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PUBLISHED DATE: - 28-09-2024
https://doi.org/10.37547/tajet/Volume06Issue09-14
PAGE NO.: - 116-143
DEVELOPMENT AND UTILIZATION OF
DIGITAL BOARD FOR INSTRUCTIONAL
DELIVERY IN PUBLIC TECHNICAL COLLEGES
IN AKWA IBOM STATE
Samuel Anietie Ubong
Department of Computer and Robotics Education, University of Uyo, Uyo,
Nigeria
Nseabasi Peter Essien (Ph.D)
Department of Computer and Robotics Education, University of Uyo, Uyo,
Nigeria
Emmanuel Philip Ododo
Department of Computer and Robotics Education, University of Uyo, Uyo,
Nigeria
RESEARCH ARTICLE
Open Access
Abstract
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INTRODUCTION
Education is an organized process of transferring
knowledge, skills, values and beliefs and is
prerequisite for any improvement at individual or
social level. Due to technological advancement,
new opportunities have emerged to fulfill the
process of education. Among them, the strongest
representative is the computer, which with its own
abilities adds a completely new dimension to the
education process. Twiner (2018) defined
computer as an electronic device that has the
ability to accept data as input, process data and
stores it for future references. Computer is
essentially
a
combination
of
hardware
components that require instructions (software)
to perform tasks and provide functionality.
Without software, a computer would merely be a
collection of inert hardware components with no
practical use.
Software, also called computer software, is a set of
instructions and documentation that tells a
computer what to do or how to perform a task. It is
the set of instructions that breathes life into the
computer, allowing it to carry out a wide range of
tasks, from basic computations to complex
operations. Software includes all different
programs on a computer, such as applications and
operating system. Applications are programs that
are designed to perform a specific operation, such
as a game or a word processor. The operating
system (e.g. Mac OS, Microsoft Windows, Android
and various Linux distributions) is a type of
software that is used as a platform for running the
applications, and controlling all user interface
tools including display and the keyboard. Software
is created, designed, and evolved over time
through the software development process.
Software development is the process of creating
and designing software. It involves planning,
designing, and specifying the functionality of the
software; translates the software's design and
specifications into executable instructions that the
computer can understand and execute; rigorous
testing to ensure the software functions correctly
and meets its intended objectives; identifying and
fixing defects, errors, and issues in the software's
code;
maintenance
and
updates;
and
documentation that includes user manuals,
technical specifications, and code documentation.
This documentation helps users understand how
to use the software and assists other developers
who may need to work on the software in the
future.
Software could be produced for a variety of
purposes for meeting specific needs of a specific
client/business; perceived need of some set of
potential users; for personal use and increasing
market competition (Petersen and Claes, 2019).
Software development is the activity that involves
process of writing and maintaining the source
code, and in the broader sense, the term includes
all that is involved between the conceptions of the
desired software through to its final manifestation
(Oumer et al., 2016). Therefore, software
development may include research, new
development, modification, reuse, re-engineering,
maintenance, or any other activity that results in
software products (Macro and Luke, 2017). Essien
and Ubong (ESUB) Software teaching board is
customized computer software developed by the
researcher to aid instructional delivery and
improve educational processes.
ESUB Software teaching board is designed to
deliver instruction or to assist in the delivery of
instruction on a specific topic. This type of
software’s sole purpose is to support inst
ruction
and/or learning. Digital board is a web software
which can be run remotely on a computer or smart
phone and linked to a data projector to display the
written text; it allows direct input via finger or pen
so that characters can be easily written on the
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board or transformed by the teachers. Digital
board offers a wide range of potential benefits for
the presentation of instructional material in terms
of the relative ease of integration of a large number
of presentations and ICT, which, together, provide
new opportunities for strengthening pedagogical
strategies (Levy, 2019). Interactivity between
teachers, students and digital board provides the
focus for the analysis of learning and teaching in
the context of standard learning environment
(Ozhan, 2020). Computer software has been used
over the years by teachers to improve instructional
delivery in schools.
The term instructional delivery is described by
Hornby (2015), as an adjective derived from the
concept of instruction and it connotes when
someone teaches people something. An instruction
has been defined as the last phase of curriculum
implementation. This means that when instruction
is given in this way, it is meant towards curriculum
showing that it is an act of implementation.
Jeremiah and Alamina (2017) described
instruction as all activities engaged in by the
teacher with the aim of facilitating change in the
learner behaviour using different kinds of delivery
methods. Instructional delivery models on the
other hand are methods, strategies, approaches or
even techniques that a teacher employs to deliver
his/her subject matter to the learners. It can as
well be regarded as a representation of a pattern in
which a lesson is to be presented (Nwafor, 2017).
