Research consultancy

EFFECT OF COMPUTER SOFTWARE KNOWLEDGE OF TEACHERS ON TEACHING FINE ART IN SECONDARY SCHOOLS: A CASE OF

MUBENDE SECONDARY SCHOOLS.

CHAPTER ONE:

1.0 Introduction

This chapter will cover the background of the study, purpose of the study, research questions, and scope of the study, significance of the study and definition of terms.

1.1 Background

In recent years, bridging the technological divide between developing and developed countries has been a source of much debate, policy, and funding initiatives (Kozma, 2008). In education, the rationale for governments to introduce and use computers, the Internet, and other digital technologies in schools can be classified in three groups. The first group embraces an economic standpoint, pointing to the information and communication technology (ICT) sector’s economic potential and the need to have and computer skilled workforce to improve productivity (Kozma, 2011). Others take a social stance, arguing that ICT is an essential tool for participation in an information society.1 The educational rationale views ICT as a Trojan Horse, or a catalyst that can improve students’ learning outcomes (McDonald 2012), and deliver a new set of competencies, both technological and higher-order, that students must learn as a core part of the secondary school curriculum (Anderson, 2008).

According to Hennessy,et al  (2010) teacher’s factors influencing Classroom teaching of ICT in Sub-Saharan Africa(SSA) -Recent research shows that new digital technologies in SSA have the potential to revolutionize the quality of subject teaching and learning when carefully integrated into the classroom. The role of the teacher is utterly critical here. Yet a primary barrier to teachers‟ readiness and confidence in using ICT, despite general enthusiasm and belief in benefits for learners, is their lack of relevant preparation, either initially or in-service. Research indicates that, until recently, training opportunities have remained limited in availability and inconsistent in quality. This has resulted in demonstrably low proficiency in among teachers in teaching using ICT, and a general lack of knowledge about the software technology that they can use to teach children in teaching and learning.

There are some recent examples of successful practice in developing ICT use in SSA schools through its integration in teacher education. However, according to Unwin (2015), provision has often been characterised by “well intentioned, but misplaced, supply-driven initiatives‟ across the continent to provide teachers and students with ICT skills. These have proved “wasteful and inappropriate‟, with limited impact. Moreover, the recent global economic downturn has amplified the shortage of public funds to devote to the already expensive business of training teachers to use ICT (Commonwealth of Learning, 2004). Increasingly, large school classes and the designation of ICT as a discrete subject, lead to a dire lack of subject teachers trained to integrate technology into learning in their areas. These are fundamental challenges to be overcome before ICT capacity building can become a reality in African education.

In developing countries like Uganda, very few teachers have been trained over the recent years in how to use computers to teach students in secondary schools in various subjects (Azman, 2005). Thus, many secondary schools in Uganda that have computers employ IT personnel who are not trained teachers to teach computer in their school. Its these it personnel who use computers, notebooks, LCD projectors and software to teacher teach computer lessons to students in classrooms. Still many schools in Uganda have rooms specially equipped with computers for students to attend computer classes. Therefore, this study intends to examine the effect of computer software knowledge on teaching of fine art in secondary schools in Mubende District.

Research Problem

Use of Computers in teaching of students in schools is believed to have a significant boost in enhancing student’s computer skills especially in secondary schools. However, the problem is that many secondary schools in rural districts like mubende are not well equipped with enough computers to accommodate the high population of students in their schools. The situation is worsened by the fact that most teachers lack the necessary skills to teach students using computer in their respective subjects. Fine art is one of those teaching disciplines that require computer aid to produce good artwork. However most fine art teachers in Uganda, Mubende in particular lack the knowledge and skills to teach fine art in their respective schools which is why this study intends examine the effect of computer software knowledge of teachers on teaching fine art in secondary schools in Mubende District.

Specific objectives

1. To assess the effect of computer software knowledge of teachers on teaching fine art in secondary schools Mubende district
2. To establish the effect of computer infrastructure on teaching of fine art in secondary schools in Mubende district

• To examine the influence of computer knowledge and skills among fine art teachers on teaching fine art in secondary schools in Mubende district.

Research questions 

1. What is the effect of computer software knowledge of teachers on teaching fine art in secondary schools in Mubende District?
2. What is the effect of computer infrastructure on teaching of fine art in secondary schools in Mubende district?

• What is the influence of computer knowledge and skills among fine art teachers on teaching fine art in secondary schools in Mubende district?

