Whatsapp Utilization and Academic Performance of Computer in Education Trainee Teachers in University of Port-Harcourt (Published)
This mix-method study was carried out to find out the effect of Whatsapp when used as a tool to deliver instruction to 400 level trainee teachers who offered Computer in Education (Edu 402.1) course in the Department of Educational Management (EDM), University of Port Harcourt for 2016/2017 academic session. It adopted both experimental and descriptive survey designs. The sample size comprised of 72 EDM Accounting/Geography and 65 EDM Economics trainee teachers that were randomly selected from the population to form the experimental and control groups respectively. The experimental and control groups were respectively taught via whatsapp group discussion platform and face-to-face discussion strategy. Researchers’ developed Computer in Education Achievement Test (CEAT) and an interview were used as the study’s instruments. Four (4) research questions and three hypotheses guided this study, while the analytical tools were mean, standard deviation, qualitative analysis and t-test using SPSS version 22. Amongst the results was that no significant difference existed between the mean values the two groups at post-test level. Hence, university lecturers should always supplement their classroom teaching with newer technologies such as whatsapp group discussion and other social networking platforms since they offer the students all times and on-the-go learning opportunities.
In light of empirical experience from Morocco, combined with new possibilities afforded by Information and Communication Technology (ICT), there is a wish to integrate new technologies into distance education to help solve a set of problems identified in the initial training at the Regional Centre for the Professions of Education and Training of Fez. The results of a study conducted among 71 trainee teachers of the Earth and Life Sciences allow us to conclude that Open and Distance Learning (ODL) could constitute a promising solution to address the many challenges linked to the initial training of teachers in Morocco. Finally, the trainee teachers’ experience with ODL has also strongly contributed to their eagerness to integrate ICT in their subsequent teaching practices.