Computer usage proficiency towards pedagogical knowledge and learning improvement

Abstract

The introduction of computers and ICT related gadgets in education is presently yielding noticeable impacts and it’s been widely accepted to aid learning. Thus, creating an ever increasing desire and urge in school owners, teachers, parents and students to acquire them for learning. The aim of this research is to examine the effect of computer usage proficiency on both teachers’ pedagogical knowledge and students’ academic performance. A total of two hundred (200) respondents selected through a stratified random sampling technique comprising of forty (40) respondents (twenty-five (25) teachers and (15) students) each from five selected Junior Secondary Schools in Ogun state, Nigeria served as the research  population. Collated data were analyzed using frequency counts and Chi-Square at 0.05 alpha level of significance. Also, three null hypotheses were formulated to determine the significant relationship among computer usage proficiency, teachers’ pedagogical competence and students’ academic performance. Research findings revealed that computer assisted approach is the most preferred teacher’s pedagogical approach indicating that old and long-service teachers show poor approach towards employing computers and ICT gadgets to aid teaching and learning. The study further established that teachers’ pedagogical competence is not independent of computer knowledge which will resultantly influence students’ academic performance positively.