The process of instructional delivery is based on
stated objectives of the lesson, and this provides
opportunity for evaluating if the objectives of the
lesson have been achieved or not (Buseri and
Dorgu, 2015).
Instructional delivery has been seen as the process
of showing every activity the teacher and the
learners do in a classroom setting. Every effort that
the teacher makes in order to have a fruitful time
with the students by exposing them to the
contents, employing methods and strategies that
enable students’ interaction with the environmen
t,
using resources available and even the evaluation
process sums up to mean instructional delivery
(Mezieobi, 2019). When a teacher consciously
utilizes his training, knowledge, skills and value
and relays it in order to change the behavioral
position of the learner, the teacher is carrying out
instructional delivery. For Etuk and Umoh (2013),
instructional delivery is the knowledge of teaching
techniques and their application for learning to
take place in a flexible manner that would not
distort the original intent of the teacher for being
in the classroom. Instructional delivery refers to
the act of sending information and procedures to
be comprehended and adhered to by the receiver
(Merriam, 2019). Instructional delivery is the
process whereby the teacher (instructor) carefully
selects the method and technique for handing
down learning experiences to learners through
appropriate mediums of communication.
In the context of this study, Instructional delivery
refers to the way teachers use to teach and present
information to learners effectively. It encompasses
various strategies and approaches such as the use
of computer software aimed at facilitating learning
and understanding. Effective instructional delivery
is crucial in traditional classroom settings. It is the
sending of learning experiences in technical
education courses to learners in Technical Colleges
with the aid of a computer software such as ESUB.
A few years ago, precisely late 20th Century and
early 21st Century, technological advancements
changed the face of instructional delivery.
Information and Communication Technology (ICT)
has come in vogue in the instructional delivery
(teaching and learning) process in institutions of
learning including secondary schools (United
Nations Education Scientific and Cultural
Organization (UNESCO, 2018). This could have
also changed the attitude of teachers and student
interest towards its utilization for instructional
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process. Teachers and students may resist
(attitude) adopting ICT tools and methods in their
teaching due to a fear of change or a lack of
confidence in the technology. Teachers may be
accustomed to traditional teaching methods and
be reluctant (interest) to utilize to use the
technology due to the belief that traditional
instructional delivery is more effective than ICT-
based approaches, leading to resistance (Mezieobi,
2019).
Attitude is defined as the way teachers accept or
reject the idea of teaching and learning with the
use of ICT tools in the classroom, while they are
preparing instruction which need to be
implemented during the course of teaching in the
classroom and while they are learning to better
equip themselves to bolster delivering better
educational instructions to the students in a
learning environment (Kreijns et al., 2022). Also,
attitude cannot be discussed without touching the
factors that can impact it such as perception,
beliefs, awareness, confidence and competency of
teachers about ICT and ICT tools concerning its
usage and applications in educational contents
(Oladosu, 2022). Furthermore, according to
Kreijns et al, (2022) attitude is a person’s overall
feeling of how favorable or unfavorable the result
of a particular behavior is. The intended result of
improving student and teacher productivity
cannot be achieved if the attitude of teachers
towards the use of ICT tools is not properly
understood before trying to apply any technology.
Information and Communication Technology (ICT)
is highly useful in instructional delivery. It has the
potential to significantly enhance the teaching and
learning process in education by improving
communication between teachers and students.
This helps in clarifying doubts, sharing resources,
and providing feedback in a timely manner;
technology such as videos, animations, and
interactive diagrams can make complex concepts
more accessible and easier to understand;
facilitating interactive and engaging learning
experiences. Through technology presentations,
simulations, and educational software, students
can interact with the content, making it more
dynamic and interesting.
Yusuf and Balogun (2018) posited that interest is a
mental predisposition to an act that is expressed
by evaluating a particular entity with some degree
of favour or disfavour. Individuals, generally have
interest that focuses on objects, people or
instruction. Interest is an acquired tendency to act
in specific ways either positive or negative.
Interest refers to one’s positive or negative feeling
of wanting to know or learn about a concrete
subject, interest is developed, moldable,
observable and they vary with experience of the
stimulus objects and with social rules, norms or
institution (Binder and Niederle, 2020). High level
of interest in the use of computer could be
associated with ease of use of the technology.
Based on the above definition interest can be seen
as a general feeling about something or situation.
Psychological findings have proven that interest
and behaviour are linked together they have roots
in emotions, interest influences behaviour; they
represent the way in which interact with learning
environment (Lou and Dixon, 2018).
Interest can be observed in three components,
such as affection, behaviour, and cognition.
