INFLUENCE OF COMPUTER –ASSISTED PEDAGOGY IN ENHANCING TEACHERS’ COMPETENCE IN CATHOLIC SECONDARY SCHOOLS IN ADDIS ABEBA, ETHIOPIA
| dc.contributor.author | ARGAW, TESFAYE MATEOS | |
| dc.date.accessioned | 2024-01-03T09:38:18Z | |
| dc.date.available | 2024-01-03T09:38:18Z | |
| dc.date.issued | 2022-08 | |
| dc.description | Master of Education Degree in Educational Administration and Planning | |
| dc.description.abstract | The purpose of the study was to investigate the influence of computer-assisted pedagogy in enhancing teachers’ competence in teaching in Catholic secondary schools in Addis Abeba. The research was guided by four research questions: the extent of computer use in pedagogic process, the perception of teachers about the integration of technology, infrastructure that existed to implement computer integrated instruction and problems faced by teachers on the effectiveness of computer assisted instruction. The study was anchored in the Transformative Learning Theory. Explanatory sequential mixed-method research design guided the study. The target population included teachers, school heads, students, and supervisors in Addis Abeba Catholic Secondary Schools. Probability and non-probability sampling techniques were used. Data collection instruments were questionnaires and interview guides which were subjected to both content and face validity. Cronbach Alpha determined the reliability of quantitative items; qualitative items were determined in terms of their credibility, member checking and dependability. Quantitative data were analyzed using descriptive and inferential statistics with the aid of SPSS version 25.00. Inferential statistics particularly one way ANOVA and Pearson’s Product Moment Correlation were used to test the hypotheses. Qualitative data were analyzed using thematic analysis and presented in direct quotes and narratives. Research ethics was observed throughout the research process. Key findings showed that teachers’ with knowledge, expertise and skills in computer integrated in more in their pedagogy than those who did not. Other teachers preferred traditional pedagogical strategies. The infrastructure inadequacies, teachers’ lack of computer knowledge and schools inability to update the new technologies were barriers to computer use. Teachers who lacked the skills to manage ICT tools developed a reluctance to use computer. The study concluded that a few teachers integrated ICT in teaching. Students were happy and ready to learn using ICT. The study recommended that school heads to buy computers, continuously train teachers on computer skills as a way of enhancing computer use in their pedagogy. | |
| dc.identifier.uri | http://localhost:4000/handle/123456789/124 | |
| dc.language.iso | en_US | |
| dc.publisher | THE CATHOLIC UNIVERSITY OF EASTERN AFRICA | |
| dc.subject | COMPUTER –ASSISTED PEDAGOGY IN ENHANCING TEACHERS’ COMPETENCE | |
| dc.subject | TEACHERS’ COMPETENCE IN CATHOLIC SECONDARY SCHOOLS IN ADDIS ABEBA | |
| dc.subject | ETHIOPIA | |
| dc.title | INFLUENCE OF COMPUTER –ASSISTED PEDAGOGY IN ENHANCING TEACHERS’ COMPETENCE IN CATHOLIC SECONDARY SCHOOLS IN ADDIS ABEBA, ETHIOPIA | |
| dc.type | Thesis |