1.9 Significance of the study

The study will be of great significance to the policy makers, key stake holders, both in ministry of education and other government agencies like government parastatals and public service.

The study will help policy makers understand why its necessary to train fine art teachers in their different schools and how to overcome the problem of using application and operating software to teach fine art.

The study will provide information to the future academicians on the influence of systems software like application and operating software and their relevance on the achievement of teaching fine art in secondary schools.

1.10     Justification of the study

The study was carried out because of the following reasons; In spite of the benefits of computer software knowledge of teachers on teaching fine art in secondary schools like improved engagement. When technology is integrated into lessons, students are expected to be more interested in the subjects they are studying, improves knowledge, school retention, Encourages individual learning, Encourages collaboration, Students can learn useful life skills through technology (Kaplan, 2012).

Ugandan schools have adopted to teach computer studies with the view of enhancing better students performance in technology and other disciplines. However, fine art teachers face numerous challenge while using computer to teach fine art limiting the to properly educate their students. This therefore, prompted the researcher to investigate into the effect of computer software knowledge of teachers on teaching fine art in secondary schools in Mubende District.

1.11 Scope of the study

1.11.1 Content scope

The content scope of the study will concentrate on computer software knowledge of teachers on teaching fine art in secondary schools. It further expound on the effect of computer infrastructure on teaching of fine art and user knowledge and skills.

1.11.2 The geographical scope

The study will be carried out in secondary schools in Mubnde District.

1.11.3 Time scope

The period of data considered from these school will be from 2010 to 2018. This is the period when ICT was introduced in most of the school in Uganda (Sanya, 2015, 2nd November).

1.12 Operational definition of key terms

Information systems: This refers to the use of electronic systems like the computers and mobile phones to transfer information from one person to another to facilitate business transaction.

Systems software: This refers to the computer programs which are used to enable the organization manage its activities like Microsoft, excel, power point and Tally. There are both application and operating software.

Systems infrastructure: This refers to the different hard ware and software systems required for a computer program to run and to enable the organization or an individual to be able to accomplish their need in computer, such include; monitors, hard disks, modems, laptops, desktops, floppy disks, flash and memory card.

User knowledge and skills: Refers to the technical expertise required for an individual to use computer applications.

CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

This chapter will review the study in line with study objectives according to different scholars

The study will use specifically three objectives which will include; assessing the effect of computer software knowledge of teachers on teaching fine art, establishing the effect of computer infrastructure on teaching of fine art and examine the influence of computer knowledge and skills among fine art teachers on teaching fine art in secondary schools.

The study will review the literature using information from; schools documents, government reports, Newspapers, Magazines, text books and journals.

2.1 The effect of computer software knowledge of teachers on teaching fine art

According to Brown, (2012) ICT presents unique opportunities for supporting creativity and extending visual arts “beyond clay, crayons and paint” (Stankiewicz, 2004). This potential was recognized as far back as the 1980s when Crowe (1988) commented that ICT could assist with exploring design problems, enhance artistic decision making and provide new opportunities for learning. Since then the literature has continued to highlight the potential for ICT in supporting visual arts teaching: “For visual education these are incredibly exciting times offering new possibilities” (Long, 2001). The teaching and learning of Fine Art in the Nigerian institutions most importantly in the 21^st century have developed within the framework of theory and practice. In this technological age, the effective means of communication in the classroom instruction requires the use of communication technologies.

Information and communication technology presents a unique opportunity for supporting creativity (Brown, 2002) and extending visual arts “beyond clay, crayon and paints”. ICT could assist with exploring design problem, enhance artistic decision making and provide new opportunities for learning. Drawing and painting software, digital still and video cameras, electronic portfolios, scanners, colour laser printers, samplers and sound mixers, image manipulation, video editing, 3D animation, internet and webpage construction can all play a role in supporting students artistic expression. As technology advances artist are provided with diverse means of communication or expression. These tools of artistic expression change as man’s quest for high taste increases. While undoubtedly, the computer is the magic wand of our time. It is not without its limitation, both generally and specifically in the Nigerian context.

