshadowed by faster typists and spontaneous thinkers. Whatever your

preference, you can find an online college that offers your ideal course design. Most online

courses operate asynchronously. But if you like the synchronous format, you can look for a

program that offers more traditional class meeting times. You will also find that many courses

incorporate elements from both formats. Both the asynchronous and synchronous methods rely

heavily on self-motivation, self-discipline, and the ability to communicate in writing effectively

(Ballou, 2009).

37

Regardless of the tool or set of tools that you use, be sure your communication plan is

clear to your students. Online communication does have rules, just like face-to-face

communication. Set guidelines as well as expectations, and use only those tools that you have

evaluated and which clearly enhance your teaching and student learning.

Academic Achievement

It is hardly surprising that there seems to be a lack of consensus among researchers

regarding the similarities and differences among the constructs: academic performance,

academic achievement and learning outcomes. Hence, the confusion created in the use of these

terminologies when carrying out or conducting research studies. One of the major conceptual

problems of these measurement constructs, that is, academic performance, academic

achievement and learning outcome, in educational research is that on one hand they mean

different things to some researchers and to others they mean the same thing. To those who view

them as the same, they can be used inter-changeably. Thus, the difference gave rise to a variety

of schools of thought regarding their use in research studies including educational studies. The

use of any of these terminologies will affect the expectations of the studies. However, in looking

at these expectations, there seems to be no agreement and uniformity in the terminology being

used and the terms “performances", "academic achievement" and "outcomes" are commonly

used differently by researchers and sometimes used interchangeably. For instance one may find

academic performance and achievement being used interchangeably in the same research work.

Often their use has frequently created confusion among research experts and students alike. It is

on this basis that effort is made to consider what the three terminologies "academic

performance', academic achievement" and "learning outcomes", are all about, clarify their

38

relationship along the way they are used with reference to research studies. Researchers have

confusedly used these terms and this is not restricted to any particular group. This is due to the

fact that literature has not provided a definite clarification on the difference existing among the

terms. For instance, Richard (2000) and Tony (2000) used the three terms: academic

performance, achievement and outcomes interchangeably in their studies. However, Mark and

Ainley (1999) were careful in the use of the terms. They distinguished among academic

performance, achievement and outcomes in their words. In fact, academic achievement and

labour market outcome were clearly differentiated. They observed that achieving well in school

had significant influence on employment and learning outcome for young people many years

after leaving school. What this suggests is that academic achievement improves or brings about

outcome.

Performance is defined as the observable or measurable behaviour of a person, an animal

in a particular situation usually experimental situation (Simpson and Weiner. 1989). This means

that performance measures the aspect of behaviour that can be observed at a specific period. To

determine performance, a performance test is conducted. In relation to educational research,

academic performance of a student can be regarded as the observable and measurable behaviour

of a student in a particular situation. For example, the academic performance of a student in

Computer studies includes observable and measurable behaviour of a student at any point in

time during a course. Academic performance of students consists of scores obtained from

teacher-made test, first term examination, mid-semester test, and so on.

Learning outcome measures the general statement which provides for both academic

performance/achievement and attitude. Learning outcome also provides for measurement of

39

specific actions designed to achieve some future behaviour. However, learning outcome is more

of curriculum content than measurement.

The definition of academic achievement, however, varies among educators,

policymakers and other educational stakeholders. Achievement is defined as measurable

behaviour in a standardized series of tests (Simpson and Weiner. 1989). Achievement test is

usually constructed and standardized to measure proficiency in school subjects. In most cases,

according to them, "accomplishment" is sometimes used in place of "achievement". According

to Bruce and Neville (1979) educational achievement is measured by standardized achievement

test developed for school subjects. What this means is that academic achievement is measured in

relation to what is attained at the end of a course, since it is the accomplishment of medium or

long term objective of education. What is important is that the test should be a standardized test

to meet national norm. For a test to be standardized, it must be valid for over a period of time.

Simpson and Weiner, (1989) contended that achievement test intends to measure systematic

education and training in school occupation towards a conventionally accepted pattern of skills

or knowledge. Several subjects may be combined into an achievement battery for measuring

general school proficiency either in point score or achievement age and perhaps achievement

quotient. In order to evaluate students' academic achievement, there should be an assessment of

how well he accomplishes the programme's goals; a summary of his cumulative academic

programme performance up to the point of graduation. For instance, students' academic

achievement includes their accomplishment at SSCE, JSCE, among others. It is also observed

that people often refer to school academic achievement as students' graduation rate probably that

is why it is rare to see school academic performance in relation to national education norms.

40

Lawrence (1998) distinguished achievement from performance when he stated that

academic is a long-term (end) while academic performance is measurable at any point in time

(continual). In other words, achievement can be measured as stagnating, falling or improving

over a long period. He further classified activities that occur in performance as academic

performance index. For instance, students’ performance based on reading, selection of one or

more schools within each district, among others. According to him, satisfactory academic

achievement award is given to recipient who maintains satisfactory academic performance and

progress towards, the attainment of a degree or certificate in line with the United States

Department of Education regulations This is to suggest that academic achievement is

cumulative and progressive It means that academic achievement cannot be attained within a

short period or at a slot.

Academic achievement is the outcome of education — the extent to which a student,

teacher or institution has achieved their educational goals. It is commonly measured by

examinations or continuous assessment but there is no general agreement on how i8t is best

tested or which aspects are most important — procedural knowledge such as skills or

declarative knowledge such as facts (Annie, Stoker, and Murray-Ward, 1996).

Academic achievement is important because it prepares students for future careers. It

also allows students to enter competitive fields. Academic achievement is often a sign of a

refined intellect, which can help students in all areas of their lives. Graduating from high school

allows students to earn far more, and many employers only hire those who graduated. As a

result, academic achievement helps students avoid poverty. College education provides even

more benefits, and employers are increasingly looking for employees with college degrees even

in unrelated fields.

41

Academic achievement also allows students to enter competitive fields. Those who wish

to enter the medical field need a thorough educational background in biology, and engineering

certification requires adequate educational credentials. Those looking to enter academia need

strong academic achievements. Academic achievement also helps shape the minds of students.

Knowledge about history helps people interpret news events while mathematical knowledge

helps people learn about mortgages and car loans. Critical thinking also helps people interpret

the world around them, and colleges place an emphasis on teaching students how to work

through problems. While the lessons learned in class give students specific skills, the process by

which they learn this material and the original ideas they are asked to consider have an effect on

many aspects of their lives as well.

Students academic gain and learning performance is affected by numerous factor

including gender, age, teaching faculty, students schooling, father/guardian social economic

status, residential area of students, medium of instructions in schools, tuition trend, daily study

hour and accommodation as hostelries or day scholar. Many researchers conducted detailed

studies about the factors contributing student performance at different study levels. Graetz

(1995) suggested “A student educational success contingent heavily on social status of student’s

parents/ guardians in the society. Considine and Zappala (2002) noticed the same that parent’s

income or social status positively affects the student test score in examination. According to

Minnesota (2007) “the higher education performance is depending upon the academic

performance of graduate students.

Durden and Ellis quoted Staffolani and Bratti, (2002) observed that “the measurement

of students previous educational outcomes are the most important indicators of students future

42

achievement, this refers that as the higher previous appearance, better the student’s academic

performance in future endeavours. Lot of studies have been conducted in the area of students’

achievement and these studies identify and analyze the number of factors that affect the

academic performance of the student at school, college and even at university level. Their

finding identify students’ effort, previous schooling, parent’s educational background, family

income, self motivation of students, age of student, learning preferences and entry qualification

of students as important factors that have effect on student’s academic performance in different

setting. Individual differences in academic performance have been linked to differences in

intelligence and personality (Sophie, Sophie, Benedict, and Tomas, 2011). Students with higher

mental ability as demonstrated by IQ tests and those who are higher in conscientiousness (linked

to effort and achievement motivation) tend to achieve highly in academic settings. A recent

meta-analysis suggested that mental curiosity (as measured by typical intellectual engagement)

has an important influence on academic achievement in addition to intelligence and

conscientiousness (Sophie et al, 2011).

Skill Acquisition

A skill can be defined as an act or task such as typing, drawing, or in instance of sport,

catching, throwing, and running. Skill is very important in the life of every citizen. The reason

why many technicians earns more than some university graduates is because the technicians

acquired more skills than the theories the graduates were fed with when they were in

universities. Skill acquisition is the ability to be trained on a particular task or function and

become expert in it. Skill acquisition is a gradual developmental process that requires our

cognitive (thinking) processes to work with our physical abilities to learn how to perform

43

movements that we were previously unfamiliar with. Skill learning is a continuous and dynamic

process. When the learner acquires a skill certain changes can be seen in their performance as

they move through stages of learning from a beginner through to a skilled performer. These

changes can be analysed in three stages, as developed by Paul Fitts and Michael Posner in 1967.

These stages are known as cognitive, associative and autonomous stages of skill acquisition.

The importance of skill acquisition includes self employment, diverse job opportunities,

employment generation, effective function, and crime reduction.

44

Fig. 1 Conceptual Framework Schema

Source of the Schema: The Researcher (2015)

STUDENTS’ACADEMIC

ACHIEVEMENT IN WORD

PROCESSING

SYNCHRONOUS

MODE

ASYNCHRONOUS

MODE

EFFECTS OF TEACHING

MODES

E - LEARNING

GENDER DIFFERENCES IN WORD

PROCESSING ACHIEVEMENT AND

SKILL ACQUISITION

STUDENTS’SKILL

ACQUISITION IN WORD

PROCESSING

WORD PROCESSING

SECONDARY SCHOOL

COMPUTER STUDIES

45

From the schema above, secondary school is a level of education in which computer

studies is one of the subjects offered by the students. Word processing is one of the first topics

in computer studies which equip the learners with necessary skills that will enable them to

survive in this technology driven age. Word processing can be taught through e –learning.

There are two basic e – learning modes which can be used in teaching. They are synchronous

and asynchronous modes. This study tends to find the effects of the two e- learning modes on

students’ achievement scores and skill acquisition, and gender differences.

Theoretical Framework

The following theories are discussed

Constructivist theory of learning

The constructivist learning theory is propounded by Bruner in 1961. This theory is based

on the assumption that knowledge is constructed by learners as they attempt to make sense of

their experiences. Learners therefore are not empty vessels waiting to be filled, but rather active

organisms seeking meaning. This means that student are not a blank slate and knowledge

cannot be imparted without the child making sense of it according to his or her current

conceptions. Therefore children learn best when they are allowed to construct a personal

understanding based on experiencing things and reflecting on those experiences.

According to the theory of constructivism, student responsibility is greater, as the learner

discovers how new knowledge connect with prior knowledge. The learner continuously asks

questions and guides their learning process. Students learn that there is not just one way to solve

problems, but multiple ways to finding answers.

46

One of the primary goals constructivist theories of teaching is that students learn through

giving them the training to take initiative for their own learning experiences. Examples of

constructivist activities, in the constructivist classroom, students work primarily in groups and

learning and knowledge are interactive and dynamic. There is a great focus and emphasis on

social and communication skills, as well as collaboration and exchange of ideas. This is contrary

to the traditional classroom in which students work primarily alone, learning is achieved

through repetition, and the subjects are strictly adhered to and are guided by a textbook. The

role of teachers is very important within the constructivism learning theory. Instead of giving a

lecture the teachers in this theory function as facilitators whose role is to aid the student when it

comes to their own understanding. This takes away focus from the teacher and lecture and puts

it upon the student and their learning. The resources and lesson plans that must be initiated for

this learning theory take a very different approach toward traditional learning as well. Instead of

telling, the teacher must begin asking. Instead of answering questions that only align with their

curriculum, the facilitator in this case must make it so that the student comes to the conclusions

on their own instead of being told. Also, teachers are continually in conversation with the

students, creating the learning experience that is open to new directions depending upon the

needs of the student as the learning progresses. Teachers following Piaget's theory of

constructivism must challenge the student by making them effective critical thinkers and not

being merely a "teacher" but also a mentor, a consultant, and a coach.

Instead of having the students relying on someone else's information and accepting it as

truth, the constructivism learning theory supports that students should be exposed to data,

primary sources, and the ability to interact with other students so that they can learn from the

incorporation of their experiences. The constructivism learning theory will allow students to, at

47

an early age or a late age, develop the skills and confidence to analyze the world around them,

create solutions or support for developing issues, and then justify their words and actions, while

encouraging those around them to do the same and respecting the differences in opinions for the

contributions that they can make to the whole of the situation. Classroom applications of

constructivism support the philosophy of learning which build a students' and teachers'

understanding. This theory applies to the present study, because constructivist teaching method

allows students to actively be involved in learning processes and just as e - learning stimulates

participation of the students due to the electronic media used in learning.

Flow Theory

This theory, developed by Mihaly (1990), seeks to describe a state in which intrinsic motivation

occurs. Mihaly coined the term "flow" to explain the optimal experiences that occur when a

learner is in a mental state of complete engagement with an activity. Creating flow experiences

in eLearning is beneficial to promote a sense of control, satisfaction and fulfillment. True

"flow" requires a dynamic process in which online learners meet individual challenges while

learning new skills. As more skills are mastered the challenges must become more difficult to

keep motivation levels high. To use the flow theory when improving motivation in eLearning

courses make sure to:

• State clear objectives: Clear and focused goals are essential to the learner's

understanding and ensure clarity in objectives, tasks, and understanding.

• Provide consistency: Consistent formatting and a “look and feel” that feels cohesive all

throughout allows learners to quickly understand the course format, assignments, and

requirements.

48

• Address appropriate skill levels: Clearly state upfront the prerequisite knowledge for the

course and ensure that skills and materials match the typical skill level of students.

• Reduce distractions: Reducing distractions allows your students to focus on essential

understanding and eliminates confusion and anxiety.

