Research proposal

Research proposal

Presentation and interpretation of results.

Data was reliable since all participants were eligible to provide a wide range of electronic instructional media experience. Creating room to capture unique experiences of electronic instructional media from different angles.

Research question One

What were the forms of electronic instructional media used to enhance students’ participation at the department Pre-Primary Kyambogo University?

Theme: Forms of electronic instructional media

THEME ONE: FORMS OF ELECTRONIC INSTRUCTIONAL MEDIA

Bergdahl et al., (2018) highlighted electronic media usage’s success in promoting student participation in learning through assessments, visual presentations, and mentorships. In order to properly organize and administer teaching for students with visual impairments, specialized evaluations, such as the Learning Media Assessment (LMA), were vital (Rosenblum., Herzberg., Mason., Anderson., Reisman., Edstrand., Abner., and Carter; 2021).

Sub theme 1.1 contains data on computer based electronic instructional media, The use of e-learning is becoming the global issue now. In an educational field, there are many institutions already use it. This is evident in the study when participants mentioned the use of laptops and desktops for learning.

Sub theme 1.2 contains data on audio visual materials in this regard the scholar considered smart phones, digital TV, projector and tablets as these were mentioned by participants in the study.

SUB THEME 1.1 COMPUTER BASED ELECTRONIC INSTRUCTIONAL MEDIA

According to Rohmah, 2019 computer-based instructional media has been increasingly varied used as the medium of learning, in addition to its variation, computer-based instructional media have some advantages to support the learning process. The advantages of computer-based instructional media not only lie in the speed factor to get the information they offer but also the provision of multimedia which facilitates the presentation of learning materials and media in interesting, visual and interactive way.

Computer-based electronic instructional media is the term used for any kind of computer enabled learning device. Computer-based electronic instructional media makes use of the interactive elements of the computer applications and software and the ability to present any type of media to the users. Computer-based electronic instructional media has many benefits, including the advantage of users learning at their own pace and also learning without the need for an instructor to be physically present (Rouse, 2022).

Computer-based electronic instructional media is a development of integrated information technology in communication (interactive), audio, video, image appearance(image) that is packaged as a multimedia technology. Computer based electronic instructional media includes the use of computers that are directly related to students and educators. Teaching and learning is a process of communicating between students and lecturers to conveying the message.

SUB THEME 1.2 AUDIO VISUAL ELECTRONIC INSTRUCTIONAL MEDIA

Rozali, 2023 states that audio-visual is an important part of education today because it helps students learn in a better way. That’s one reason the use of audio-visual aids in teaching, learning, and research has been increasing over the years. The speed at which students can access information instantly and share it with others has greatly improved. What’s more, students can now understand concepts and ideas better and faster.

Audiovisual (AV) is a term used to describe the combination of audio, video, and digital technologies. It’s becoming more common in today’s society because it allows us to do things we could never do before. In today’s world, there are many different audio-visual aids available. From early childhood education to the adult learning environment, these tools have become a necessity in classrooms. These tools have helped students learn and retain more information, as well as make it easier for them to focus their attention. Communication has evolved with the growing use of audiovisual technology. And we can also apply these innovations in the classroom environment to improve communication between students and teachers (Rozali, 2023). In this study, audio visual electronic instructional media is widely used this is evident when more than one participant mentions the use of phones, projectors, tablets and digital tv.

Research Question Two

What were the students’ perceptions in using electronic instructional media at the department of Pre-Primary Education, Kyambogo University?

Theme: Students’ perceptions

THEME: STUDENTS’ PERCEPTIONS

These results are similar to those of Bagarukayo, (2018); Lange & Costley, (2020); Puspitarini & Hanif, (2019), who state that students were more interested in talking with classmates; fantasizing, recording lectures, creating presentations, watching lectures on video, uploading and exchanging data, and keeping themselves active using electronic media. In addition, Husain (2014), emphasized that the internet affected the choice of method to use both within and outside the classroom. The use of the internet boosted the independence of the learning process, speed, feedback, affordability, and productivity (Puspitarini & Hanif, 2019).

These results contradict those of one participant who mentioned that

“However, some students just log in and go away, at times they complain that they lack money for data and there is no Wi-Fi in the up country, sometimes when students are asked questions, they pretend not to have heard, switch off data, and don’t participate anymore and also, much as there is an abrupt network failure, graduate students do doge in-disguise of doing other work, as they pretend to be having network failure or even when having nothing to present”

SUB THEME 2.1 NEGATIVE STUDENTS’ PERCEPTIONS.

Regarding the students’ perceptions in using electronic instructional media, Galle states that: it may be distracting to students, it may disconnect students from face-to-face relationships, it may make cheating easier, it may disadvantage certain students, it may cause students to use unreliable resources for learning, it may make curriculum planning more difficult or expensive, it may replace the teacher, it may create privacy issues, it may create medical issues, it may cause children to lose track of time, it is often limited, and it may create dependence (Galle, 2018).