Technology has provided artist with the new tools throughout history. As new technology Unfolds, artist learns to use them and traditional means of expression are transformed or entirely new means of expression were developed Olejarz (1999). As technology advances, artist are provided with diverse means of communication or expression, this tool of artistic expression changes as man’s quest for high taste increases. Some of the prospects of integrating computer into Fine Art curriculum as highlighted by Olejarz (1999) include;

Compact Tool Kit: It is amazing to note that all the materials needed by the artist could be readily available or found on the computer, Packages like Corel Draw, Photoshop and Photo paint, provides artist with a wide variety of art materials. It is also very possible for an artist to have a mobile studio, if such artist can afford an art functioning laptop that could be carried around and work with, at his/her leisure time. In a nutshell, one need not travel far distance before one can acquire expensive art materials.

Computer Enhanced Creativity: Craft (2000) described creativity as imaginative activity fashioned so as to produce outcomes that are both original and of value. This description combines the ability and sensibility of user with his manipulative ability to compose idea on the computer. It is the user that has the control and hence, the users need the technical knowhow to be able to manipulate the tools already available on the computer. This computer can be programmed to stimulate the kind of design you want based on defined criteria and design rules.

2. 2 The effect of computer infrastructure on teaching of fine art in secondary schools

Wachira (2015) the use of computer systems in the in schools improves performance in a number of ways. Firstly, the computers improve the level of coordination between different classes in schools.  This has enabled schools across the country to improve on service delivery effectiveness and general teaching of students in secondary schools.

Wachira (2015) further contends that use of computer infrastructure improves on speed and reliability of school transfer and processing of information among teachers and students with in the respective schools. This helps the different departments in the schools to send and receive information like test questions in a short time which leads to general improvement of the schools. There is a delay in teaching and producing good artwork using the analogue methods in almost every school in the country. However, teachers can do this work effectively, quickly and accurately a short period of time hence finishing the syllabus in due time (Lavers & Hickey, 2016).

Teaching fine art can be made easier using proper computer infrastructures.  The use of internet services as an effective Information systems infrastructure in schools in Nigeria has been adopted by the teachers to record teachable information in form of documents and videos which is then uploaded on school websites so that students can download and read or watch themselves which enhance performance of students in the country (Ukachi, 2015).

Rotich (2015) also believes that the adoption of computers in schoolsl helps to provide better and an effective communication between different departments in the schools and also between the schools and the outside world. Good computer infrastructure has proved not only to facilitate better createativity within the students but also enables them to interact with other students in the outside world hence producing artworks.

Wilson et al., (2015) states that the use of websites enables school to develop long-term relationship between the schools, parents and students. He further asserts that websites are where students and parents keep checking on the major changes in the school. The school websites can provide information to the customers about the what happens in schools.

Schools across the country have tried to acquire computer software and hard ware in key school departments like accounting, and creation of computer rooms where students can access them; this is to enable schools manage this resource better.

Paul and Pascale (2013) stated that due to lack of government involvement in the supply of computers to secondary schools in the country, school department like the fine art department have seen slow development in the use of this technology to teach students.

2.3 Computer knowledge and skills among fine art teachers on teaching fine art in secondary schools.

Knowledge has become one of the most highly valued commodities in the modern economy. Further, knowledge is considered the principal tool of competitiveness and innovation in the composition of commodity chain to the broader processes of regional and national economic development (Ajuwon, 2015). The new paradigm is that, within the organization, knowledge must be shared in order for it to grow thus sharing knowledge among its management and staff grows stronger and becomes more competitive (Tarhini, 2015).

Computer as a Technology for Storage:

It is easy to store or save one’s creative art work on the computer. If one is unable to complete a particular design he or she can continue when next he or she is opportune to do so. With this nothing will tamper with the design unlike the conventional one that may be rough through constant handling or may even get lost or be misplaced. Computer can keep files up to date so that any design can be assessed anytime one need to do so. Attached to a computer facility are data storage devices capable of storing large volumes of data. Data on such devices are also stored in more readily accessible way to facilitate ease of access to information. Computer files, unlike the regular ones cannot easily be mixed up and effective control can be easily established on such computer-stored design.

Computer Reduce Time and Cost:

Egbedokun, (2004) found out in his study when he compared the students who were exposed to Computer Aided Design (CAD) instruction with those in the conventional classroom and the result was overwhelming. It was shown that students need not to wait for colour to ferment, board to be stretched and other conventional materials to form before they start to design. These were made faster since all these conventional materials have been digitalized. In terms of cost, this has been reduced when compared to initial cost of computer system. From these findings, it is clear that the use of computer makes the work of art to be faster, neater and well proportional.