Huskinson and Haddock (2020) stated that
affection refers to feelings of an individual
associated with an attitude, cognition refers to
individual beliefs or attributes associated with an
attitude, and behavior refers to past behavior or
behavioral intentions relevant to an attitude. If
students' interest in ICT, that ICT is a good medium
for achieving a productive learning is high, the
technology integration can be realized more easily
and successfully (Malahi and Mohamed, 2019).
Before the emergence of Information Technology,
teachers in technical schools used chalkboard and
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whiteboards to engage with students and manually
present instructions to students. This made the
instructional process more experiential. Gillen
(2018) defined a whiteboard (also known by the
terms marker board, dry-erase board, dry-wipe
board, and pen-board) as a glossy, usually white or
black surface for making non-permanent
markings. Whiteboards are analogous to
blackboards, but with a smoother surface allowing
rapid marking and erasing of markings on their
surface. The popularity of whiteboards increased
rapidly in the mid-1990s and they have become a
fixture in many offices, meeting rooms, school
classrooms, and other work environments.
ESUB digital board tools which may improve
instructional delivery include text writer,
downloader, draw, eraser, and undo/redo
command. Text writer is a feature of software
teaching board that allows a teacher to write text
with his/her finger on the Software Digital Board.
It is powered by a JavaScript library called
hammer.js which uses a touch gesture to fire a
draw event. The touch-action property determines
if and how a user can interact with an element on
screen via touch input using the browser’s default
features. For example, panning or zooming. Touch
events are a Web API that allows the browser to
interpret finger or stylus interactions on touch
screens or trackpads. Touch-action allows a
teacher to inform the browser of the application’s
intent before any event listeners are triggered.
Download tool also known as save tool is a feature
of ESUB digital board that allows written content
on the board to be downloaded or saved to a local
device. When a teacher or student writes on the
board, both sides can see it. The lesson materials
can be displayed and used inside the board (with
the teacher setting the pace of the class), notes
from the class are digitized, can be saved with one
click and shared with all students after the class.
The download tool is powered by a JavaScript
Library known as socket.io which enables real-
time bidirectional event-based communication.
According to Pimentel and Nickerson (2013)
socket.io works on every platform, browser or
device, focusing equally on reliability and speed. It
enables real-time, bi-directional communication
between web clients and servers. It has two parts:
a client-side library that runs in the browser, and a
server-side library for node.js. Both components
have an identical Application Programming
Interface (API). Socket.IO primarily uses the web
socket protocol with polling as a fallback option,
while providing the same interface. Although it can
be used as simply a wrapper for web socket, it
provides many more features, including
broadcasting to multiple sockets, storing data
associated with each client, and asynchronous I/O.
Draw is a feature of ESUB Digital board that allows
the teacher to draw shapes on the board. This
feature is powered by a JavaScript library known
as paper.js. It is a vector graphics scripting, and the
vector part is important. There are two basic types
of graphics, vectorized and rasterized. Rasterized
graphics are the pictures from digital camera: big
rectangles with maps denoting the color of each
pixel. Blurry dots are seen when the pictures are
enlarged. Vector graphics are like connect-the-dots
pictures:
they’re sets of lines and shapes that give
instructions on how to draw the image at any size.
Using vector graphics, a teacher can make an image
of the letter Z really big and it will still look sharp.
If a teacher turned it into a rasterized graphic by
taking a picture of it and then blowing it up, the
letter would get all blurry. Vector graphics
libraries make resizing, rotating and moving
objects easy. They’re also much faster, because the
program has instructions for drawing each object
instead of needing to figure it out.
Undo/Redo is a feature of software teaching board
that uses websocket bidirectional communication
technique to undo or redo user’s actions.
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Websocket is an application layer protocol which
provides a full duplex and persistent way of
communication between client and server over a
single underlying TCP connection. It is an upgrade
over HTTP protocol. Pimentel and Nickerson
(2013) maintain that WebSocket keeps the
connection open and allows the data/messages to
be passed back and forth between client and
server. This helps achieving a real-time data
transfer to and from the server; it provides many
more features, including broadcasting to multiple
sockets, storing data associated with each client,
and asynchronous input/ output.
Eraser is a Software Teaching Board tool that
enables a teacher to clear/wipe unwanted content
on the board by swiping two fingers on the board
or clicking on the eraser button, however, the
cleared content can still be reversed using the
undo tool. Erasing on the board is faster as
compared to the traditional chalkboard. It is
powered by clearReact() method in JavaScript.
According to W3C (2021), this method performs
pretty well than others for clearing the canvas.