The flow theory relates to the present study as the same steps are needed in order to

improve motivation in learners. For example to use the flow theory in improving motivation

in learners while learning any course, the objectives of the study must be clearly stated, it

has to address appropriate skills levels and also reduce distractions which is the same

requirement in achieving students’ motivation in the present study.

Path-Goal Theory

The path-goal theory, developed by Robert House (1996), asserts that a learner's performance

and motivation is directly influenced by the behaviour of the instructor or leader. Online

instructors and course developers must implement meaningful tasks, provide support, and utilize

behaviours that match the learner’s needs and expectations. Essentially, if a learner thinks he

can succeed in a course then he will be more motivated to perform.

Utilizing the Path-Goal theory in e-Learning requires instructors to encourage learners to meet

specific goals. You must provide incremental information to guide learning. There are four

essential behaviours related to the Path-Goal theory:

• Directive: The course provides clear instructions, sets norms, and establishes measurable

learning objectives. Letting learners know what to expect is key.

49

• Supportive: The course provides different levels of support from instructors, it is

approachable and user-friendly.

• Participative: Design a course so that there are different types of interactions (instructor

to student, student to student and student to content).

• Achievement-oriented: It challenges learners to do their best and provides confidence

that learners can achieve end goals.

The path- Goal theory is related to the present study as its states that the work of a

teacher is to facilitate learning by providing necessary support while the learner will be

motivated to perform in order to succeed in their learning. In the same way, in the present

study for the students to succeed in their learning, the teacher has to play his role well by

providing the necessary support by making sure that the course should be directive,

supportive, participative, and achievement oriented while the learner has to be motivated to

learn in order to succeed.

Related Empirical Studies

Quite a number of empirical studies related to this study have been identified. Abdi

(2014) carried out a study on the effect of inquiry-based learning method on students’ academic

achievement in science course. This research was a quasi-experimental study with non-

equivalent groups, which includes pre and post-test design with the control group. A total of 40

fifth grade students from two different classes were involved in the study. They were selected

through purposive sampling technique. Since the classes were formed at the beginning of the

semester by school administration, it was not possible to assign students randomly to both

experimental and control groups. But the classes were randomly assigned as control and

50

experimental group. The group which was assigned as experimental group was instructed

through inquiry-based learning method whereas the other group was traditionally instructed.

This experimental study lasted eight weeks. To determine the effectiveness of inquiry-based

learning method over traditional instruction, an achievement test about sciences which consisted

of 30 items was administered as pre-test and post-test to students both in the experimental and

control groups. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The

results showed that students who were instructed through inquiry-based learning were achieved

higher score than the ones which were instructed through the traditional method. This study is

related to the present study in that it is an experimental study while the present study is also

experimental. This study differ from the present study as it dealt with the effects of inquiry

based learning method on student’s achievement alone while the present study deals with the

effects of e – learning modes on students’ achievement and skill acquisition.

Sneineh (2008) conducted a study on the Effect of the Brainstorming Teaching Method

on Faculty of Education Sciences (FES) Students' Achievement and their Critical Thinking in

the Geography Course. The population of the study consisted of 131 male and female Class

Teacher sophomore students, distributed among five classes. Two classes were randomly

selected to form two cluster groups; an experimental group and a control group. The

experimental group consisted of 25 male and female students while the control group consisted

of 28 male and female students. An achievement multiple choice tests designed by the

researcher mainly for the purpose of conducting the study was administered. The said test

consisted of 40 items. The validity and reliability of the test was checked. Furthermore, the

researcher used the California Critical Thinking Test (version 2000) which consisted of (34)

items distributed among five skills. The equivalence of the two groups was tested by applying

51

the achievement pre-test and the California Critical Thinking Test (CCTT). Results of the

achievement post test, the California Critical Thinking Post Test and the whole test for the

analytical , inductive and evaluation skills revealed that there were statistically significant

differences at (α≤0.05) in favour of the experimental group which were taught using the

brainstorming teaching method. However, the results revealed that there were statistically no

significant differences between the two groups with respect to the deductive and reasoning

skills. This study is related to the present study since it has focused on the achievement level of

students, though they differ in some respects. While the present study is on the effects of

synchronous and asynchronous modes on students’ achievement and skill acquisition on word

processing in secondary schools in Enugu State, Sneineh’s study is on Faculty of Education

Sciences (FES) Students' Achievement and their Critical Thinking in the Geography Course .

Plante and Beattie (2004) carried out a research on connectivity and ICT integration in

Canadian elementary and secondary schools. The Information and Communications

Technologies in Schools Survey( ICTSS) targeted all of Canada’s 15,500 elementary and

secondary schools, asking principals to provide information on ICT infrastructure and access to

computers and computer applications for the 2003-2004 school year. Of the schools targeted,

47% responded to the survey. The ICTSS found that over 99% of all elementary and secondary

schools in Canada had computers during the 2003-2004 school year. More than one million

computers were available to students and teachers and slightly more than 90% were connected

to the Internet. This extensive availability of computers offers students not only access to a wide

range of information on the Internet, but also the potential to use information and

communications technology (ICT) as a learning tool. However, based on data from the ICTSS,

it appears that there has been limited success in the use of computers to enhance learning in the

52

classroom. The study also reveals that the majority of school principals (76%) reported that

more than 75% of teachers possessed the required technical skills to use computers for

administrative purposes - preparing report cards, taking attendance and recording grades.

However, fewer than half of school principals felt that the majority of teachers had the

necessary skills to integrate computers into their lesson plans or to engage their students in the

use of computers to enhance learning. The result of the study shows that availability of

computer equipment does not necessarily mean that students and teachers make effective use of

it, that it is easily accessible or that it is of good quality. There was no real difference across

elementary and secondary school teachers with respect to the percentages able to use computers

for administrative purposes. However, a smaller proportion of principals of secondary schools

39% felt that 75% or more of the teachers possessed the required technical skills to foster

students’ effective use of computers, compared to 49% of principals of elementary schools. This

may partly reflect the fact that computer applications tend to be more advanced at the secondary

school level. This study is related to the present study as it deals with ICT integration in

secondary school. This study differs from the present study in that it was carried out in both

elementary and secondary schools while the present study was carried out only in secondary

schools.

Drowns (1993) carried out a research on Word Processor as an Instructional Tool: A

Meta-Analysis of Word Processing in Writing Instruction. The research reveals that word

processing in writing instruction may provide lasting educational benefits to users because it

encourages a fluid conceptualization of text and frees the writer from mechanical concerns. This

meta-analysis reviews 32 studies that compared two groups of students receiving identical

writing instruction but allowed only one group to use word processing for writing assignments.

53

Word processing groups, especially weaker writers, improved the quality of their writing. Word

processing students wrote longer documents but did not have more positive attitudes toward

writing. More effective uses of word processing as an instructional tool might include adapting

instruction to software strengths and adding meta cognitive prompts to the writing program.

This study relates to the present study as it dealt with word processing which is the main focus

of the present study. And it differ from the present study as it focused on word processor as an

instructional tools while the present study seek to find the best way of imparting word

procession skills in students.

Owston, Murphy, Wideman (1992) carried out a research on The Effects of Word

Processing on Students’ Writing Quality and Revision Strategies, Research in the Teaching of

English. The study examines the influence of word processing on the writing quality and

revision strategies of eighth-grade students who were experienced computer users. Students

were asked to compose two expository papers on similar topics, one paper using the computer

and the other by and, in a counterbalanced repeated measures research design. When students

were writing on the computer, "electronic videos” were taken of a sub-sample of students using

an unobtrusive screen-recording software utility that provided running accounts of all actions

taken on the computer. Papers written on computer were rated significantly higher by trained

raters on all four dimensions of a holistic/analytic writing assessment scale. Analysis of

the screen recording data revealed that students were more apt to make micro structural rather

than macro structural changes to their work and that they continuously revised at all stages of

their writing (although most revision took place at the initial drafting stage). While the reason

for the higher ratings of the computer-written papers was not entirely clear, student experience

in writing with computers and the facilitative environment provided by the computer graphical

54

interface were considered to be mediating factors. This study is related to the present study as it

dealt with word processing and it also dealt with a way of improving students ’academic

performance, which is main reason for the present study. This study differ from the present

study as it examines the influence of word processing on the writing quality and revision

strategies of students while the present study tends to find the best way of imparting word

processing skills in students.

Ozoagu (2007) carried out a study on the Effect of Recorded Videotaped Instructional

strategy on the Academic Achievement of Electrical technology students of Enugu State

technical Colleges. The study was a quasi non – equivalent control group design. The students

were divided into two instructional groups. The students in the treatment group used recorded

videotaped instructional techniques and students in the control group used traditional

instructional method, in the presentation and delivery of instructional materials. The population

of the participants comprised 180 SS2 students in Government Technical College in Enugu

State, who offer Electrical Technology as a subject. Students’ understanding of some basic

electrical concepts was assessed using a validated Electrical Technology Achievement Test

(ETAT). The instrument was administered to the subjects during the normal period for Basic

electricity in the school timetable. Mean, standard deviation analysis of covariance were used to

analyse the data that was collected. The findings of the study showed that recorded videotaped

instructional strategy played a significant role in the students’ academic achievement in

Electrical technology as it was found more effective than the traditional format. This study is

related to the present study since it has dealt with one aspect of asynchronous method (recorded

videotaped). The study differs from the present study because it dealt with one aspect of e –

learning modes while the present study dealt with the two e – learning modes.

55

Summary of Literature Reviewed

In the course of this study, various related literature have been reviewed. The literature

reviewed showed that teaching is a process of getting a learner to become really educated and to

be educated in modern conception.

The method a teacher employs has the potential of promoting or hindering teaching,

sharpening mental activities, encouraging curiosity, initiative and self reliance. Methods are

teacher’s styles, manners or ways of presenting information, knowledge, and values.

Word processing is one of the first topics in computer studies in secondary schools that

equip the learners with the necessary skills that will help them to fit into this technology driven

age. There are basically two methods of teaching word processing. They are manual and

automated methods. Manual method involves the use of text book or teaching manuals. It is the

traditional way of teaching which most teachers are using. Automated method involves the use

of computer system in teaching and learning. One of the forms of automated method is e-

learning. E – learning is the use of electronic media and information and communication

technologies (ICT) in education. There are two basic methodologies used in e – learning. They

are synchronous and asynchronous learning. There are many tools that can be used in both

modes, but regardless of the tools or set of tools that you use, be sure that communication plan

is clear to the students. It is better to use only those tools that have been evaluated and that can

clearly enhance teaching and learning.

The objective of this research is to find out the effects of synchronous and asynchronous

e – learning modes that can be used in teaching word processing in secondary schools, aiming at

equipping the learner with the necessary word processing skills that will enable them to fit into

56

the technology driven age we are in. Lastly, empirical studies on word processing within and

outside the country were discussed, and the researcher found out that most of the empirical

studies reviewed like The Effect of Word Processing on Students’ Writing Quality and Revision

Strategies, Research in the teaching of English by Owston, Murphy, Wideman (1992); the study

carried out by Drowns (1993) on Word Processor as an Instructional Tool: A Meta – Analysis of

Word Processing in Writing Instruction and the study on Connectivity and ICT integration in

Canada Elementary and Secondary schools by Plante and Beattie (2004) dealt with how word

processing will be used to enhanced teaching and learning where none was carried out to see

how word processing skill can be enhanced in order to help the students get the necessary word

processing skills that will enable them to make maximum use of word processing packages in

solving problems especially in this technology driven age, that is the gap this work seeks to fill.

The study will attempt to provide a tenet of synchronous and asynchronous modes of teaching

word processing which had not been provided. This is a serious gap to be filled by this study in

Enugu State.

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CHAPTER THREE

METHODOLOGY

This chapter presents the procedure to be adopted in carrying out the study. It includes

design of the study, area of the study, population for the study, sample and sampling technique,

instrument for data collection, validation of the instrument, reliability of the instrument, method

of data collection and method of data analysis.

Design of the study

The study adopted a quasi – experimental design. Specifically, the pre- test, post- test,

non equivalent and non randomized grouping involving two groups were used. According to

Donald, Lucy, Asghar and Chris (2006), quasi- experimental design are similar to randomized

experimental designs in that they involve manipulation of an independent variable but differ in

that subjects are not randomly assigned in the former. Gall, Gall and Borg (2007) added that

quasi experimental design can be used when it is not possible for the researcher to randomly

select the subjects and assign them to treatment groups without disrupting the academic

programmes of the schools involved in the study. This design is considered suitable for this

study because intact classes (non randomized groups) would be assigned to experimental groups

to determine the comparative effects of synchronous and asynchronous e-learning on students’

achievement and skill acquisition in word processing studies. The design is graphically shown

below:

Experimental group 1: O1 X1 O2

Experimental group 2: O1 X2 O2

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58

Where;

X1 = Experimental treatment one (synchronous mode)

X2 = Experimental treatment two (asynchronous mode)

O1 = Pre- test

O2 = Post -test.

Area of the study

This study was conducted in secondary schools in Nsukka Local Government Area of Enugu

State. Nsukka is a town and Local Government Area in South-East Nigeria in Enugu State.

Other towns that share common border with Nsukka, are Edem Ani, Ibagwa Ani, Opi, Orba and

Ede-Oballa, Obimo, Enugu Ezike, Obollo-Afor (formerly centre of the palm oil trade), Nimbo,

Adani and Uzo Uwani. As of 2007 Nsukka Cultural Zone had an estimated population of

1,377,001. Nsukka Town is known as the site of the University of Nigeria, the first indigenous

Nigerian University, founded by Dr. Nnamdi Azikiwe, the first President of Nigeria. Currently

the town has a number of Federal Parastatals in the University such as NABDA, CBSS, and the

Energy Research Centre. Nsukka LGA has an area of 1,810 km² and a population of 309,633 at

the 2006 census. The Local Government Headquarters is located in the hilly and green sites

which Nsukka is known for close to colonial quarters of the pre-Independence years. The postal

code of the area is 410001. Nsukka is home to members of the Igbo ethnic group. Nsukka has

some of the most recognized educational institutions in south-eastern Nigeria.