Mistakes can be easily corrected, resulting in decreased anxiety and promotion of xperimentation which lies at the heart of creativity (Wood, 2004). As the use of digital media is expanding, new career opportunity has opened up for graduates of arts. Those with the knowledge, skills and proficiency in digital art and design are well situated to obtain  employment in commercial industries, such as advertising, film animation, textiles industries, production industries and other computer graphics industries Technology provides exciting opportunities for enriching and transforming art teaching, providing teachers and students alike with new tools to access, organize and present information and to enrich lessons through multimedia (Wood,2004).

The Worldwide Web also provides a virtual international gallery for teachers and students’ work (Loveless, 2003). ICT can engage and inspire students and this has been cited as a factor influencing ready adopters of ICT (Wood 2004). However, the fact that ICT can in theory and even in practical assist developments efforts does not mean that it will necessarily do so, In order for ICT to positively foster developmental goals of secondary school education, it must be employed effectively (UNDP,2000).

On the strength of the importance of ICT to the teaching of Fine Arts, it is expedient to find out the impact of ICT on the teaching/learning situation in our secondary schools, using Mubende district as a case study. The focus of this research to find out whether computer software knowledge of teachers has an effect teaching fine art in secondary schools.

CHAPTER THREE

METHODOLOGY

3.0 Introduction

This chapter presents the methodology which consists of the research design, area of study, study population, sample population and selection, sampling technique, data collection method, data quality control, data collection procedures and limitations of the study.

3.1 Research design

The study will use a cross-sectional research design to collect data from across all corners of the population of interest in the study. Both quantitative and qualitative research approaches for data collection and analysis will be used in this study supplement each other, and reduce bias in each approach.  The approaches will also be used to enable the researcher analyses data from all angles, and give a more concrete and realistic description of the findings. Qualitative approach will in interpreting teachers’ opinions, perceptions, and attitudes towards the use of computer in teaching fine art in secondary schools give a deeper understanding into the problem under investigation.

3.2 Population and area of the study

The study will include the school teachers from different schools in Mubende district who teach fine art. The study will be carried out in eight schools in Mubende district.

3.3 Sampling design

3.3.1 Sample size and number of respondents

The study will target secondary school teachers including; head teachers, fine art teachers and IT staff.

Table: 3.1 showing Sample size of the respondents

Source: Primary data

3.3.2    Sampling Techniques

According to (Amin, 2005) sampling involves selecting a sample of the population in such a way that samples of the same size have equal chances of being selected.

The respondents will be selected using purposive sampling techniques. Berg (2006) purposive sampling, the researcher chooses the sample based on where they think would be appropriate for the study. A Purposive sampling technique will be used because it’s cheap.

3.4 Data Collection methods and instruments

The major instruments for data collection will be questionnaires and interview guide. Surveys will just be one part of a complete data collection and evaluation strategy. The major method of data collection for the study will be the survey, which will be done using selected instruments like questionnaires. The questionnaire will provide respondents with ample time to comprehend the questions raised and hence, they will be able to answer factually.

3.4.1 Questionnaires

Self-administered Questionnaire will be designed in a manner that motivates respondents with simple structured questions with the option of providing any addition information to the structured questionnaire as an option to obtain relevant data from them.  The researcher will administer the questionnaires to respondents in different schools in Mubende District including, fine art teachers and IT staff. The questionnaires will be structured with both close-ended and open-ended questions. This will be considered convenient because they will be administered to the literate and its anonymous nature will fetch unhindered responses.

3.4.2 Interviews

Qualitative data will be collected from head teachers using interviews. The interview guide will be structured. The interviews will be held with head teachers, and will take approximately thirty to sixty minutes. This will be used since it’s the best tool for getting first-hand information /views, perceptions, feelings and attitudes of respondents. Both formal and informal interviews will be used to get maximum information from respondents.

Unstructured interview guide will be designed and used by the researcher to collect qualitative data from head teachers in Mubende District. The guide will be used to supplement data got from questionnaire and get more clarification on variables under the study.

3.5 Data sources

Source of data will be from both primary and secondary sources.

• Primary data

Primary data will be obtained from the questionnaires administered on the target respondents to gain opinions and practices on the effect of computer software knowledge of teachers on teaching fine art in secondary schools.

• Secondary sources

Secondary data is data which has been collected by individuals or agencies for purposes other than those of a particular research study. It is data developed for some purpose other than for helping to solve the research problem at hand (Bell, 1997). This will comprise of literature related to the effect of computer software knowledge of teachers on teaching fine art in secondary schools in relation to the case study. Secondary data will be sourced because it yields more accurate information than obtained through primary data, and it is also cheaper.