Software development process was followed in the
development of ESUB. Software development
process involves planning, designing, and
specifying the functionality of the software;
translates the software's design and specifications
into executable instructions that the computer can
understand and execute; rigorous testing to ensure
the software functions correctly and meets its
intended objectives; identifying and fixing defects,
errors, and issues in the software's code;
maintenance and updates; and documentation that
includes user manuals, technical specifications,
and code documentation. This documentation
helps users understand how to use the software
and assists other developers who may need to
work on the software in the future. The ESUB
digital board tools could be utilized for effective
instructional delivery in Technical Colleges in
Akwa Ibom State.
Statement of the Problem
Teaching, as an occupation, involves imparting
knowledge by the teacher to the learners. To
enhance this, methods of visually presenting
information to students are used. Traditionally,
school teachers used chalks to write on
chalkboards. The chalk produces a lot of dust
which accumulates on surfaces and computer
systems. This caused many schools to substitute
the
chalkboards
with
whiteboards.
The
whiteboard marker pen inks have organic solvents
which can cause many health hazards including the
central nervous toxicity, respiratory effects and
eye irritation (Malik, Ajaz and Jumani, 2016). Use
of technology in education has come a long way
since the earliest times of human civilization. This
ranges from slates, blackboards, green and brown
boards, white board and then the computer.
Both chalkboard and traditional whiteboard that
are widely used in schools have significant
drawbacks such as health hazards, inability to save
contents written on them, wiping cannot be done
quickly as it waste
s and consumes teacher’s time,
in most cases it confines a teacher to a particular
spot in the classroom, it is not highly visible and
does not focus students’ attention in classroom.
Therefore, the
re is need to move from “chalk and
talk” method to more in
novative information and
technological enriched approaches for meaningful
instructional delivery. Some educators hold the
perception that ICT-based instruction is less
effective or that it leads to lower learning
outcomes, contributing to negative attitudes.
Students share the belief that traditional teaching
methods are more effective than ICT-based
approaches because they perceive ICT as a
disruption to their established routines, leading to
resistance (Malahi and Mohamed, 2019).
The light of the forgone
inspired the researcher’s
interest to develop and utilize ESUB Digital board
that will not only improve instructional delivery
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but eliminate health hazards associated with the
use of whiteboard marker pens and chalkboards.
Purpose of the Study
The main purpose of this study was to develop and
utilize ESUB digital board for instructional delivery
in Technical Colleges in Akwa Ibom State.
Specifically, the study sought to:
i.
Develop the ESUB digital board for
instructional delivery in Technical Colleges in
Akwa Ibom State using software development
process.
ii.
Determine teachers’ attitude towards
utilization of ESUB digital board for instructional
delivery in Technical Colleges in Akwa Ibom State.
iii.
Determine students’ interest towards
utilization of ESUB digital board for instructional
delivery in Technical Colleges in Akwa Ibom State.
Research Questions
The following research questions were used to
guide the study:
i.
What is the teachers’ attitud
e towards
utilization of ESUB digital board for instructional
delivery in Technical Colleges in Akwa Ibom State?
ii.
What is the students’ interest towards
utilization of ESUB digital board for instructional
delivery in Technical Colleges in Akwa Ibom State?
METHOD
Design of the Study
The research design adopted for this study were
iterative design model and Survey design. Iterative
design model is a design model in cycle that
accommodate new changes to software
requirement at every cycle. Survey research design
use data obtained from a sample in an
investigation to document, describe and explain
what is in existence or non-existence, or the
present state of a phenomenon being investigated.
The designs were considered most appropriate for
the study because iterative design model allow for
testing in every cycle before going to the next cycle
and requirement changes are allowed after every
cycle. Also, survey design was used because the
researcher exploited the information that were
obtained from the respondents (teacher and
students) in drawing inference from the responses
on the implementation of ESUB software digital
board
System Modeling
System modeling is the process of developing
abstract models of a system, with each model
presenting a different view or perspective of that
system. It is about representing a system using
some kind of graphical notation, which is now
almost always based on notations in the Unified
Modeling Language (UML). Models help the analyst
to understand the functionality of the system; and
are used to communicate.
Models can explain the system from different
perspectives:
i.
An external perspective, where the analyst
models the context or environment of the system.
ii.
An interaction perspective, where the
analyst models the interactions between a system
and its environment, or between the components
of a system.
iii.
A structural perspective, where the analyst
models the organization of a system or the
structure of the data that is processed by the
system.
iv.
A behavioral perspective, where the analyst
models the dynamic behavior of the system and
how it responds to events.
ESUB Iterative Model
Essien and Ubong (ESUB) digital board is a web
application which was designed and modeled with
standard tools of software engineering. The system
model is the process of defining the modules,
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interfaces and the architecture of the system. The
model adopted for this system is the Iterative
model.