The choice of this area was as a result of the researcher’s observation as a teacher in one

of the secondary schools in the area on the inability of the students in the area to check their

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result online especially, the result of the Junior Secondary School Examination (JSSE). Also,

this local government has many schools that are equipped with facilities and equipment required

to conduct the study. The focus of this study was on JSS1 students, the reason for this selection

is because word processing is a foundational topic in JSS1.

Population for the Study

The population for the study consisted of 2,949 JSS1 students in 2015/2016 academic

session from the 16 secondary schools that offer computer studies out of the 29 secondary

schools in Nsukka Local Government Area of Enugu State. The distribution of the population is

as shown in appendix A (page 101)

Sample and Sampling Technique

The sample size for this study is 70 students. This comprises of two intact classes from the

two selected schools.

The study adopted multistage sampling technique. At the first stage purposive sampling

technique was used to select six schools that have computer facilities needed to carry out this

study. The second stage involved random sampling technique which was used to select two

schools that were used for the study. The secondary schools are Model Secondary School

Nsukka and Community Secondary School Isienu Nsukka.

At the third stage, one class was randomly selected from each school; this is to allow the

researcher get a manageable sample size, in order to get the required information as the study

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deals with skills acquisition. The distribution of the sample population is shown in appendix B

page 102.

Instrument for data collection

Two instruments were developed by the researcher for this study. They are: Word

Processing Achievement Test (WPAT) and Word Processing Skill Acquisition Test (WPSAT)

(Appendix C,D and E, pages 103, 107, 111). Word Processing Achievement Test was

reshuffled randomly to produce post test that was administered to the students after teaching,

that is, Pre test and Post test items were same in content but different in organization. The

question items in the Word Processing Achievement Test consisted of 40 multiple choice items

having four alternative options. Every correct answer had 2.5 points while an incorrect answer

had no point. The selection of the test items entail choosing items on the following sub topics on

word processing that were covered in the study: definition of word processing, uses of word

processor, examples of word processor, loading and existing word processing, creating, saving

and retrieving of files. The items covered knowledge, comprehension and application levels of

Bloom’s (1971) taxonomy of educational objectives. The relative weights of emphasis on the

test items were shown in the table of specification. See (Appendix F, page 112)

Five item questions were developed for Skill Acquisition Test (WPSAT). Students were

rated according to their level of performance in the rating scale developed by the researcher

(Appendix I, page 117). Rating scales, according to Okoro (2002), are measuring instruments

that assign numbers or descriptive words to process and products to indicate how good they are

considered to be.

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Validation of the Instrument

The instruments for the collection of data have been subjected to face and content

validation. The instruments were validated by three experts from the department of Vocational

Teacher Education University of Nigeria, Nsukka. They were requested to vet the items for

clarity, wording, relevance, ambiguity and content coverage. The comments, corrections and

suggestions on each of the instruments by those who validated them were incorporated into the

final draft of the instrument.

Reliability of the Instrument

The instruments for data collection were pilot tested on a trial group of intact class of 30

JSS2 students in St Andrew’ s Anglican Secondary School Ibagwa Aka, Igbo – Eze South Local

Government Area of Enugu State. The school was used because it does not form part of the

study but uses the same computer studies curriculum. These subjects will not be involved in the

main study, but they had studied the unit course on which the questions were based. Kuder

Richardson 21 (K-R21) formula and Kendall’s W Test were used to determine the reliability of

the instruments. The choice for this approach is because K- R 21 is mostly applicable to

multiple choice tests. K- R 21 was used to establish the stability of the achievement test items in

which a reliability coefficient of 0.95 was obtained (See Appendix M, page 147). Kendall’s W

Test was used to establish the internal consistency of the Skill Acquisition test and a reliability

coefficient of 0.94 was obtained (See Appendix N , page 148).

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Control of Extraneous Variables

The researcher made an attempt to control the following variables:

(a) Teacher Variable: Teachers possess different standards which include knowledge of

the content and methodology. As a measure to control this variable in the study, the

researcher organized a day training programme for the teachers who were involved in

the study before the commencement of the experiment. Lesson plans (appendix J & K,

pages 119, 133) which were prepared by the researcher were made available to the

research assistants. This would reduce teachers’ effect on lesson preparation and

presentation. The researcher ensured that the period for the experiment was followed by

the research assistants and that they did not deviate from the instruments specification

and instruction. The entire tests were under the custody of the researcher until when

required.

(b) Subject Effect: This is a situation when the subject (in this case the students) is

.aware that they are in experimental research. In order to avoid experimental bias, the

teachers were advised not to divulge the information that the tests are just for research

purposes.

(c) Pre – test Sensitization: Since the same instruments were used for both pre - test, and

post- test, it would be easy for the students to get familiar with the instruments and hence

bringing error into the study. To control this pre test sensitization, the researcher:

I. Withdrew the entire instrument from the students and the classroom teachers

after the pre testing.

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II. Re shuffled the numbers of pre - test items of the instruments before using them

as post- tests.

(d) History and Maturation Variable: The longer the period of time between the pre

and post measurements on the subjects, the greater the history threat becomes (Donald,

Lucy, Asghar and Chris 2006). In order to control the history threat, which is the

additional knowledge outside the treatment that may take place within the treatment

period, only two weeks were assigned by the researcher for the treatment. The researcher

also ensured that the period interval from the pre- test, treatment and post -test were

within the same term.

(e) Environmental Factor: Since environment includes physical, social and emotional

climate of the school, effort was made to eliminate extraneous environmental factors. To

ensure that the students were not emotionally disturbed, the timing was structured to

agree with the period in the time – table period allocation in computer studies.

(f) Initial Group Differences: As a result of the difficulty in randomizing students

in school situation, intact classes were used.

Experimental Procedure

The study was conducted during the school lesson period. It followed the class’ time

table for JSS1. The regular school computer studies teachers were used in the study. The study

involved two groups of students. They are the experimental group 1 and experimental group 2.

Community Secondary School Isienu was used for experimental group 1 while Model

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Secondary School was used for experimental group 2; the population for the experimental group

1 was 36 students (11boys and 25 girls) and that of experimental group 2 was 34 students (22

girls and 12 boys). In all, a total of 70 JSS1 students were involved in the study. The

experimental group 1 were those who were taught using synchronous e learning mode and the

experimental group 2 were taught using asynchronous e learning mode.

Pre- tests in Word processing Achievement Test and Word processing Skill Acquisition

Test, were administered to both groups before the commencement of the lessons. During the

lessons, the experimental group 1 used synchronous e learning lesson plan (appendix J, page

119) to learn. They received the lesson in a virtual classroom situation where computer system

and a multimedia projector were used as the learning resources. While the experimental group 2

used asynchronous e learning lesson plan (appendix K, page 133) and video tapes (DVD, VCD

and computer system as the learning resources. The researcher took into consideration; the age,

class of students, the 45minutes duration, the specific objectives from the module and their

relation to the lesson topics; in preparing the lesson plans.

The regular computer studies teachers who were involved in the experiment were trained

by the researcher on how to teach the selected topics using synchronous and asynchronous e-

learning modes. This was done before the pre tests. The students were taught for a period of 45

minutes, two periods in a week for two weeks. A total of four lesson periods were involved

which covered definition of word processing, uses of word processor, examples of word

processor, loading and exiting word processor, creating, saving, and retrieving files. At the end

of the lessons, post test was administered to both groups. The data collected from the pre - test

and post - test were analysed. The analysis was to determine if there are significant differences

in the cognitive achievement and skill acquisition of the two groups of students.

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Method of Data Collection

The teachers subjected the students in both groups to pre – testing before treatment. In

the pre- test the Word processing Achievement Test (WPAT) and Word processing Skill

Acquisition Test (WPSAT) were administered on the students. The question paper (Appendix C,

page 103) was given to the students to choose the correct answers for WPAT. While, the

teachers used the WPSAT rating scale (Appendix I, page 117) to rate the students when

performing specific tasks/skills. The researcher marked the WPAT to obtain the student’s scores

on achievement before the treatment.

At the end of the experiment, post- test on WPAT and WPSAT were also administered

by the teachers that taught each of the two groups. The question paper (Appendix D, page 107)

was given to the students to choose the correct answers for WPAT. The researcher marked the

scripts to obtain the students’ scores on achievement after the treatment. While, the teachers

used the WPSAT rating scale (Appendix I, page 117) to rate the students when performing

specific tasks/skills after the treatment. The scores collected from the two groups were analyzed

to answer the research questions and test the hypotheses.

Method of Data Analysis

Data collected from the administration of the pre- test and post – test were analyzed

using mean (X) and standard deviation (SD). The mean gain of each of the treatment groups was

computed to determine the effect of synchronous and asynchronous e-learning modes on

students’ achievement and skill acquisition in word processing studies. The null hypotheses

formulated to guide the study were tested at 0.05 level of significance using Analysis of

Covariance (ANCOVA)

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ANCOVA is a statistical technique which enables a researcher to adjust the post – test

mean scores on the dependent variable for each group to compensate for the initial differences

between the groups on the pre – test measures (Ary, Jacob& Razavich, 2000). Accordingly, Ary

et al, (2000) explained that how much the post – test mean scores must be adjusted depends on

how large the difference between the pre – test mean is and the degree of relationship between

the covariate and the dependent variable. Since students in their intact classes were used for the

study, ANCOVA was considered appropriate for analyzing the differences between the main

effects of the treatment on the dependent variable which is achievement.

For the hypothesis, any item whose significant value is less than 0.05 was regarded as

having significant difference and therefore the hypothesis will be rejected while any item whose

significant value is greater than or equal to 0.05 was regarded as having no significant

difference. Therefore, the hypothesis of no significant difference will be upheld.

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CHAPTER FOUR

PRESENTATION AND ANALYSIS OF DATA

This chapter presents the results of data analysis for the study. The presentation was

organized according to the research questions and null hypothesis that guided the study.

Research Question One

What is the effect of synchronous and asynchronous e – learning modes on student’s

achievement in word processing?

The data for answering research question one is presented in Table 1.

Table 1: Pre – test and Post - test achievement mean scores of students exposed to

synchronous and asynchronous e – learning modes in Word processing.

Pre – test Post –test Pre/Post- test

Groups N X SD X SD Gain Scores

Synchronous Mode 36 47.00 10.20 60.70 13.14 13.70

Asynchronous Mode 34 40.81 11.46 66.62 9. 55 25.81

The result presented in Table 1 shows that JSS1 students taught word processing with

synchronous e – learning mode had pre – test achievement mean score of 47.00, post – test

mean score of 60.70 and mean achievement gain score of 13.70. On the other hand, students

taught word processing with asynchronous e – learning mode had pre – test achievement mean

score of 40.81, post – test achievement mean score of 66.62 making their achievement mean

gain to be 25.81. This result indicates that teaching word processing using synchronous and

asynchronous e – learning modes appreciably increased academic achievement of the JSS1

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students in word processing. Although, student taught with asynchronous e – learning mode had

higher achievement than the group taught with synchronous e – learning mode.

Research Question Two

What is the effect of synchronous and asynchronous e – learning modes on students’

skill acquisition in word processing?

The data for answering research question two are presented in Table 2.

Table 2: Pre – test and Post – test skill acquisition mean scores of students exposed to

synchronous and synchronous e – learning modes in Word processing.

Pre- test Post – test Pre/Post test

Group N X SD X SD Gain Scores

Synchronous Mode 36 29.72 10.28 55.00 9.71 25.28

Asynchronous Mode 34 30.59 13.01 53.53 9.58 22.94

Data presented in Table 2 revealed that JSS1 students taught word processing with

synchronous e – learning mode had pre – test skill acquisition mean score of 29.72, post – test

mean score of 55.00 making their skill acquisition mean gain score to be 25.28. On the other

hand, students taught word processing using asynchronous e – learning mode had pre – test skill

acquisition score of 30.59, post – test skill acquisition mean score of 53.53 and skill acquisition

mean gain score of 22.94. This result shows that teaching word processing using synchronous

and asynchronous e – learning modes considerably increased skill acquisition of the JSS1

students in word processing. Even though, students taught with synchronous e – learning mode

had slightly higher skill acquisition than the group taught with asynchronous e – learning mode.

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Research Question Three

What is the influence of gender on the achievement of students taught word processing

using synchronous and asynchronous e – learning modes?

The data for answering research question three are presented in Table 3.

Table 3: Pre- test and Post – test achievement mean scores of male and female students

exposed to synchronous and asynchronous e – learning mode in Word Processing.

Group Gender N Pre – test Post – test Gain Scores

X SD X SD

Synchronous Males 11 46.36 6.83 57.50 11.99 11.14

Female 25 48.00 11.46 62.10 13.61 14.10

Asynchronous Male 12 43.96 13.96 63.96 9.50 20.00

Female 22 39.09 9.78 68.07 9.48 28.98

The result presented in Table 3 shows the influence of gender on the academic

achievement of JSS1 students taught word processing using asynchronous e – learning mode.

The result reveals that male students taught word processing using synchronous e – learning

mode had pre- test achievement mean score of 46.36, post – test achievement mean score of

57.50 and achievement means gain of 11.14. Female students taught word processing with

synchronous e –learning mode had pre – test achievement mean score of 48.00, post – test

achievement mean score of 62.10 and achievement mean gain of 14.10.

On the other hand, male students taught word processing with asynchronous e – learning

mode had pre – test achievement mean score of 43.96 and 63.96 in the post – test making their

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achievement means gain to be 20.00. The female students taught word processing with

asynchronous e – learning mode had pre- test achievement means score of 39.09, post – test

achievement mean score of 68.07 and achievement means gain of 28.98. This result indicated

that gender of the students have slight influence on their achievement in relation to the treatment

of synchronous and asynchronous e – learning mode.

