Development And Utilisation Of An Instructional Programme For Impacting Competence In Language Of Graphics Orientation (Logo) At Primary School Level In Ibadan, Nigeria

ABSTRACT

Computers enhance the process of understanding when used for teaching and learning. This made the

Nigerian Government to introduce computer studies into the basic education curriculum. However,

the content and activities in the computer basic curriculum are centred mostly around browsing and

clicking and not on programming as many believed that programming is for adults. This study,

therefore, developed a Language of Graphics Orientation (LOGO) instructional package and

investigated its impact on primary school pupils’ competence in LOGO. It also examined the

influence of age, gender, computer literacy and school type on competence in the programme.

The study adopted one group pretest-posttest quasi-experimental design. A 20-module instructional

package was developed based on Kerr’s model of curriculum development. Three hundred and fortynine

pupils aged 5, 6, 7 and 8years and eight computer studies teachers purposively drawn from two

private and two public primary schools participated in the study. Five instruments were used:

Achievement Test in LOGO (r =0.70), Teachers’ Perception Scale on LOGO, (r = 0.89), Challenges

of Package Usage Scale (r =0.72), Utilization Scale for Package (r = 0.75) and Computer Literacy

Scale (r = 0.75). Five research questions were answered and five hypotheses tested at 0.05 level of

significance. Data were analysed using descriptive statistics, t-test and analysis of variance.

The LOGO instructional package was validated in a pilot study; results showed that the package had a

good face and content validity which was measured in terms of coverage, sequence and

appropriateness for the pupils as perceived by their teachers. Teachers’ perception during the process

of development in terms of conceptualisation was 0.8, identification of basic objectives 0.7, designing

of package 0.7, try-out 0.7, revision 0.7 and teacher training 0.7. The instructional package was

appropriate for pupils’ age 1.0, presentation of illustrations 0.9 and content sequence 1.0. The

difference in the pupils’ pretest (x = 4.10) and posttest (x = 27.88) competence mean scores in LOGO

was significant (t = 53.56; df = 348; p