Figure. 3.1: Iterative Model for software development
Source: Malik, Ajaz and Jumani (2016)
The phases of the model are:
Analysis: In order to understand the infrastructure
of the classroom, this phase required data related
to the design-process which was collected by using
questionnaires and interviews. Also, the
identification of the problems, opportunities, goals
and objectives will be addressed in this phase.
Design: After identifying the goals and objectives in
the previous phase, it is necessary to start the
design and structure the system to meet and fit
teaching requirements. Also, the system design
helps in defining overall system requirements.
Development: The actual process of creating and
developing the design. The system is developed to
address the performance gap identified in the
analysis and design phases.
Implementation: In the implementation phase, it is
the time to decide how to deliver lesson to the
learners. The process is based on the performance
of the analysis phase.
Evaluation: This phase can be done for the
previous phases; individually or all of them
together. One of the evaluation strategies is using a
combination of self-evaluation and learner-
evaluation. Limitation and quality of the system
will appear in this phase.
Ana
lyze
Eva
luat
Dev
elop
Imp
lem
Des
ign
Rev
ise
Rev
ise
Rev
ise
Rev
ise
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Figure. 3.2: ESUB Iterative Model
Source: Malik, Ajaz and Jumani (2016)
Adopted Model
Formulated Model
Analyze
Evaluate
Develop
Implement
Design
Revise
Revise
Iterative
Model
Requirement
Analysis and
Design
Evaluation
Testing
Deployment
Planning
Revise
Revise
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Figure. 3.3: Flowchart showing the structure and design of ESUB Digital board
Source: Researcher (2023)
Print Written
Text
Yes
Teacher arrives
Teacher
Write
on the
Board?
No
Need
to
Erase?
Yes
Erase board
content
No
Need
to
Undo?
Bring back
Erased content
Yes
No
Need
to
Save lesson
note?
Save Note to
local device
End
Yes
No
Start
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System Analysis
System analysis is an important aspect of the
research. The requirements for developing ESUB
System are analyzed and these requirements are
very essential to implement the system.
Hardware Requirement: The following are the
minimum requirements for the system to work:
i.
Minimum 1GB of Random-Access Memory
(RAM)
ii.
Minimum 250GB of Hard disk
iii.
Minimum Intel Pentium Processor 1.5ghz
iv.
A monitor, Keyboard, CPU / Laptop
v.
A mouse
vi.
Internet connection
Software requirements:
i.
Working Operating System (Windows
7/8/8.1/10, MacOS, Ubuntu, Android and iOS)
ii.
A
web
browser
(preferably
Chrome/Firefox/Opera mini)
iii.
Text Editor (VSCode, Sublime Text, Bracket)
iv.
Docker Desktop (If you want to run it
locally)
System Design
System design is an important phase of system
development process. The system is studied to the
minute details and analyzed. The detailed study of
the operation performed by the system and the
relationship within and outside the system is done.
The system is viewed as a whole and the inputs of
the system are identified. The system design shows
the blueprint of any system that is to be developed.
It gives the detail about every component of the
system that is to be built. ESUB was used in the
classroom to deliver instructions.
Text Writer Tool Module: This module allows the
user to write on the screen using his/her finger.
Text writer is a feature of software digital board
that allows teachers to write text with his/her
finger on the board. It is powered by a JavaScript
library called hammer.js which uses a touch
gesture to fire a draw event. The touch-action
property determines if and how a user can interact
with an element on the screen via touch input
using the browser’s default features.
Draw Tool Module: This is the module in which
user draw shapes on the board. This feature is
powered by a JavaScript library known as paper.js.
Downloader Tool Module: Download tool also
known as save tool is a feature of ESUB digital
board that allows written content on the board to
be downloaded or saved to a local device in PNG
image file format. This is the module in which
when a teacher or student writes on the board,
both sides can see it. The lesson materials can be
displayed and used inside the board (with the
teacher setting the pace of the class) and notes
from the class are digitized, can be saved with one
click and shared with all students after the class.
Eraser Tool Module: This is the module that clears
screen or delete it contents and any output
generated. It does not clear the user's history of
commands, however. The commands and outputs
can still be reversed using the undo tool
Undo/Redo Tool Module: This is a module for
erasing the last change done to the document,
revert it to an older state.
Programming
This section concerned about the programming
languages used for the design and the
implementation of this project. The ESUB digital
board was developed to provide a computerized
process that is stress free, reliable and quick
through the use of JavaScript computer
programming language, Cascading Style Sheet
(CSS) for styling, and it is structured by Hypertexts
Markup Language (HTML).
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Survey Research Design
This study also adopted a survey research design.
Survey research design use data obtained from a
sample in an investigation to document, describe
and explain what is in existence or non-existence,
or the present state of a phenomenon being
investigated. This design was considered most
appropriate for the study since the researcher
exploited the information that were obtained from
the respondents (users) in drawing inference from
the responses on the implementation of ESUB
software digital board.