Research Question four

What is the influence of gender on skill acquisition of students taught word processing

using synchronous and asynchronous e – learning modes?

The data for answering research question four are presented in Table 4.

Table 4: Pre- test and Post – test skill acquisition mean scores of male and female

students exposed to asynchronous e – learning mode in Word Processing.

Group Gender N Pre – test Post – test Gain Scores

X SD X SD

Synchronous Males 11 29.72 10.28 53.18 12.10 23.46

Females 25 30.00 9.62 54.40 8.82 24.40

Asynchronous Male 12 27.92 9.64 52.08 9.40 24.16

Female 22 32.05 14.53 54.32 9.80 22.27

The result presented in Table 4 shows the influence of gender on the academic

achievement of JSS1 students taught word processing using asynchronous e – learning mode.

The result reveals that male students taught word processing using synchronous e – learning

mode had skill acquisition mean score of 29.72, post – test skill acquisition mean score of

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53.18 and skill acquisition mean gain of 23.46. Female students taught word processing with

synchronous e – learning mode had pre- test achievement mean score of 30.00, post – test

achievement mean score of 54.40 and mean skill acquisition gain of 24.40.

On the other hand, male students taught word processing using asynchronous e –

learning mode had skill acquisition mean scores of 27.92, post – test skill acquisition mean

score of 52.08 and skill acquisition mean gain of 24.16. Female students taught word processing

with synchronous e – learning mode had pre- test achievement mean score of 32.05, post – test

achievement mean score of 54.32 and skill acquisition mean gain of 22.27. This result indicated

that gender of the students have slight influence on their skill acquisition in relation to the

treatment of synchronous and asynchronous e – learning modes

Testing of Hypotheses

Null Hypothesis 1

There is no significant difference in the achievement mean scores of students taught word

processing using synchronous and those taught using asynchronous e – learning modes.

The data obtained in testing this hypothesis is shown in Table 5.

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Table 5: Analysis of Covariance (ANCOVA) for test of significance in the achievement

mean scores of students taught Word processing using synchronous and

asynchronous e – learning modes.

The result presented in Table 5 showed that the F- cal is 3.678 and p- value (significant

value) is 0.59 which is greater than 0.05 level of significance. This indicates that there was

no significant difference in the mean achievement scores of students taught word processing

based on the treatments (synchronous and asynchronous modes) given. Therefore, the null

hypothesis of no significant difference in the mean achievement scores of students taught

word processing with synchronous e – learning mode and those taught with asynchronous e –

learning modes was upheld.

Null Hypothesis 2

There is no significant difference in the achievement mean scores of students taught word

processing using synchronous and those taught using asynchronous e – learning modes based on

gender.

The data obtained in testing this hypothesis is shown in Table 6.

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 634.253a 2 317.127 2.352 .103

Intercept 16781.299 1 16781.299 124.438 .000

PreTestAchiv 20.779 1 20.779 .154 .696

Group 496.037 1 496.037 3.678 .059

Error 9035.390 67 134.857

Total 292562.500 70

Corrected Total 9669.643 69

a. R Squared = .066 (Adjusted R Squared = .038)

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Table 6: Analysis of Covariance (ANCOVA) for test of significance in the

Achievement mean scores of male and female students taught Word processing

using synchronous and asynchronous e – learning Modes.

Table 6 shows that for the effect of gender on skill acquisition, F- cal is .083 and the

significant value is .774 which is greater than .05 level of significance. This indicates that there

was no significant difference in the achievement mean scores of male and female students in the

word processing test. Therefore, the null hypothesis of no significant difference in the

achievement mean scores of male and female students taught word processing using

synchronous and those taught with asynchronous e – learning modes was upheld.

Null Hypothesis 3

There is no significant interaction effect of treatments (synchronous and asynchronous e –

learning modes) given to students by gender with respect to their achievement mean scores in

word processing.

The data obtained in testing this hypothesis is shown in Table 7.

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 624.661a 2 312.331 2.314 .107

Intercept 19919.430 1 19919.430 147.552 .000

PreTestAchivGender 11.186 1 11.186 .083 .774

Group 615.731 1 615.731 4.561 .036

Error 9044.982 67 135.000

Total 292562.500 70

Corrected Total 9669.643 69

a. R Squared = .065 (Adjusted R Squared = .037)

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Table 7: Analysis of Covariance (ANCOVA) for test of significance in the achievement

mean scores of students in Word Processing and interaction effects of the

treatments and gender of the students.

The result presented in Table 7 showed that for the interaction effects,( Group *

Gender), the F- cal is 0.21 and the significant value is 0.884 which is greater than 0.05 level of

significance. This indicates that there was no significant interaction effect between the

treatments (synchronous and asynchronous e – learning modes) given to students and their

gender with respect to word processing achievement mean scores.

Null Hypothesis 4

There is no significant difference in the skill acquisition mean scores of students taught

word processing using synchronous and those taught using asynchronous e – learning modes.

The data obtained in testing this hypothesis is shown in Table 8.

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 927.898a 4 231.975 1.725 .155

Intercept 9393.457 1 9393.457 69.846 .000

PreTestAchivGender 21.632 1 21.632 .161 .690

Group 524.986 1 524.986 3.904 .052

Gender 295.274 1 295.274 2.196 .143

Group * Gender 2.873 1 2.873 .021 .884

Error 8741.745 65 134.488

Total 292562.500 70

Corrected Total 9669.643 69

a. R Squared = .096 (Adjusted R Squared = .040)

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Table 8: Analysis of Covariance (ANCOVA) for test of significance in the skill acquisition

mean scores of students taught Word processing using synchronous and

asynchronous e – learning modes.

T

The result presented in Table 8 showed that treatment as main factor had no significant

effect on students’ skill acquisition in word processing test. The F- cal value is .545 and p- value

(significant value) of .463 which is greater than .05 level of significance indicating that there

was no significant difference in the skill acquisition mean scores of students taught word

processing based on the treatments (synchronous and asynchronous modes) given. Therefore,

the null hypothesis of no significant difference in the skill acquisition mean scores of students

taught word processing with synchronous e – learning mode and those taught with asynchronous

e – learning modes was upheld.

Source Type III Sum of Squares

Df Mean Square F Sig.

Corrected Model 470.499 2 235.249 2.674 .076

Intercept 20320.649 1 20320.649 231.003 .000

PreTestSkillAcq 432.684 1 432.684 4.919 .030

Group 47.973 1 47.973 .545 .463

Error 5893.787 67 87.967

Total 212650.000 70

Corrected Total 6364.286 69

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Null Hypothesis 5

There is no significant difference in the skill acquisition mean scores of students taught

word processing using synchronous and those taught using asynchronous e – learning modes

based on gender.

The data obtained in testing this hypothesis is shown in Table 9.

Table 9: Analysis of Covariance (ANCOVA) for test of significance in the skill acquisition

mean scores of male and female students taught Word processing using

synchronous and asynchronous e – learning modes.

Table 9 shows that the effect of gender on skill acquisition, the F- cal value was 2.802

and significant value is .099 which is greater than .05 level of significance. This indicates that

there is no significant difference in the skill acquisition mean scores of male and female students

in the word processing test. Therefore, the null hypothesis of no significant difference in the

skill acquisition mean scores of male and female students taught word processing using

synchronous and those taught with asynchronous e – learning modes was upheld.

Source Type III Sum of Squares

Df Mean Square F Sig.

Corrected Model 298.072 2 149.036 1.655 .199

Intercept 21030.912 1 21030.912 233.533 .000

PreTestSkillAcqGender 252.316 1 252.316 2.802 .099

Group 47.014 1 47.014 .522 .472

Error 6033.714 67 90.055

Total 212075.000 70

Corrected Total 6331.786 69

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Null Hypothesis 6

There is no significant interaction effect of treatments (synchronous and asynchronous e –

learning modes) given to students by gender with respect to their skill acquisition mean scores

in word processing.

The data obtained in testing this hypothesis is shown in Table 10.

Table 10: Analysis of Covariance (ANCOVA) for test of significance in the skill

acquisition mean scores of students in Word Processing and interaction effects

of the treatments and gender of the students.

Tests of Between-Subjects Effects

Dependent Variable: Post Test Gender Skill Acquisition Test

Source Type III Sum of Squares

Df Mean Square F Sig.

Corrected Model 358.352 4 89.588 .975 .427

Intercept 20844.788 1 20844.788 226.823 .000

PreTestSkillAcqGender 228.937 1 228.937 2.491 .119

Group 30.315 1 30.315 .330 .568

Gender 57.683 1 57.683 .628 .431

Group * Gender 2.727 1 2.727 .030 .864

Error 5973.434 65 91.899

Total 212075.000 70

Corrected Total 6331.786 69

The result presented in Table 10 showed that for the interaction effects, (Group *

Gender), the F- cal is .030 and significant value is .864 which is greater than .05 level of

significance. This indicates that there was no significant interaction effect between the

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treatments (synchronous and asynchronous e – learning modes) given to students and their

gender with respect to word processing achievement mean scores.

Findings of the Study

The following findings emerged from this study based on the data collected and

analyzed to answer the research questions and testing the hypotheses.

1. The two e – learning modes, that is synchronous and asynchronous e- learning modes

significantly increased academic achievement of the JSS1 students in word processing

achievement test. Although, the achievement mean score of students exposed to

asynchronous e – learning mode was slightly greater than that of synchronous e –

learning mode.

2. The treatments (synchronous and asynchronous e – learning mode) significantly

increased the skill acquisition of the JSS1 students in Word Processing Skill Acquisition

Test. Although, the skill acquisition mean score of students exposed to asynchronous e –

learning mode was slightly greater than that of asynchronous e – learning mode.

3. Gender of the students did not have much effect on the student’ achievement in word

processing achievement test in relation to the treatments (Synchronous and

Asynchronous e- learning modes) given.

4. Gender of the students did not have much effect on the students’ skill acquisition in

word processing skill acquisition test in relation to the treatments (Synchronous and

Asynchronous modes) given.

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5. There was no significant difference in the achievement mean scores of students taught

word processing using synchronous e - learning and those taught using asynchronous e

learning modes.

6. There was no significant difference in the achievement mean scores of male and female

students taught word processing with synchronous e- learning mode and those taught

with asynchronous e – learning mode based on gender.

7. There was no significant interaction effects of treatments (Synchronous and

Asynchronous e- learning modes) given to students and their gender with respect to their

achievement mean scores in word processing achievement test..

8. There was no significant difference in the skill acquisition mean scores of students

taught word processing with synchronous e– learning mode and those taught with

asynchronous e- learning mode.

9. There was no significant difference in the mean skill acquisition scores of students

taught word processing with synchronous e – learning mode and those taught with

asynchronous e- learning mode based on gender.

10. There was no significant interaction effects of treatments (Synchronous and

Asynchronous e- learning modes) given to students and their gender with respect to their

skill acquisition mean scores in word processing.

Discussion of Findings

Providing enabling environment for the learner is the ultimate goal of any instructional

activity in both formal and informal education. In this manner, teachers bring the learner in a

close contact with the curriculum content using appropriate methods and materials. There are

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innovations in the Nigeria educational sector which indicate some level of information and

communication technology (ICT) application in the secondary schools. Education has gone out

of classroom through the introduction of computer into education. Due to the introduction of e-

learning in education, educationist are seeking for instructional method that would result to the

acquisition of the necessary skills that will help the students cub challenges which the ICT has

imposed on them as some of them lack the necessary information and communication

technology skills to survive in this technology driven age. This approach accounts for the need

to use new instructional method like automated method which e – learning is an aspect of it.

Findings on effects of synchronous and asynchronous e – learning modes on students’

achievement and skill acquisition in word processing in secondary school are hereby presented

and discussed.

The data presented in Table 1, provided answer to research question one. The findings

revealed that students taught word processing with asynchronous e – learning mode had a higher

mean scores than those taught with synchronous in the achievement test. The finding is in line

with the findings of Ozoagu (2007) in his study on the Effect of Recorded Videotaped

Instructional Strategy on the Achievement of Electrical Technology Students of Enugu State

Technical Colleges found out that recorded videotaped instructional strategy (an aspect of

asynchronous e- learning mode) played a significant role in the students’ academic achievement

in electrical technology.

The data presented in Table 2 provided answer to research question two. The findings

revealed that students taught word processing using synchronous e – learning mode had a

slightly higher skill acquisition than the group taught with asynchronous e – learning mode. The

finding indicates that synchronous e – learning mode is more effective than asynchronous e –

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learning mode in improving students’ skill acquisition in word processing. The finding

disagreed with the findings of Abdi (2014) on the effects of inquiry – based learning method on

students’ achievement in Science course. The author found out those students who were in

instructed inquiry – based learning achieved higher scores than the ones which were instructed

through traditional method.

The data presented in Table 3 answer the research question three. The result showed that

female students taught word processing using synchronous e – learning mode had higher mean

score than the male students. Also female taught word processing using asynchronous e –

learning mode had higher mean score that the male students. Thus, there is an influence of

gender on the achievement of students taught word processing in favour of girls. The finding

disagreed with the research finding of Riding, Grimley, Dahraei and Banner (2003) on gender

difference in achievement scores. Their findings revealed measurably different in favour of boys

in achievement in Mathematics and Science related subjects.

The data presented in Table 4 answer the research question four. The result showed that

female students taught word processing using synchronous e – learning mode had higher mean

score than male in the skill acquisition test; and male students taught word processing with

asynchronous e – learning had higher mean scores than female students in the skill acquisition

test. Thus, indicating that gender of the students have slight influence on their skill acquisition

in relation to the treatments (synchronous and asynchronous e – learning modes) given. The

findings are in line with a wealth of research on the disparities that exist between the

performance of male and female when taught vocational and technical education Howden

(1998).

82

On the hypothesis, data on null hypothesis one presented in Table 5, showed that the

calculated F – value was3.678 with significance valu of F 0.59 and confidence value of . 05.

