Chukwuma Mgboji

2 Publications in AERD

Author Publications

Effects on visual basic programming instructional delivery using web-based tools for students’ interest and academic achievement in universities, Nigeria

By Benardine Ifeoma Onah

This research work ascertained the effect of Visual Basic (VBasic) Programming Instructional Delivery using Web-Based Tools on Students’ Interest and Academic Achievement in Universities in Nigeria. The purpose of the study is to determine the effect of Visual Basic (VBasic) Programming Instructional Delivery using Web-Based Tools on Students’ Interest and Academic Achievement in Universities in Nigeria. The study embraced a quasi-experimental research design. The respondent for this study comprised 74 students in year two of Alex Ekwueme Federal University, Ndu-ufu Alike and Ebonyi State University, Abakaliki. For the fact that the population is small and manageable, the entire population were studied. Researchers used VBasic Programming Achievement Test (VBPAT) instrument developed to collect data. Visual Basic Achievement Test contained 50-item questions with letter A to D options for each interest scale were used for data collection. The reliability was tested using Cronbach’s Alpha. To ensure consistency and integrity, lecturers in the study area. The researchers trained the lecturers on how to distribute the instrument for both the experiment and control groups in order to ensure homogeneous instruction. The lecturers taught the experimental group using the utilization of a web-based approach and the control group using the conventional approach. Scores generated from the experimental test using Visual Basic programming Achievement Test (V + B + PAT), were analysed using mean and analysis of covariance (ANCOVA) for answering research questions and to test hypotheses respectively at 0.5 level of significance with the aid of statistical package for social science (SPSS) version 20. The outcome of this study on research question on influence of location on the students’ academic achievement mean gain in Vbasic programming language when taught using web-based tool, showed that with the use of web-based tool in the instructional delivery of VBasic programming language brought about better improvement in students’ academic achievement. Furthermore, the outcomes of hypothesis tested showed that location is significant source of different in mean achievement scores for students taught with Visual Basic Programming language using web-based approach and visual basic programming using conventional approach. This study has implications for facilitators, learners, curriculum planners, ministries in Education among others. This study found out among others that the facilitators use web-based tools in distance education for quiz, assessment, examinations, and instructional delivery of Vbasic programming language to a less extent in Nigerian Universities. It was concluded therefore, that conventional method is less effective than web-based approach in improving student’s achievement in Visual Basic Programming. Hence Nigerian Universities should adopt the use of web-based approach in computer programming lecturers. © The Author(s) 2024.

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Development of a Project-Based Arduino Learning App: Fostering Robotics Programming Competence among Preservice Teachers of Computer and Robotics Education

By Nnenna Ekpereka Ibezim

The integration of digital technology into various sectors has transformed education globally, yet its adoption in Nigeria remains constrained by a lack of adequately trained personnel. This study addresses this gap by developing a Project-Based Arduino Robot Application (PARA) for teaching Robotics Programming to preservice teachers. A Research and Development (R&D) design was employed, and data were collected from 35 participants drawn from the Department of Computer and Robotics Education and the ICT Centre at the University of Nigeria, Nsukka, using a total sampling technique. Three validated instruments were used: the Robotics Programming Needs Assessment Questionnaire (RPNEQ), PARA Expert Validation Questionnaire (PEVQ), and PARA User Satisfaction Scale (PUSC), with reliability coefficients of 0.87, 0.84, and 0.88, respectively. Data were analyzed using mean, standard deviation, and one-sample t-test. The results showed that effective strategies for teaching and learning programming include hands-on approaches, programming with tangible robotics kits that make learning engaging, using instructional videos, employing simple robotics projects that clarify control structures, and fostering teamwork in programming classes. Based on these findings, PARA was developed as a practical solution. Both experts and users expressed high levels of satisfaction with its design, usability, and educational impact. It is recommended that the Ministry of Education collaborates with schools to adopt project-based Arduino robot applications like PARA to enhance programming education, leveraging its benefits to improve learning outcomes.

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