Area of the Study
The area of the study was Akwa Ibom state, which
is one of the 36 states in Nigeria. It has 31 Local
Government Areas. The Akwa Ibom State Ministry
of Education is tasked with monitoring the
education sector of the state. The people are highly
educated because of the present of good
educational institutions in this area starting from
the primary, secondary schools both public and
private, and many higher institutions. The choice
of Akwa Ibom State for this Study was based on the
State Government Dakkada ini
tiative, the ‘Dakkada
Philosophy’ meaning, to arise in Ibibio harped on
arousing the creativity, innovativeness, excellence,
integrity and hard work in the people.
Population of the Study
The population of the study consisted of 1690
teachers and students from the nine public
Technical Colleges in Akwa Ibom State, during
2021/2022 academic session (Appendix 1).
Sample and Sampling Technique
A sample of 408 comprising of 39 teachers and 369
students took part in the study. Simple random
sampling technique was used to select the sample
size for the study. 24% of the population was used
as sample size using Taro Yamane formula (See
appendix 1). The selection process was done using
cap and draw method. The selection was done
without replacement in order to give all members
of the population equal opportunity to be selected.
Instrumentation
A researcher made instrument titled “Attitude and
Interest
Towards
Utilization
of
ESUB
Qu
estionnaire” (AITUEQ) was used in collecting
data for the study. The instrument contained items
on teachers’ attitude towards utilization of ESUB
software and students’ interest towards utilization
of ESUB software. The instrument was built on a
four-point scale of Strongly Agree (SA), Agree (A),
Disagree (D) and Strongly Disagree (SD).
Validation of the Instrument
Face validation was conducted for the instrument.
The instrument was given to three experts for
validation. One of the experts was from the
department of Computer and Robotics Education,
another from the department of Industrial
Technology Education and one was from
Educational Evaluation in the Department of
Educational
Foundations,
Guidance
and
Counseling. During the validation process, none of
the items written were deleted, but suggestion was
given on rewording five items on the instrument.
The corrections were effected on the instrument
before submitting it to the supervisor for approval
to be used in collecting data for the study.
Reliability of the Instrument
To determine the reliability of the instrument, the
instrument was administered to 20 teachers and
50 students in a Technical college in Cros River
state who were not part of the study sample.
Cronbach alpha Statistics was used to determine
the reliability coefficient of the instrument, which
yielded a reliability coefficient of .84. According to
Nachmias and Nachmias (2019), instruments with
positive coefficient of .70 and above are considered
reliable. Therefore, the instrument was considered
reliable for use in collecting data for the study.
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Method of Data Collection
The researcher obtained permission from the
principal of selected Technical Colleges to
implement the ESUB system in the school. The
experiment with the ESUB system last for eleven
weeks of second term 2021/2022 academic
session. The teachers were selected to implement
the system. The researcher holds discussions with
the teachers on what the study aims to achieve and
the manner for carrying out the study with
emphasis on the implementation of the ESUB
system. The researcher during the first meeting
with the teachers in the first week, sensitized the
teachers on about the ESUB system for teaching
and learning. The researcher provides an overview
of ESUB system and explained how it works and
the modality for using it for teaching and learning.
The researcher made the teachers understand that
they can use their mobile device, computers or
laptops in the teaching process. The teachers
utilized the ESUB system for teaching from the
second week to the tenth week. On the eleventh
week, copies of the questionnaire were
administered to teachers and students to elicit
information on their attitude and interest towards
the utilization of ESUB software digital board for
instructional delivery. The copies of the
questionnaire were retrieved on the spot, which
ensured one hundred percent returned rate. The
questionnaire collected were coded and ready for
analysis.
Method of Data Analysis
Data collected for the study were analyzed using
mean and standard deviation to answer the
research questions. The remark was gotten as
follows:
Strongly Agree (SA) -
-
3.50
–
4.00
Agree (A)
-
-
-
2.50
–
3.49
Disagree (D) -
-
-
1.50
–
2.49
Strongly Disagree (SD)
-
.00
–
1.49
Mean score from 2.50 and above was accepted as
positive or high while mean scores below 2.50 was
taken as negative or low response.
RESULTS
This section presents the result of the data
analyses based on the objectives and research
questions of the study. The result of the analyses is
presented in tables as shown below:
System Development
The system (ESUB) development is the
implementation of the system design for
instructional delivery in Technical colleges in
Akwa Ibom state. ESUB was fully implemented in
HTML, CSS and JAVASCRIPT for standard web
development. All the (Html, CSS, and Javascript)
files of the project are categorized respectively in a
folder that can be distributed to any system with
its dependencies and can be hosted or uploaded
on-line for real life implementation. Also, a server
(either online or offline) must be installed for the
system to work on any system.