The finding confirmed that there was no significant difference in the achievement mean scores

of students taught word processing with synchronous e – learning mode and those taught with

asynchronous e –learning mode.

Furthermore, data on hypothesis two, presented on Table 6 showed that the calculated F

value for gender was 0.083, significant value .774 and confidence value .05. This finding did

not confirm with the research studies conducted on gender differences in achievements found

that boys have better performance than girls especially in vocational areas that require

manipulative skills (Dyankov, 1996).

Data on hypothesis three, presented in Table 7, showed that the calculated F- value was

.02, significant value of 0.884 and confidence level of .05, there was no significant interactive

effect of treatments given to students and their gender with respect to their achievement mean

scores in word processing. The result indicates that the effectiveness of the treatments given to

students do not depend on the level of gender. Hence, there was no differential effect of

treatment over level of gender, which implies that, the treatments (synchronous and

asynchronous e – learning modes) improve students’ achievement in word processing regardless

of gender level. This finding disagreed with the finding of Becker and Maunsaiyat (2004) where

the trends of gender differences were found to be stable and consistent.

In addition, data on hypothesis four presented in Table 8, showed that the calculated F –

value was 0.545 while significance value of 0.463 which is higher than 0.05. This indicates that

there was no significant different in the skill acquisition mean scores of students taught word

83

processing with synchronous e – learning mode and those taught with asynchronous e –

learning mode was upheld.

Data on hypothesis five presented in Table 9, showed that the F calculated value for

gender was 0.522 with a significant value of 0.472 which is higher than 0.05. Hence, the null

hypothesis of no significance difference in the skill acquisition mean scores of students taught

word processing with synchronous e – learning mode and those taught with asynchronous e –

learning mode based on gender was upheld. The finding of this study on no significant different

in the mean skill acquisition of male and female students disagreed with the findings of

Onabanjo (2000) who conducted a study with senior secondary school students in problem –

solving activity and found that male students excel over female both in achievement and the

acquisition of problem solving skills.

Similarly, data on hypothesis six presented in Table 10, on the interaction effects of

treatments given to students and their gender with respect to their skill acquisition mean score in

word processing, showed that the calculated F value was 0.030 and significant value of 0.864 at

confidence level of 0.05, there was no significant interaction effect of treatments given to

students taught word processing and their gender with respect to their skill acquisition mean

score in word processing. The implication of this finding is that the effectiveness of treatments

on students’ skill acquisition does not depend on level of gender.

84

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter presents the restatement of the problem, summary of the procedure used for

the study, major findings of the study, implications of the study, conclusion based on the

findings, recommendations and suggestions for the study.

Re – statement of the Problem

Word processing is an aspect of information processing. It is the use of computer to

create, edit, and print document. Word processing package is one of the most popularly used

packages in a computer system. It is one of the first and basic skill acquisition package taught in

computer studies in secondary schools.

E – learning was introduced to enable students acquire necessary skills at their own pace,

in a low stress environment and within a more flexible time frame. E –learning activities is of

two forms namely: synchronous and asynchronous learning. Synchronous learning refers to a

learning environment in which everyone takes part at the same time. Synchronous events take

place in real time. Communication between two or more people requires them to both be present

at a given time. Asynchronous learning is a student – centred teaching method that uses online

learning resources to facilitate information sharing outside the constraints of time and place

among a network of people.

There are innovations in the Nigerian educational sector which indicate some level of ICT

application in the secondary schools. This is imposing some challenges on our secondary school

students as they lack the necessary ICT skills, for instance the new law that 2015 JAMB

examination will only be computer based test and that students will be checking their result on-

line. The researcher as a teacher in secondary school, observed that some of the scratch cards

84

85

meant to be used to check the 2014 Junior School Certification Examination (JSCE) result were

dumped in the school, while some students who collected their own went home seeking for

people that will help them check their results; this is due to the fact that the students are not

equipped with the necessary skills that will enable them to check the result online on their own.

Since word processing provides the necessary skills for someone to be computer literate and

also the first skill acquisition package in computer studies in secondary schools effort should be

made to enhance the impartation of these skills in order to help students overcome this problem

facing them. Thus this study was carried out to determine the effect of synchronous and

asynchronous e-learning modes on students’ achievement and skill acquisition in word

processing in secondary schools in Nsukka Local Government Area of Enugu State. To achieve

this objective, the study specifically investigated the effect of:

1. Synchronous and asynchronous e- learning modes on students’ achievement in word

processing.

2. Synchronous and asynchronous e- learning modes on students’ skill acquisition in word

processing.

3. Gender on the achievement of students taught word processing using synchronous e-

learning modes and those taught with asynchronous e - learning.

4. Gender on students’ skill acquisition in word processing when taught with synchronous e-

learning modes and those taught with asynchronous e - learning.

Summary of the Procedure Used

The study adopted a quasi – experimental research design. This study was carried out in

Nsukka Local Government Area of Enugu State. The population for the study comprised 2,949

86

JSS1 students in 2015/2016 academic session from the 16 secondary schools that offer computer

studies in Nsukka Local Government of Enugu State. The study adopted multistage sampling

technique. At the first stage purposive sampling technique was used to select six schools that

have computer facilities needed to carry out this study. The second stage involved random

sampling technique which was used to select two schools that were used for the study. The

secondary schools are Model Secondary School Nsukka and Community Secondary School

Isienu Nsukka. At the third stage, one class was randomly selected from each school; this was

to allow the researcher get a manageable sample size, in order to get the required information as

the study dealt with skills acquisition. The sample size for this study was 70 JSS1 students

made up of two intact classes from the two selected schools.

Two sets of instruments were used for data collection. These include: 40 – items

multiple choice Word Processing Achievement Test (WPAT) and five items Word Processing

Skill Acquisition Test (WPSAT). The instruments were subjected to face and content validation

by three experts. The synchronous and asynchronous e – learning modes lesson plans were also

validated by the three experts. The experts were requested to check the item for clarity, wording,

relevance, ambiguity content coverage and make suggestions. Their comments and suggestions

were utilized to improve the instruments. The reliability of the Word Processing Achievement

Test (WPAT) and Word Processing Skill Acquisition Test (WPSAT) were determined by

administering them to an intact class of 30 JSS 2 students in a secondary school outside the

study population. The data collected with the WPAT was analyzed using Kuder Richardson 21

(K-R 21) formula in which a coefficient of 0.95 was obtained, while data collected with the

WPSAT was analyzed using Kendall's W Test formula in which a coefficient of 0.94 was

obtained.

87

The study was conducted during the normal school lesson period after the permission to

conduct the study has been obtained from the school principals of the secondary schools

involved in the study. Prior to the commencement of the experiment, all the students were

subjected to a pre – test in order to obtain the pre – test scores for the study. The pre – test was

administered to both treatment groups before the commencement of the experiment. The two

schools involved in the study were randomly assigned to treatment group one (Community

Secondary School Isienu Nsukka) and treatment group two (Model Secondary School Nsukka).

Group one was taught with synchronous e – learning mode while group two was taught with

asynchronous e – learning mode. After the administration of the pre- test, the regular computer

studies teacher in the various schools commenced the experiment in both groups. The guiding

principle was a day training which the teachers received during the pre- experimental

conference which was conducted for them by the researcher. The training was carried out by

following a planned training procedure (see Appendix L, page 117). During the training, the

researcher discussed with them what was required of them during the experiment. The

experiment was done during the normal school hour using the school time table for the classes.

The duration for the experiment was two weeks. Each group met twice a week for a period of 45

minutes (a period). At the end of the experiment, the teacher administered the post – test to the

students in the two groups. The pre- test and post – test questions were the same in content for

both groups but the pre – test were rearranged to produced the post – test. The answer scripts of

Word Processing Achievement Test were marked using the marking scheme prepared by the

researcher (see Appendix G,H pages 113, 115) while the rating scale prepared by the researcher

(see Appendix I, page 117) was used to rate the students as they were performing the Word

Processing Skill Acquisition Test to obtain the students’ scores on achievement and skill

88

acquisition. The data collected from the pre – test, post – test on the instruments (Achievement

test and Skill Acquisition test), were kept separately for the two groups. These were used in

answering the research questions and also testing the hypotheses for the study.

Major Findings of the Study

Based on the data collected and analyzed, the study found that:

1. The two e – learning modes, that is synchronous and asynchronous e- learning modes

significantly increased academic achievement of the JSS1 students in word processing

achievement test. Although, the achievement mean score of students exposed to

asynchronous e – learning mode was slightly greater than that of synchronous e –

learning mode.

2. The treatments (synchronous and asynchronous e – learning mode) significantly

increased the skill acquisition of the JSS1 students in Word Processing Skill Acquisition

Test. Although, the skill acquisition mean score of students exposed to asynchronous e –

learning mode was slightly greater than that of asynchronous e – learning mode.

3. Gender of the students did not have much effect on the student’ achievement in word

processing achievement test in relation to the treatments (Synchronous and

Asynchronous e- learning modes) given.

4. Gender of the students did not have much effect on the students’ skill acquisition in

word processing skill acquisition test in relation to the treatments (Synchronous and

Asynchronous modes) given.

89

5. There was no significant difference in the achievement mean scores of students taught

word processing using synchronous e - learning and those taught using asynchronous e-

learning modes.

6. There was no significant difference in the achievement mean scores of male and female

students taught word processing with synchronous e- learning mode and those taught

with asynchronous e – learning mode based on gender.

7. There was no significant interaction effects of treatments (Synchronous and

Asynchronous e- learning modes) given to students and their gender with respect to their

achievement mean scores in word processing achievement test..

8. There was no significant difference in the skill acquisition mean scores of students

taught word processing with synchronous e– learning mode and those taught with

asynchronous e- learning mode.

9. There was no significant difference in the mean skill acquisition scores of students

taught word processing with synchronous e – learning mode and those taught with

asynchronous e- learning mode based on gender.

10. There was no significant interaction effects of treatments (Synchronous and

Asynchronous e- learning modes) given to students and their gender with respect to their

skill acquisition mean scores in word processing.

Implication of the Study

The findings of this study have implications for the students, teachers, school

administration, curriculum planners and other researchers.

90

The findings of this study revealed that both e – learning modes (synchronous and

asynchronous e – learning modes) significantly increased academic achievement and skill

acquisition of the students in word processing. Hence, the findings of this study will be applied

in teaching the students who are at the receiving end of quality teaching with modern interactive

teaching methods. The use of interactive and students- centred teaching methods will improve

the word processing skill of the students which will help them to conquer the challenges facing

them and survive in this technology driven age.

The teachers who are the implementers of curriculum could adopt the two e – learning

modes to foster quality teaching and learning among students in secondary schools. The two e –

learning modes most especially asynchronous e – learning mode that is found to be more

slightly effective could be useful in enhancing the effectiveness of the teachers in teaching of

word processing skills.

The findings of the study will provide information to curriculum planners for curriculum

review and update. The findings from this study would be relevant to educational

administrators. It will provide information on the effects of e – learning modes such as

synchronous and asynchronous in instruction delivery. The educational administrators could use

the finding from the study to organize conferences, workshops and seminars to train teachers so

as to improve instructional delivery and bring about greater achievement in teaching and

learning.

By the information provided by this study, researchers carrying out similar studies will

be properly guided and will help to sharpen the focus of their study.

91

Conclusions

The innovations in the Nigerian educational sector which indicate some level of ICT

application in the secondary schools is imposing some challenges on our secondary schools

students as they lack the necessary ICT skills that will help them to conquer the challenges

facing them like checking their results online by themselves.

The traditional method employed in teaching and learning in most of the secondary

schools seem inadequate for equipping the students with the necessary practical skills which

will enable them to cope in this technology driven age. Since word processing provides the

necessary skills for someone to be computer literate and also the first skill acquisition package

in computer studies in secondary schools effort should be made to enhance the impartation of

these skills. It is based on this background that this study was carried out to investigate the

effects of synchronous and asynchronous e – learning modes on students’ achievement and skill

acquisition on word processing in secondary schools in Nsukka Local Government Area of

Enugu State. Based on the data collected and analyzed, the study found that both synchronous

and asynchronous e – learning modes significantly increased students’ achievement and skill

acquisition in word processing irrespective of their gender.

Recommendations

Based on the findings of this study, the following recommendations were made:

1. Since the use of synchronous and asynchronous e – learning modes significantly

enhance academic achievement and skill acquisition of students in word processing;

teachers are encouraged to adopt the use of these modes for instructional delivery.

92

2. Seminar, workshops and conferences should be organised by educational administrators

and ministry of education where teachers will be trained on the use and application of

synchronous and asynchronous e – learning modes for effective teaching and learning in

schools.

3. Instructional materials to facilitate quality teaching and learning with the use of these e –

learning modes should be provided by the government and school administrators.

Suggestions for Further Study

The following are suggested for further research:

1. A similar study should be designed to determine the effects of synchronous and

asynchronous e – learning modes on student achievement and skill acquisition in other

vocational areas.

2. This study should be replicated in other geopolitical zones of the country.

3. The effect of gender was examined in this study. Therefore, studies should be conducted

to investigate the effects of synchronous and asynchronous e – learning modes by

incorporating other variables such as age and location (rural and urban) to establish

whether they significantly influence students’ achievement and skill acquisition in

relation to the use of synchronous and asynchronous e – learning modes.

93

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APPENDIX A

Population distribution of the sixteen schools

S/n Name of Schools No of JSS1 students

1 Queen of the Rosary Secondary School Nsukka 260

2 Urban Girls’Sec. Sch. Nsukka 319

3 Model Sec. Sch. Nsukka 116

4 C. S. S. Edem 100

5 C. S. S. Eha – Ndiagu 78

6 St Teresa’s College Nsukka 450

7 Nsukka High School (Anglican Grammar School) 307

8 C. S. S. Ede – Oballa 222

9 Opi High School Opi 194

10 Lejja high School Lejja 83

11 Urban Boys’Sec. Sch. Nsukka 125

12 C. S. S. Obukpa 165

13 C. S. S. Breme 28

14 Okutu Community Sec. Sch. Okutu 40

15 St Cyprians Girls’Sec. Sch. Nsukka 212

16. C. S. S. Isienu 250

Total = 2,949

Source: 2015/2016 Academic session registers of the schools.