3.6 Data quality, validity and reliability

  3.6.1 Data quality

The instrument will be taken to the supervisor to check its correctness there after pretesting study will be carried out to find out if it measures what it is meant to for.

3.6.2 Validity

According to Amin (2005), face, content and construct tests can be done to determine the validity of the instrument. In this study, content and face validity of the questionnaires will be ensured by pre-testing the instrument and consultation with the supervisor; and by use of professionals/experts who will be given the instrument to assess the concept and rate it by trying to measure and determine whether the set items accurately represents the concept under study.

3.6.3   Reliability

Reliability of an instrument is the consistency of an instrument in measuring what it is intended to measure (Amin, 2005). In order to ensure that the instrument is capable of supplying consistent results, its reliability will be checked using the internal consistency method. This will determine the internal correlation between scores on items within the instrument by pretesting them on a sample of 10 respondents after which some of the questions in the questionnaire will be rephrased and others removed while putting new ones.

• Procedures of data collection

Upon receiving the university permission to carry out research, the area of study will be visited for purposes of familiarization.  The researcher will seek permission with staff and when allowed, to proceed with research, questionnaires will be issued and interviews carried out with the selected staff. Documentary evidence from both primary and secondary sources of data will be considered; taking into account of what is reported on the effect of computer software knowledge of teachers on teaching fine art in secondary schools.

• Data analysis and presentation

Quantitative analysis of raw data will be done. Raw data will take a variety of forms, including measurements, survey responses, and observations. Tabular and percentage calculations will be used to list questionnaire responses. Analysis and interpretation of the raw data will be based on the responses and opinions. Qualitative and Quantitative data analysis techniques will be used to manipulate data during the analysis phase to draw conclusions. The method will be ideal in providing the theoretical framework which will be central in the construction of the study.

3.9 Anticipated limitation

Financial constraint, cash flow May not flow as   expected but this will not affect the study. Respondents may delay in filling the questionnaire and some may fear to give information, but they will be persuaded that the information will be kept secret.

The researcher may not get enough time to interview all the respondents but this will not affect the study since the researcher will budget for the time appropriately.

REFRENCES

Kozma, R. B. (2011). The technological, economic, and social contexts for educational ICT policy. In R. Kozma (Ed.), ICT Policies and Educational Transformation. Paris:

UNESCO.Hinostroza, J. E. (2011). The Relation of the Availability and Use of Computers with Students’ and Teachers’ Performance in Secondary Schools in Barbados (No. 0711). Inter-American Development Bank, Office of Evaluation and Oversight (OVE).

Anderson, R. (2008). Implications of the information and knowledge society for education. In J. Voogt & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 5-22). New York: Springer.

Ya’acob, A., Mohd Nor, N. F., & Azman, H. (2005). Implementation of the Malaysian Smart  chools: An investigation of teaching-learning practices and teacher-student readiness. Internet Journal of e- Language Learning & Teaching, 2(2), 16-25.

QUESTIONNAIRE

TOPIC: EFFECT OF COMPUTER SOFTWARE KNOWLEDGE OF TEACHERS ON TEACHING FINE ART IN SECONDARY SCHOOLS:

CASE STUDY: MUBENDE SECONDARY SCHOOLS.

Dear respondent

I am Rosemary  a student of Makerere University, am carrying out a study on the above stated topic. You are one of the respondents randomly selected to participate in the study. The information given shall be treated with at most confidentiality and shall only be used strictly for academic purpose.

SECTION A: BIODATA

1. Gender of respondent;

Female                                     Male

1. Age;

Below 18 years                    19-24 years               25-30 years                 31-36 years and above 36 years

1. For how long have you taught in this School?

Less than one year                    1-3 years                     More than three

SECTION B: COMPUTER SOFTWARE KNOWLEDGE OF TEACHERS ON TEACHING FINE ART IN SECONDARY SCHOOLS.

1. Are you aware of computer software used to do fine art?

1. Yes
2. No
   2. If yes which art software do you know

Other please specify

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Are you able to use the above-mentioned software’s to teach students?

Yes

No

SECTION C: EFFECT OF COMPUTER INFRASTRUCTURE ON TEACHING OF FINE ART IN SECONDARY SCHOOLS

APPENDIX III: WORK PLAN

APPENDIX IV: BUDGET