The interface was developed on a port 3080 on the
localhost (localhost:3080) and it has well styled
clickable buttons which performs several
functions such as text writer, eraser tool, drawing
tool, undo/redo and downloading functions for
user satisfaction.
Text writer tool: It allows teachers to write text
with his/her finger on the board.
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Figure 4.1: Text writer tool
Source: Researcher (2023)
Eraser tool
: ESUB software digital board uses
eraser tool to clear screen or delete it commands
and any output generated. It does not clear the
user's history of commands, however. The
commands and outputs can still be reversed using
the undo tool.
Figure 4.2: Eraser tool
Source: Researcher (2023)
Drawing tool
: It allows a teacher to draw shapes on the board.
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Figure 4.3: Drawing tool
Source: Researcher (2023)
Undo/Redo tool
: It erases the last change done to the document, revert it to an older state.
Figure 4.4: Undo/Redo tool
Source: Researcher (2023)
Download tool
: Download tool also known as save
tool is a feature of ESUB software teaching board
that allows written content on the board to be
downloaded or saved to a local device in PNG
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image file format.
Research Question 1
What is the teachers’ attitude towards utilization
of ESUB software for instructional delivery in
Technical Colleges in Akwa Ibom State?
Table 1: Summary of mean responses on teachers’ attitude towards utilization of ESUB
software for instructional delivery
S/N
Items
N
Mean
SD
Remarks
1.
I am comfortable with the
ESUB
285
2.7474
.87976
Agree
2.
I have the confident to move
text about in ESUB
285
2.6140
.75420
Agree
3.
I enjoy the readability of text
in ESUB
285
3.0772
.80993
Agree
4.
I enjoy drawing precise
objects with ESUB
285
2.8807
.66062
Agree
5.
I feel happy Returning to
previous activities with
ESUB
285
3.2561
.78341
Agree
6.
I am comfortable using
ESUB because of ease of
cleaning
285
3.0842
.81357
Agree
7.
I feel making out time to
explore ESUB
285
2.6175
.74426
Agree
8.
I am comfortable trying out
new things with ESUB
285
3.1333
.65792
Agree
9.
I like to use the text writing
tool for clarity of text
285
2.8561
.66370
Agree
10.
The neatness of the board
after cleaning makes me feel
happy.
285
2.8561
.66370
Agree
Grand mean
2.907
Agree
Source: Researcher (2023)
The summary of the result of mean and standard
deviation of the teachers’ attitude towards
utilization of ESUB software for instructional
delivery in Technical Colleges is presented in Table
1. It is shown that the mean range of the items falls
between 2. 61 and 3.25 and the standard deviation
range between 0.65 and 0.87. This is evidence that
the teach
ers agree to the items on teachers’
attitude towards of utilization ESUB software for
instructional delivery in technical colleges in Akwa
Ibom State. The grand mean of 2.907 shows that
the teachers’ attitude towards utilization of ESUB
software for instructional delivery in Technical
Colleges in Akwa Ibom State is positive.
Research Question 2
What is the students’ interest towards utilization
of ESUB software for instructional delivery in
Technical Colleges in Akwa Ibom State?
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Table 2: Summary of mean responses on students’ interest towards utilization of ESUB software
for instructional delivery
S/N
Items
N
Mean
SD
Remark
1.
I excieted with the clarity of text in
ESUB
285
2.6667
.94447
Agree
2.
The of text presentation in ESUB
fascinating
285
2.7579
.66156
Agree
3.
The readability of text in ESUB
makes me curious during
instructional delivery
285
3.3298
.74351
Agree
4.
I usually prefer object drawing in
ESUB
285
3.2211
.70978
Agree
5.
I am attracted to ESUB because of
the maintenance of information
originality
285
2.7825
.69837
Agree
6.
I like the ease of access to
information in ESUB
285
2.8772
.72845
Agree
7.
I usually like the ease of cleaning
the board
285
3.2982
.72590
Agree
8.
I like the neatness of the board after
cleaning
285
3.4982
.50088
Agree
9.
I am actively involving during
learning with ESUB
285
2.8842
.67443
Agree
10.
I am excieted with the speed of
cleaning ESUB board
285
2.9263
.70074
Agree
Grand mean
3.018
Agree
Source:
Researcher (2023)
The summary of the result of mean and standard
deviation of t
he students’ interest towards
utilization of ESUB software for instructional
delivery in Technical Colleges is presented in Table
2. It is shown that the mean range falls between 2.
66 and 3.49 and the standard deviation range
between 0.50 and 0.94 This is evidence that the
students agree to the items on students’ interest
towards of utilization ESUB software for
instructional delivery in technical colleges in Akwa
Ibom State. The grand mean of 3.018 shows that
the studen
ts’ interest towards utilization of
ESUB
software for instructional delivery in Technical
Colleges in Akwa Ibom State is positive.