102

APPENDIX B

Population distribution of the two selected schools

S/N Names of Schools Population

1 Community Secondary School Isi – enu,

Boys (11)

Girls (25)

36

2 Model Secondary School, Nsukka

Boys (12)

Girls (22)

34

Total Population 70

Source: 2015/2016 Academic session register of the Schools.

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APPENDIX C

Word Processing Achievement Test (WPAT) for Pre - test

Instruction: Attempt all the questions. Use HB pencil. Circle the alphabet of the correct option

in each question.

Sex: Male or Female

TIME ALLOWED: 40 MINUTES

1. A _______________ helps to create new and attractive documents easily and quickly.

(A) machine (B) word processor (C) typewriter (D) data

2. A word processor helps to perform the task of ____________________ (A) keyboard

(B) system unit (C) word processing (D) program

3. ___________________ is an example of word processor. (A) Icon (B) Typewriter

(C) Microsoft word (D) Paper

4. _________________ allows the computer users to check spelling errors (A) Program

(B) Word processing (C) Pictures (D) Graphics

5. In word processing loading is the process of making a computer program, which has

been stored in the _________________ available for use (A) software (B) hard copy

(C) soft disk (D) hard disk

6. The place where the name of application is displayed is called _________ (A) scroll bar

(B) ruler (C) title bar (D) data bar

7. One example of a menu found on the menu bar is __________________ (A) ruler menu

(B) file menu (C) soft menu (D) button

8. In word processing __________ button is used to enlarge the document you are working

with (A) minimize (B) maximize (C) centre (D) scroll

9. ______________ button is used to terminate an opened programs or documents (A)

Restore (B) Choose (C) End (D)Close

104

10. The graphical representation of windows, menu and other commands is called

_________________ (A) pictures (B) icons (C) button (D) data

11. The computer _______________ controls the pointer on the computer screen (A)

mouse (B) softcopy (C) drive (D)light pen

12. The processing of bringing back saved files from a storage location is called

_____________ (A) saving (B) retrieving (C) printing (D) formatting.

13. Printing is the production of ___________ of processed data (A) softcopy (B) hard copy

(C) file (D) software

14. The _________________ icon is used for making some text look thicker than the rest

of the text (A) U (B) I (C) Z (D) B

15. All of these are examples of word processor except ______________ (A) Microsoft

word (B) word write (C) word pad (D) program

16. In word processing ____________ is used for storing documents (A) Exit (B) Close

(C) Save (D) Print

17. _________________ is used for selecting options (A) Mouse pointer (B) Close button

(C) Exit button (D) None of the above

18. The _____________ option is used for underlining text (A) B (B) I (C) X (D) U

19. Microsoft word documents can be stored in the following devices except __________

(A) hard disk (B) flash disk (C) CD- Rom (D) processor

20. In word processing ___________ button is used to store a document for the first time

(A) Save As (B) bold (C) close (d) edit

21. _______________ allows a computer user to organise the information in a document in

an orderly manner (A) Print (B) Micro (C) Word processing (D) Scroll bar

22. Another example of word processor is ___________________ (A) paint (B) word

perfect (C) menu bar (D) file menu

105

23. Word processing is the use of computer _____________ to create, edit and print

documents (A) software (B) softcopy (C) hard copy (D) none of the above

24. A _______________ is any easier alternative that is used to carry out an objective (A)

long cut (B) short cut (C) window (D) menu

25. ____________ button is used to reduce the window to an icon which is placed at the

bottom of the window (A) Maximize (B) Restore (C) Minimize (D)Close

26. Saving is a process of storing documents with a known ____________ (A) document

(B) menu (C) file name (D) button

27. _________is the process of applying enhancement to a document in order to produce a

perfect document (A) Formatting (B) Restoration (C) Closing (D) Retrieving

28. Formatting that are applied to document includes the following except ____________

(A) bold (B) underline (C) colour (D) closing

29. _________________ allows the computer users to check spelling errors (A) Program

(B) Word processing (C) Pictures (D) Graphics

30. _______________ is an example of word processor. (A) Icon (B) Typewriter (C)

Microsoft word (D) Paper

31. The Microsoft Word 2007 ribbon replaced the old Microsoft Word ________________

(A) menu bar (B) pictures (C) button (D) information

32. In word processing, _________________ is designed to help someone quickly find the

commands needed to complete a task (A) scroll (B) ribbon (C) bar (D) title

33. The ribbon in Microsoft Word 2007 contains _______________ (A) office button (B)

bites (C) Edit menu (D) marker

34 In word processing, ____________ is the place where we type text, insert tables and

pictures or to do other document activities. (A) Scroll bar (B) pointer (C) document area

(D) status bar.

106

35 One of the examples of icons found on the title bar is ____________ (A) save (B) edit

(C)scroll bar (D) menu

36 In word processing _________________ bar is mostly used to set document margin (A)

status (B) ruler (C) button (D) alignment

37 The ____________ bars are used to browse through the document (A) scroll (B) Edit (C)

processor (D) mouse

38 In word processing, _______________ shows the name of document currently in used (A)

mouse (B) title bar (C) ribbon (D) button

39 _____________________ bar displays information about the current state of a document.

(A) Status (B) Icon (C) Pointer (D) Scroll

40 In word processing, _________________ bar is used to scroll to the left or right of a

document (A) horizontal (B) vertical (C) End (D) button.

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APPENDIX D

Word Processing Achievement Test (WPAT) for Post - test

Instruction: Attempt all the questions. Circle the option that best suits your answer for each

question.

Sex: Male or Female

TIME ALLOWED: 40 MINUTES

1. _______________ is an example of word processor. (A) Icon (B) Typewriter (C)

Microsoft word (D) Paper

2. _________________ allows the computer users to check spelling errors (A) Program

(B) Word processing (C) Pictures (D) Graphics

3. Formatting that are applied to document includes the following except ___________

(A) closing (B) underline (C) colour (D) bold

4. In word processing loading is the process of making a computer program, which has been

stored in the _________________ available for use (A) software (B) hard copy (C) soft

disk (D) hard disk

5. One example of a menu found on the menu bar is __________________ (A) ruler menu

(B) file menu (C) soft menu (D) button

6. In word processing __________ button is used to enlarge the document you are working

with (A) minimise (B) maximise (C) centre (D) scroll

7. _____________ button is used to terminate an opened programs or documents (A)

Restore (B) Choose (C) End (D)Close

8. The graphical representation of windows, menu and other commands is called

_________________ (A) pictures (B) icons (C) button (D) data

9. The computer _________________ controls the pointer on the computer screen (A)

mouse (B) softcopy (C) drive (D)light pen

108

10. The processing of bringing back saved files from a storage location is called _________

(A) saving (B) retrieving (C) printing (D) formatting.

11. _______________ allows a computer user to organise the information in a document in

an orderly manner (A) Print (B) Micro (C) Word processing (D) Scroll bar

12. Another example of word processor is ___________________ (A) paint (B) word

perfect (C) menu bar (D) file menu

13. Saving is a process of storing documents with a known ____________ (A) file name (B)

menu (C) document (D) button

14. The _________________ icon is used for making some text look thicker than the rest of

the text (A) U (B) I (C) Z (D) B

15. A _________________ is any easier alternative that is used to carry out an objective (A)

long cut (B) menu (C) window (D) short cut

16. ____________ button is used to reduce the window to an icon which is placed at the

bottom of the window (A) Maximize (B) Restore (C)Close (D)Minimize

17. All of these are examples of word processor except ______________ (A) Microsoft

word (B) word write (C) word pad (D) program

18. In word processing _____________ is used for storing document (A) Exit (B) Close (C)

Save (D) Print

19. A ______________ helps to create new and attractive documents easily and quickly.

(A) machine (B) data (C) typewriter (D) word processor

20. A word processor helps to perform the task of ____________________ (A) keyboard

(B) system unit (C) word processing (D) program

21. _________________ is used for selecting options (A) Mouse pointer (B) Close button

(C) Exit button (D) None of the above

22. The _____________ option is used for underlining text (A) B (B) I (C) X (D) U

109

23. Microsoft word documents can be stored in the following devices except _________ (A)

hard disk (B) flash disk (C) CD- Rom (D) processor

24. In word processing ___________ button is used to store a document for the first time (A)

save (B) bold (C) close (d) edit

25. Word processing is the use of computer _____________ to create, edit and print

documents (A) software (B) softcopy (C) hard copy (D) none of the above

26. The scroll bar to the right of Microsoft word window is called __________________ (A)

right bar (B) vertical scroll bar (C) button bar (D) menu bar

27. The place where the name of application is displayed is called _________________ (A)

scroll bar (B) ruler (C) data bar (D) title bar

28. Printing is the production of ______________ of processed data (A) softcopy (B) hard

copy (C) software (D)file

29. The scroll bar at the bottom edge of the Microsoft word window is called __________

(A) close bar (B) horizontal scroll bar (C) End scroll bar (D) none of the above

30. _________is the process of applying enhancement to a document in order to produce a

perfect document (A) Formatting (B) Restoration (C) Closing (D) Retrieving

31. In word processing, _________________ bar is used to scroll to the left or right of a

document (A) horizontal (B) vertical (C) End (D) button.

32. The Microsoft Word 2007 ribbon replaced the old Microsoft Word ________________

(A) menu bar (B) pictures (C) button (D) information

33. In word processing, ____________ is the place where we type text, insert tables and

pictures or to do other document activities. (A) Scroll bar ( (B) document area (C) status bar

(D) pointer.

34. ______________ bar displays information about the current state of a document.

(A) Scroll (B) Icon (C) Pointer (D) Status

110

35. The ribbon in Microsoft Word 2007 contains _______________ (A) marker (B) bites

(C) Edit menu (D) office button

35. In word processing _________________ bar is mostly used to set document margin (A)

ruler (B) status (C) button (D) alignment

36. The _______________ bars are used to browse through the document (A) processor

(B) Edit (C) scroll (D) mouse

37. In word processing, _________________ is designed to help someone quickly find the

commands needed to complete a task (A) ribbon (B) title (C) bar (D) scroll

39 In word processing, _______________ shows the name of document currently in used

(A) mouse (B) title bar (C) ribbon (D) button

40 One of the examples of icons found on the title bar is ____________ (A) save (B) edit

(C)scroll bar (D) menu

111

APPENDIX E

Word Processing Skill Acquisition Test (WPSAT)

Instructions: Attempt all questions

Materials required: Computer system

Questions

1. Load ms window

2. Type the following and save it in the computer hard disk : (i) the name of your school

(ii) your name (iii) your date of birth.

3. Close the Microsoft word window.

4. Open your saved file.

5. Print the document

112

APPENDIX F

Table of specification for the word processing achievement test (WPAT)

S/N Topic knowl Comp Applica Total

edge rehension tion (100%)

36.7% 30% 33.3%

1. Meaning of word processing 2 1 1 4

2. Examples of word processor 2 2 1 5

3. Uses of word processing 3 2 2 7

4. Basic elements of Microsoft word 3 4 6 13

5. Simple operation in word processing 5 3 3 11

Total 15 12 13 40

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APPENDIX G

Marking Scheme for Word Processing Achievement Test (WPAT) Pre- Test

1. B

2. C

3. C

4. B

5. D

6. C

7. B

8. B

9. D

10. B

11. A

12. B

13. B

14. D

15. D

16. C

17. A

18. D

19. D

114

20. C

21. C

22. B

23. A

24. B

25. C

26. C

27. A

28. D

29. B

30. C

31. A

32. B

33. A

34. C

35. A

36. B

37. A

38. B

39. A

40. A

115

APPENDIX H

Marking Scheme for Word processing Achievement Test (WPAT) Post – Test

1. C

2. B

3. A

4. D

5. B

6. B

7. D

8. B

9. A

10. B

11. C

12. B

13. A

14. B

15. D

16. D

17. D

18. C

19. D

116

20. C

21. B

22. D

23. D

24. C

25. B

26. B

27. D

28. B

29. B

30. A

31. A

32. B

33. D

34. D

35. D

36. A

37. C

38. A

39. B

40. A

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APPENDIX I

Rating Scale for Word Processing Skill Acquisition Test (WPSAT)

SKILL/TASK TO BE RATTED

(ASSESSED)

EXCELLENT

4

GOOD

3

FAIR

2

POOR

1

1

2

3

Loading Microsoft window

Booting the computer

Click on start button

Click on Microsoft Office word 2007

4

5

6

7

8

9

10

11

Typing and saving the following

Typing the name of the school

Typing the students’ name

Typing the students’ date of birth

Click on office ribbon

Select save as

Choose location

Type the file name

Click on save

12

Closing Microsoft window

Open the office ribbon

118

13

14

Select close

Click on close button

15

16

17

18

19

Opening the saved file

Click on office ribbon

Choose open

Select the file destination

Select the file name

Click on open

20

21

22

23

24

25

Printing the document

Put on the printer

Click on office ribbon

Select print

Select the printer name

Choose the location to print

Click on print

Excellent = 4 Points, Good = 3 Points, Fair = 2 Points, Poor = 1 Point

119

APPENDIX J

SYNCHRONOUS E – LEARNING MODE LESSON PLAN

(EXPERIMENTAL GROUP 1)

LESSON 1 WEEK 1

NAME OF SCHOOL: Community Secondary School Isienu

CLASS: JSS1

DATE:

DURATION: 45 Minutes

TOPIC: Introduction to Word Processing

• Meaning of word processing

• Examples of word processor

• Uses of word processor

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

i. explain the term word processing

ii. list at least three examples of word processor

iii. list at least four uses of word processor.