Despite being an advocate for electronic instructional media, Sander, 2022 criticizes some aspects of electronic instructional media such as social isolation, too much focus on video-based content, and the thoughtless reconceptualization of traditional degrees into digital.

In this study, various negative perceptions of students towards electronic instructional media are displayed for instance one of the participants mentioned that “some students lack money to buy smart phones and laptops,” another mentioned that “when they ask me a hard question, I pretend not to have heard, switch off my data, and don’t participate anymore.” These and many more responses show that there are some students with negative perceptions.

SUB THEME 2.2: POSITIVE STUDENTS’ PERCEPTIONS

The proper use of electronic instructional media promotes and develops a variety of skills in students, such as mathematical skills, communication skills, critical thinking skills, problem solving, teamwork, and research skills (Reinhold et al., 2020).

Electronic instructional media makes it possible to improve the quality of education and more effectively use the study time. It is focused on individualization and variability of the educational process, academic mobility of students, regardless of age and level of education (Abdurahimovna, 2020).

Results in this study are in agreement with the above scholars where one of the participants said “electronic instructional media is quick, easy to use and safe, it promotes online interaction with our lecturers and peers” this shows that students have embraced electronic instructional media with positivity.

Research Question Three

How were lecturers using electronic instructional media to enhance students’ participation in Learning at the department Pre-Primary department at Kyambogo University?

Theme: Lecturers’ involvement to enhance electronic instructional media participation among students.

SUB THEME ONE: INTERGRATING

Integrating electronic instructional media in education provides a magical power of sustaining teaching and learning beyond unexpected interruptions. The enormous flow of information and use of technology emanated in all fields worldwide. Studies have shown the significance of using electronic instructional media in teaching and persuading the vital essence of a deep personal understanding of ICT. This significance is not limited to effective usage or its reason and application during instructional practices. It is a fact that electronic instructional media is prevalently adopted in the educational field for various reasons, such as making instructional practices successful for learners and instructors, increasing students’ motivation in learning, refining learners’ collaboration and engagement with the lesson, and improving the quality of teaching. These facts make electronic instructional media a vital element in enhancing learning in these centuries (Henessy, 2023).

Henessy, 2023 further states that although electronic instructional media, particularly in the classroom environment, is significant, its application is too scarce in some contexts. Various reports inform governments to increase the accessibility of digital technologies to teachers and students to improve the learning process. These technologies are not limited to the convenience of internet connections and different technological devices. However, teachers at the center need to possess enough skills to utilize those devices, such as digital media, cable networks, TV, and radio, as well as social media like WeChat, WhatsApp, Facebook, LinkedIn etc. Gulbahar claimed that equipping schools with these technological devices do not improve teaching quality when teachers lack the skills to effectively utilize them.

In this study integrating is evidenced where one participant mentioned that “Generally I have advanced in using Google meet/class, KELMS, zoom, WhatsApp, Jumboit, giving practical online tests for assessment and evaluation for the graduate students. On the scale of ten, I feel I’m at seven.” Another mentioned that “personally, I’m between seven and eight. This is because I mostly use PowerPoint for instruction, emails and WhatsApp for communication, physical meeting, however videos are unstable due to un strong networks and interferences with echo.”

SUB THEME TWO: MODELING

The educational landscape is currently undergoing a tremendous transformation due to the digital revolution (Dwamena et al., 2016). Electronic instructional media and websites were created as a result of significant advancements in communication brought about by the internet’s arrival in the 1990s. The once freely available public good of education is now going to be available to those who can afford to pay for specialized services and computer programs that require one’s interaction with and exposure to technical tools and websites. Therefore, the designers of the new educational system must be aware of how modeling in technology is influencing changes in education through the incorporation of electronic instructional media websites for both instructors and students in higher education institutions (Rossini et al., 2021).

Modeling is now playing a crucial part in how university students learn to provide a sustainable education. Electronic instructional media’s influence on sustainable education is becoming important and compelling (Abbas et al., 2019). According to Haleem, 2022 the use of modeling to enhance electronic instructional media enables the latter complement traditional approaches to learning. Effective instruction builds bridges between students’ knowledge and the learning objectives of the course. Using electronic instructional media engages students, aids student retention of knowledge, motivates interest in the subject matter, and illustrates the relevance of many concepts (Haleem, 2022).

In this study, modeling is evidenced when a participant mentioned that “I encourage them to meet the departmental ICT personnel to help them,” and another mentioned that “Sometimes I give them data, I also give them activities to earn them some money to enable them by electronic devices like laptops and smartphones to enable them have some google search and attend the online lectures” both of these were lecturers.