Findings
Based on the data collected and analyzed in the
study, the following findings were made with
respect to the research questions that guided the
study:
i.
Teachers’ attitude towards utilization of
ESUB software for instructional delivery in
Technical Colleges in Akwa Ibom State shows a
positive attitude.
ii.
Students’ interest towards utilization of
ESUB software for instructional delivery in
Technical Colleges in Akwa Ibom State shows a
positive interest.
DISCUSSION
Based on the data collected and analyzed in the
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study, the following findings were made with
respect to the research questions and hypotheses
that guided the study:
The analysis of the responses to research question
1 presented on Table 4.1 revealed that
teachers’
attitude towards utilization of ESUB software for
instructional delivery in Technical Colleges in
Akwa Ibom State shows a positive attitude.
Analysis of the attitude of teachers toward ESUB
software utilization for instructional delivery is
accepted as an indicator of positive attitudes in
Technical Colleges in Akwa Ibom State. This result
can be interpreted that teachers realize the
benefits of ESUB software use for instruction
delivery in Technical Colleges. This finding is in
agreement with the observation of Al-Zaidiyeen, et.
al (2019) that in the present age of information
explosion, more academics, departments, schools,
colleges and universities are resorting to using
computers and the internet in teaching and
learning activities. The application of ESUB
software due to its great capabilities and the speed
to get lessons delivered in an interesting way to
attract the attention of the students is of great
importance. Teachers may realize this benefit
through the use of smartphones, Android phones
tablets and I-Phone, and so on. The positive
attitude of teachers towards the use of ICT for
quality instructional delivery will obviously
change the image of the classroom for the twenty-
first century. This finding is very obvious as it
buttresses the important of utilization of ESUB
software for instructional delivery in Technical
Colleges. Obviously with the utilization of the ESUB
software for instructional delivery, learning will be
very interesting and effective.
The analysis of the responses to research question
2 presented on Table 4.2 revealed that students’
interest towards utilization of ESUB software for
instructional delivery in Technical Colleges in
Akwa Ibom State shows a positive attitude. If
student does not have interest during instructional
delivery the attention of that student will be
distracted during instructional delivery. This is an
indication that the students also share the same
views with their teachers. The students are
interested in the use of ESUB software and how
lesson is being achieved in a very short period of
time with little effort. This finding is in line with
Eze, et, al (2021) who found a positive interest in
the attitude of learners in secondary schools. The
present study also concurs with Yusuf and Balogun
(2018) who noted that students have generally
positive attitude towards the use of Interactive
White Boards in language instruction and are
aware of the potential uses of this technology.
Binder and Niederle (2020) who reported that
students have positive attitude to ICT tools and the
students prefer to write using a computer rather
than pen and paper. Similarly, Lou and Dixon
(2018) study revealed that students perceive
integrated E-learning software approach to be an
important approach in their learning. Students
have positive attitude towards the integrated E-
learning software approach. Huskinson and
Haddock (2020) noted that students who viewed
communications technologies positively can use
them to enhance their learning experience. This
positive interest is an important indicator of
willingness and first step in effective technology
utilization in general.
CONCLUSION
From the findings obtained from the study, it cloud
be concluded that Utilization of ESUB Software for
Instructional Delivery in Technical Colleges in
Akwa Ibom State, Nigeria shows a positive result.
Especially in the areas of teachers’ attitude and
students interest. It is therefore very important
that teachers teaching in technical colleges in
Akwa Ibom State be encouraged to uphold good
attitude towards the Utilization of ESUB Software
for Instructional Delivery and students studying in
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technical
colleges
be
motivated
during
instructional delivery to maintain the positive
interest towards the Utilization of ESUB Software
for Instructional Delivery.
Recommendations
The following recommendations are made based
on the findings of the study.
i.
Teachers in Technical Colleges in Akwa
Ibom State should endeavours to use ESUB
software for instructional delivery to enhance
their performance and arouse students interest in
instructional delivery process.
ii.
Students should be motivated by giving
opportunity to interact also with the ESUB
software in order to enhance interest towards the
use of ESUB software for instructional delivery and
to enhance their learning performance.
iii.
The development of ESUB digital board
should be funded by the State Technical School
Board for deployment in Technical schools.
iv.
Training should be given to the developer of
the software on the topics contained in Technical
school curriculum, this will aid them to develop
ESUB digital board that is effective in the
classroom.
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