ENTRY BEHAVIOUR: The students have seen a computer, can list the different parts of

computer and also can boot and shut down a computer system.

TEST ON ENTRY BEHAVIOUR: The teacher asks the students the following questions:

(1) What is computer?

(2) List four parts of computer you know.

120

INSTRUCTIONAL MATERIALS: computer system, and multimedia projector

INSTRUCTIONAL TECHNIQUES: Explanation, Demonstration, Illustration and

Questioning.

INSTRUCTIONAL PROCEDURE:

STEP CONTENT TEACHER’S ACTIVITIES STUDENTS’

ACTIVITIES

1 Meaning of

Word

Processing

The teacher explains the meaning of

Word processing to the students thus:

Word processing is the use of computer

software to create, edit, view, store,

retrieve and print documents like letter,

reports, books etc. It can also be define

as the preparation of documents such as

letters, reports, memos, books or any

type of correspondence on a computer.

The teacher goes further to explain that

a word processor is a program or an

application package that helps to create

neat and attractive documents easily

and quickly. The word processor helps

to perform the task of word processing.

The students listen to the

teacher and ask questions

where they are confused

2 Examples of

word processor

The teacher lists some examples of

word processor to the students thus:

Word Perfect, Microsoft Word, Word

Pad, Word Write and MultiMate. The

The students listen to the

teacher, watch the display

on the projector make their

own display using their

121

teacher displays the above mentioned

packages using a multimedia projector.

She tells the students that they shall be

studying Microsoft Word. The teacher

demonstrates to the students the steps

involves in loading a Microsoft Word

using a multimedia projector as

follows: (1) click on the start button.

(2) select Program (3) move the

mouse pointer to the right to select

Microsoft Word

computer system and ask

questions wherever they

are confused.

3 Use of word

processor

The teacher leads the students to lists

the uses of word processor thus: it

allows for formatting of text, it makes

us enjoy typing since making

corrections has become easier, it allows

you to organise the information in your

document in an orderly manner, it

makes the document created beautiful,

it allows you to check spelling errors,

etc.

The students listen to the

teacher and make their

own contribution.

4 Summary The teacher summaries the lesson. The students copy the

summary note.

5 Class

Evaluation: (1)

What is Word

Processing?

(2)list four

examples of

122

word processor

(3) State three

uses of word

processor (4)

Enumerate

sequentially,

the steps

involve in

loading a Micro

soft Word.

123

LESSON 2 WEEK 1

NAME OF SCHOOL: Community Secondary School Isienu

CLASS: JSS1

DATE:

DURATION: 45 Minutes

TOPIC: Basic elements of Microsoft Word.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

(i) list the basic elements of a Microsoft Word window

(ii) State the uses of the basic elements of a Microsoft Word window

ENTRY BEHAVIOUR: The students have known what word processing is and can load

Microsoft word

TEST ON ENTRY BEHAVIOUR: The teacher asks the students to lists the steps involve in

loading Microsoft Word

INSTRUCTIONAL MATERIALS: computer system and multimedia projector

INSTRUCTIONAL TECHNIQUES: explanation, demonstration, and questioning:

INSTRUCTIONAL PROCEDURE:

STEP CONTENT TEACHER ACTIVITIES STUDENTS’ ACTIVITES

1 Identification of the basic

elements of Microsoft Word

window

The teacher displays

Microsoft Word window

using a projector and shows

the students its basic

elements one after the other

thus: title bar, minimize

The students watch what

the teacher is doing on the

multimedia projector and

display their own.

124

button, maximize button,

close button, scroll bar,

standard tool bar, cursor,

restore button, etc.

2 Uses of the basic elements

of Microsoft Word window

The teacher demonstrates

the uses of the basic

elements of Microsoft Word

window

The student watch the

demonstration on the

projector and practice with

their own computer system

3 Summary: The teacher summaries the

lesson

4 Class Evaluation:

1. List five basic elements

of Microsoft Word windows

and state their uses.

125

LESSON 1 WEEK 2

NAME OF SCHOOL: Community Secondary School Isienu

CLASS: JSS1

DATE:

DURATION: 45 Minutes

TOPIC: Simple operation in word processing

• Creating a new document.

• Saving your document

• Closing/Exiting a document

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

i. create a document.

ii. list the various steps involved in saving a document

iii. close a document

ENTRY BEHAVIOUR: The students can load ms word window and can list at least five basic

elements of ms word window

TEST ON ENTRY BEHAVIOUR: The teacher asks the pupils the following questions :

1. State the steps involved in loading Microsoft Word

2. List six basic elements of Microsoft Word window.

INSTRUCTIONAL MATERIALS: computer system, and multimedia projector

INSTRUCTIONAL TECHNIQUES: Explanation, Demonstration and Questioning

126

INSTRUCTIONAL PROCEDURE:

STEP CONTENT TEACHER’S ACTIVITIVES STUDENTS’

ACTIVITIVES

1 Examples of

simple operation

in word

processing.

The teacher explains to the students that

there are several operations that the

computer user can carry out using a

word processing package like Microsoft

Word. Some of them are creating a new

document, saving a document, opening

a saved document, and printing of

document.

the students listen

to the teacher and

ask questions

where necessary

2 Creating a new

document

The teacher explains to the students that

creating a new document involves using

a word processor like Microsoft word to

create a document that can be saved,

opened and printed.

The teacher goes further to demonstrate

the various steps involved in creating a

new document using a projector thus:

i. Click on office button

ii. Choose New

iii. Select blank document

iv. Click Ok

v. Type your document

The students listen

to the teacher,

watch the

demonstration on

the multimedia

projector and

demonstrate the

various steps

involved in

creating a

document on their

computer system

127

She also explains to the students that a

new document can be created by

pressing CTRL + N keys on the

keyboard

3 Saving a file The teacher explains to the students that

a file is a collection of related record. It

is necessary to save a file. She explains

to the students that when a file is

created, it is saved in a temporary

memory that will disappear any time the

computer is turned off. Saving a file

means transferring it from a temporary

memory to a permanent memory like

hard disk, floppy disk, flash disk, CD

ROM etc. Saving is a process of saving

a file with a known file name. The

teacher demonstrates to the students the

various ways of saving a file using a

projector.

The students listen

to the teacher,

make their own

contribution and

ask questions

where they are

confused. They

watch what the

teacher is doing on

the multimedia

projector and save

their files using

their computer

system

4 Closing/Existing

a document

The teacher explains to the students that

the saved documents need to be closed

so that other documents could be

worked on. The teacher demonstrates

with the students how to close and exist

a word processor

The students listen

to the teacher and

watch the

demonstration on

the multimedia

projector.

They demonstrate

closing and

existing word

128

processor using

their computer

system

5 Summary: The teacher summarizes the lesson and

tell the students to copy the summary

note

6 Class

Evaluation:

The teacher asks the students to:

i. load Microsoft Word

ii . type their names

iv. Save it in the hard disk

v. Close the Microsoft Word

window

129

LESSON 2 WEEK 2

NAME OF SCHOOL: Community Secondary School Isienu

CLASS: JSS1

DATE:

DURATION: 45 minutes

TOPIC: Simple operation in word processing

• Retrieving a saved file

• Formatting a document

• Printing a document

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

i. open a saved file

ii. format document to desired taste

iii. print a document.

ENTRY BEHAVIOUR: The student can load Microsoft Word window, create a file and save

it.

TEST ON ENTRY BEHAVIOUR: The teacher asks the students the following questions:

1. What is a file?

2. What does it mean to save a file?

INSTRUCTIONAL MATERIALS: computer system, and a multimedia projector

INSTRUCTIONAL TECHNIQUES: Explanation, Illustration, Demonstration and

Questioning

130

INSTRUCTIONAL PROCEDURE:

STEP CONTENT TEACHER’S ACTIVITIVES STUDENTS’

ACTIVITIVES

1 Retrieving a file The teacher explains to the students

that retrieving is a process of

bringing back a saved file from a

storage location. It is also referred to

as opening a saved file. The teacher

demonstrates using a projector the

steps involve in retrieving a file, thus:

i. Click on office button

ii. Select Open, a dialogue box

will appear

iii. Click on the location where

the file was saved in the

‘Look in’ box

iv. Choose the file name

v. Click on the Open button

The students listen to the

teacher, ask question

where they are confused,

watch the demonstration

on the multimedia

projector and

demonstrates retrieving a

file using their own

computer system

2 Formatting a

document

The teacher explains to the students

the meaning of formatting thus:

formatting is the process of applying

enhancement to a document in order

to produce a perfect document.

Examples are bold, italic, underline,

font, colour, font size, and font type.

The students pay attention

to the explanation, ask

questions where necessary,

make contribution and

watch the demonstration

on the multimedia

projector

131

The teacher goes on with the

demonstration of the formatting that

is bolding a text, underlining a text,

changing to italic, applying colour to

text, changing the text size and so on.

3 Printing a

document

The teacher explains to the students

that printing is the production of

hardcopy or paper copy of processed

data. The teacher demonstrates with

the students the various steps

involved in printing a document.

Thus:

i. Click on office button

ii. Select Print, and the ‘print’

dialogue box will appear

iii. Select the printer name in the

select printer bar.

iv. Specify the number of copies

you want

v. Specify the page range and

other necessary selections

vi. Click Ok.

The students listen to the

teacher, ask questions

where they are confused

and watch the

demonstration on the

multimedia projector

4 Summary The teacher summarises the lesson

and tells the students to copy the

summary note.

Copy the summary note.

132

5 Class

Evaluation:

i. Open your

saved document

ii. format the

document the

way you like

iii Print the

document

133

APPENDIX K

ASYNCHRONOUS E- LEARNING MODE LESSON PLAN

(EXPERIMENTAL GROUP 2)

LESSON 1 WEEK 1

NAME OF SCHOOL: Model Secondary School, Nsukka

CLASS: JSS1

DATE:

DURATION: 45 Minutes

TOPIC: Introduction to Word processing

• Meaning of word processing

• Examples of word processor

• Uses of word processor

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

iv. explain the term word processing

v. list at least three examples of word processor

vi. list at least four uses of word processor.

ENTRY BEHAVIOUR: The students have seen a computer, can list the different parts of

computer and also can boot and shut down a computer system.

TEST ON ENTRY BEHAVIOUR: The students will answer the following questions:

(3) What is computer?

(4) List four parts of computer you know.

134

INSTRUCTIONAL MATERIALS: computer system, and a DVD or VCD

INSTRUCTIONAL TECHNIQUES: Explanation, Demonstration, Illustration and

Questioning.

INSTRUCTIONAL PROCEDURE:

STEP CONTENT COMPUTER

SIMULATION

STUDENT’S

ACTIVITIES

1 Meaning of word processing: The simulated video

explains thus: Word

processing is the use of

computer software to

create, edit, view, store,

retrieve and print

documents like letter,

reports, books etc. It

can also be define as

the preparation of

documents such as

letters, reports, memos,

books or any type of

correspondence on a

computer. A word

processor is a program

or an application

package that helps to

create neat and

attractive documents

easily and quickly. The

The students listen to

the lesson, pause the

video anywhere they

did not understand

and replay it.

135

word processor helps to

perform the task of

word processing.

2 Examples of word processor The video displays the

examples of word

processor thus: some

examples of word

processor are Word

Perfect, Microsoft

Word, Word Pad, Word

Write and MultiMate.

Microsoft Word 2007

shall be treated in this

lesson. The video

displays the steps

involves in loading a

Microsoft Word as

follows: (1) click on the

start button. (2) select

Program (3) move

the mouse pointer to

the right to select

Microsoft Word

The students watch

the video and pause in

order to go back to

any point they did not

understand and also to

load Microsoft Word

window.

3 Uses of word processor The simulation video

displays the uses of

word processor thus: it

allows for formatting of

text, it makes us enjoy

The students watch

the video and go over

it as many times as

they want in order

comprehend the

136

typing since making

corrections has become

easier, it allows you to

organise the

information in your

document in an orderly

manner, it makes the

document created

beautiful, it allows you

to check spelling errors,

etc.

lesson.

4 Summary: Gives the summary of

the lesson.

The students copy the

summary note

5 Evaluation: Displays the following

questions:

(1) What is Word

Processing? (2)list four

examples of word

processor (3) State

three uses of word

processor

(4) Enumerate

sequentially, the steps

involve in loading a

Microsoft Word.

The students answer

the questions.

137

LESSON 2 WEEK 1

NAME OF SCHOOL: Model Secondary School, Nsukka

CLASS: JSS1

DATE:

DURATION: 45 Minutes

TOPIC: Basic elements of Microsoft Word.

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

(i) list the basic elements of a Microsoft Word window

(ii) State the uses of the basic elements of a Microsoft word window

ENTRY BEHAVIOUR: The students have known what word processing is and can load

Microsoft Word

TEST ON ENTRY BEHAVIOUR: The students will be ask to lists the steps involve in

loading Microsoft Word

INSTRUCTIONAL MATERIALS: computer system, and DVD or VCD

INSTRUCTIONAL TECHNIQUES: Explanation, Demonstration, and Questioning:

INSTRUCTIONAL PROCEDURE:

STEP CONTENT COMPUTER SIMULATION STUDENTS’

ACTIVITIES

1 Identification of basic

elements of Microsoft

Word window

Displays Microsoft Word window

and shows its basic elements one

after the other

Watch the video, and

follow in the lesson

2 Uses of the basic

elements of Microsoft

Demonstrates the uses of the basic

elements of Microsoft Word

Watch the video,

pause the display and

138

Word window window practice on their own.

3 Summary: Summarizes the lesson Copy the summary

note

4 Evaluation: Displays the following questions:

(1) List five basic elements of

Microsoft Word window

and state their uses

139

LESSON 1 WEEK 2

NAME OF SCHOOL: Model Secondary School, Nsukka

CLASS: JSS1

DATE:

DURATION: 45 Minutes

TOPIC: Simple operation in word processing

• Creating a new document.

• Saving your document

• Closing/Exiting a document

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

i. create a document.

ii. list the various steps involve in saving a document

iii. Close/ Exit a document

ENTRY BEHAVIOUR: The students can load Microsoft Word window and can list at least

five basic elements of Microsoft Word window

TEST ON ENTRY BEHAVIOUR: The student will answer the following questions:

1. State the steps involve in loading Microsoft Word

2. List six basic elements of a Microsoft Word window.

INSTRUCTIONAL MATERIALS: computer system, and a DVD or VCD

INSTRUCTIONAL TEHNIQUES: Explanation, Demonstration and Questioning

140

INSTRUCTIONAL PROCEDURE:

STEP CONTENT COMPUTER SIMULATION STUDENTS’

ACTIVITIES

1 Examples of simple

operation in word

processing

Explains that there are several

operations that the computer user can

carry out using a word processing

package like Microsoft Word. Some

of them are creating a new document,

saving a document, opening a saved

document, and printing of document.

Watch the video and

follow in the lesson

2 Creating a new

document

Explains that creating a new

document involves using a word

processor like Microsoft word to

create a document that can be saved,

opened and printed.

Demonstrates the various steps

involved in creating a new document

thus:

i. Click on office button

ii. Choose New

iii. Select blank document

iv. Click Ok

v. Type your document

Also explains to the students that a

new document can be created by

pressing CTRL + N keys on the

Watch the lesson,

pause the video and

create a new

document following

the steps displayed in

the video

141

keyboard.

3 Saving a file Explains that a file is a collection of

related record. It is necessary to save

a file because when a file is created, it

is saved in a temporary memory that

will disappear any time the computer

is turned off. Saving a file means

transferring it from a temporary

memory to a permanent memory like

hard disk, floppy disk, flash disk, CD

ROM etc. Saving is a process of

saving a file with a known file name.

The simulation demonstrates the

various ways of saving a file thus:

(1) Click on office button

(2) Select Save As and the ‘Save

As’ dialogue box appears.

(3) Type the file name in the file

name box.

(4) Select the location where you

want to save into, e.g hard

disk, CD ROM, flash etc.

(5) Click on the save button

Listen to the lesson,

pause the video and

practice saving a file

on their computer

system.

4 Closing/ Exiting a

document

Explains that saved documents need

to be closed so that other documents

could be worked on. The simulated

video demonstrates how to close and

Watch the video,

pause it and

demonstrate the

operation.

142

exist a word processor thus:

Option 1

1. Click on the office button

2. Select the close option

Option 2

1. Move the mouse pointer to the

Close button (x) at the top right

hand corner of the window

2. Click on it.

5 Summary: Summarizes the lesson Copy the summary

note

143

LESSON 2 WEEK 2

NAME OF SCHOOL: Model Secondary School, Nsukka

CLASS: JSS1

DATE:

DURATION: 45 Minutes

TOPIC: Simple operation in word processing

• Retrieving a saved file

• Formatting a document

• Printing a document

SPECIFIC OBJECTIVES: By the end of the lesson, the students should be able to :

iv. Open a saved file

v. Format document to a desired taste

vi. Print a document.

ENTRY BEHAVIOUR: The student can load Microsoft Word window, create a file and save

it.

TEST ON ENTRY BEHAVIOUR: The student will be asked the following questions:

3. What is a file?

4. What does it mean to save a file?

INSTRUCTIONAL MATERIALS: computer system, and a DVD or VCD

INSTRUCTIONAL TECHNIQUES: Explanation, Illustration, Demonstration and

Questioning

144

INSTRUCTIONAL PROCEDURE:

STEP CONTENT COMPUTER SIMULATION STUDENTS’

ACTIVITIES

1 Retrieving a

file

Explains that retrieving is a process of

bringing back a saved file from a storage

location. It is also referred to as opening a

saved file. The simulated video

demonstrates the steps involve in

retrieving a file, thus:

vi. Click on office button

vii. Select Open, a dialogue box will

appear

viii. Click on the location where the

file was saved in the ‘Look in’

box

ix. Choose the file name

x. Click on the Open button

Listen to the lesson,

pause the video and

practice retrieving a

file

2 Formatting a

document

Explains the meaning of formatting thus:

formatting is the process of applying

enhancement to a document in order to

produce a perfect document. Examples

are bold, italic, underline, font, colour,

font size, and font type. The simulated

video goes on with the demonstration of

the formatting that is bolding a text,

underlining a text, changing to italic,

applying colour to text, changing the text

Listen to the lesson,

pause the video and

practice formatting a

document.

145

size and so on.

3 Printing a

document

The simulated video explains that

printing is the production of hardcopy or

paper copy of processed data.

Demonstrates the various steps involved

in printing a document. Thus:

vii. Click on office button

viii. Select Print, and the ‘print’

dialogue box will appear

ix. Select the printer name in the

select printer bar.

x. Specify the number of copies you

want

xi. Specify the page range and other

necessary selections

xii. Click Ok.

Watch the video,

pause the video and

go over the lesson if

not clear and practice

printing a document.

4 Summarises the lesson and tells the

students to copy the summary note.

Copy the summary

note

5 Evaluation Displays the following questions and tell

the student to do it:

i. Open your saved document

ii. format the document the way you like

iii Print the document

Answer the

questions.

146

Appendix L

Training Procedure

The training of teachers will follow the following procedure:

• Planning

• Implementation

• Evaluation

Planning:

• Prepared lesson plan for the topic to be taught (see attached)

• Study the lesson plan carefully

• Identify resource materials required from the lesson and assemble them for teaching

Implementation:

• Test entry level of students through oral questions

• Introduce the lesson to the students based on their entry level

• Teach the topic step – by – step using simple language of expression but not outside the

technical language of the profession

• Introduce and use the resource materials one after the other as they are relevant to the

steps

• Involve students in the teaching either through comments, questions, demonstration and

practice

• Give summary of the lesson to the students at the end

Evaluation:

• Give students formative test a few minutes to the end to the lesson in form of question

• Give assignment

• Collect the assignment and correct before the next lesson

• Supply the correct answers which will form entry level for the next topic

147

Appendix M

RESULT OF RELIABILITY TEST

WORD PROCESSING MULTIPLE CHOICE ACHIEVEMENT TEST

Kuder Richardson Formula 21 (Kr-21)

KR21 Reliabilitycoefficient =

( )

( )

−−

−2

11 SDK

MKM

K

K

Where Where Where Where K = Number of test items.

M = Mean of achievement on the test.

SD = Standard Deviation of achievement on the test

( )

( )

( )

( )

[ ]

( )

95.0

9453.0

)92176.0(0256.1

07824.010256.1

07824.0139

40

30916.2577

660661.2011

39

40

64.43272940

9167.50833.341

39

40

0270.840

0833.34400833.341

39

4021

2

=

=

=

−=

−=

−=

−=

−−=−KR

148

Appendix N

RESULT OF RELIABILITY TEST

WORD PROCESSING SKILL ACQUISITION TEST

Kendall's W Test

Ranks

Mean Rank

Student1 5.83

Student2 20.83

Student3 12.17

Student4 3.50

Student5 28.67

Student6 11.50

Student7 8.67

Student8 2.83

Student9 21.83

Student10 8.50

Student11 28.83

Student12 8.00

Student13 21.33

Student14 4.67

Student15 22.00

Student16 17.33

Student17 15.00

Student18 1.83

Student19 6.33

Student20 25.83

Student21 21.67

Student22 14.67

Student23 20.83

Student24 5.33

Student25 16.50

Student26 22.50

Student27 12.50

Student28 24.17

Student29 22.83

Student30 28.50

Test Statistics

N 3

Kendall's W .944

Chi-Square 82.149

Df 29

Asymp. Sig. .000

149

Appendix O

RESULT OF DATA ANALYSIS

RQ 1: Effects of Treatments on Students’ Achievement in Word Processing.

Descriptive Statistics

N Mean Std. Deviation

SYNPRETEST 36 47.0000 10.19454

SYNPOSTTEST 36 60.6944 13.14223

ASYNPRETEST 34 40.8088 11.46009

ASYNPOSTTEST 34 66.6176 9.55214

Valid N (listwise) 34

RQ 2: Effects of Treatments on Students’ Skill Acquisition in Word Processing Descriptive Stat

N Mean Std. Deviation

SYNPRETEST 36 29.72 10.278

SYNPOSTTEST 36 55.00 9.710

ASYNPRETEST 34 30.59 13.013

ASYNPOSTTEST 34 53.53 9.577

Valid N (listwise) 34

RQ 3: Gender Influences on Achievement Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

SYNPRETEST Male 11 46.3636 6.83407 2.06055

Female 25 48.0000 11.45644 2.29129

SYNPOSTTEST Male 11 57.5000 11.98958 3.61499

Female 22 62.1000 13.61060 2.72213

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

ASYNPRETEST Male 12 43.9583 13.95847 4.02946

Female 22 39.0909 9.77562 2.08417

ASYNPOSTTEST Male 12 63.9583 9.50229 2.74308

Female 22 68.0682 9.47842 2.02081

150

RQ 4: Gender Influences on Skill Acquisition Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

SYNPRETEST Male 11 28.64 12.060 3.636

Female 25 30.20 9.626 1.925

SYNPOSTTEST Male 11 53.1818 12.09808 3.64771

Female 25 55.8000 8.62168 1.72434

Group Statistics

Gender N Mean Std. Deviation Std. Error Mean

ASYNPRETEST Male 12 27.92 9.643 2.784

Female 22 32.05 14.529 3.098

ASYNPOSTTEST Male 12 52.0833 9.40462 2.71488

Female 22 54.32 9.795 2.088

Null Hypothesis 1

Tests of Between-Subjects Effects

Dependent Variable: Post Test Achievement Test

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 634.253a 2 317.127 2.352 .103

Intercept 16781.299 1 16781.299 124.438 .000

PreTestAchiv 20.779 1 20.779 .154 .696

Group 496.037 1 496.037 3.678 .059

Error 9035.390 67 134.857

Total 292562.500 70

Corrected Total 9669.643 69

a. R Squared = .066 (Adjusted R Squared = .038)

151

Null Hypothesis 2

Tests of Between-Subjects Effects

Dependent Variable: Post Test Gender Achievement Test

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 624.661a 2 312.331 2.314 .107

Intercept 19919.430 1 19919.430 147.552 .000

PreTestAchivGender 11.186 1 11.186 .083 .774

Group 615.731 1 615.731 4.561 .036

Error 9044.982 67 135.000

Total 292562.500 70

Corrected Total 9669.643 69

a. R Squared = .065 (Adjusted R Squared = .037)

Null Hypothesis 3

Tests of Between-Subjects Effects

Dependent Variable: Post Test Gender Achievement Test

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 927.898a 4 231.975 1.725 .155

Intercept 9393.457 1 9393.457 69.846 .000

PreTestAchivGender 21.632 1 21.632 .161 .690

Group 524.986 1 524.986 3.904 .052

Gender 295.274 1 295.274 2.196 .143

Group * Gender 2.873 1 2.873 .021 .884

Error 8741.745 65 134.488

Total 292562.500 70

Corrected Total 9669.643 69

a. R Squared = .096 (Adjusted R Squared = .040)

152

Null Hypothesis 4

Tests of Between-Subjects Effects

Dependent Variable: Post Test Skill Acquisition Test

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 470.499a 2 235.249 2.674 .076

Intercept 20320.649 1 20320.649 231.003 .000

PreTestSkillAcq 432.684 1 432.684 4.919 .030

Group 47.973 1 47.973 .545 .463

Error 5893.787 67 87.967

Total 212650.000 70

Corrected Total 6364.286 69

a. R Squared = .074 (Adjusted R Squared = .046)

Null Hypothesis 5

Tests of Between-Subjects Effects

Dependent Variable: Post Test Gender Skill Acquisition Test

Source Type III Sum of

Squares

Df Mean Square F Sig.

Corrected Model 298.072a 2 149.036 1.655 .199

Intercept 21030.912 1 21030.912 233.533 .000

PreTestSkillAcqGender 252.316 1 252.316 2.802 .099

Group 47.014 1 47.014 .522 .472

Error 6033.714 67 90.055

Total 212075.000 70

Corrected Total 6331.786 69

a. R Squared = .047 (Adjusted R Squared = .019)

153

Null Hypothesis 6

Tests of Between-Subjects Effects

Dependent Variable: Post Test Gender Skill Acquistion Test

Source Type III Sum of Squares

df Mean Square F Sig.

Corrected Model 358.352 4 89.588 .975 .427

Intercept 20844.788 1 20844.788 226.823 .000

PreTestSkillAcqGender 228.937 1 228.937 2.491 .119

Group 30.315 1 30.315 .330 .568

Gender 57.683 1 57.683 .628 .431

Group * Gender 2.727 1 2.727 .030 .864

Error 5973.434 65 91.899

Total 212075.000 70

Corrected Total 6331.786 69

154

Department of Vocational Teacher Education

Computer Education

University of Nigeria, Nsukka

23rd October, 2015.

Dear Sir/Madam,

REQUEST FOR VALIDATION OF INSTRUMENT

I am a postgraduate student in the above department and university currently

undertaking a research project entitled: Effects of Synchronous and Asynchronous E- learning

Modes on Students’ Achievement and Skill Acquisition in Word processing in Secondary

Schools in Nsukka Local Government Area of Enugu State.

The attached is a draft copy of the instruments for study. You are please requested to vet

the items for clarity, wording, relevance, ambiguity and content coverage. The research

questions and purpose of the study are attached for your easy reference.

You are also requested to put down your comment, suggestions and advice for

improving the quality of the instrument.

Thanks.

Yours Sincerely

Ogbonna, Chinyere Grace

PG/MED/12/61515

Comment: _______________________________________________________

_________________________________________________________________

__________________________________________________________________

Name of the validate: _____________________________________

Signature: _______________________________________________

Date: __________________________________________________