THE PERCEPTION OF STUDENTS’ AND TEACHERS’ ON CHEATING TENDENCY IN EXAMINATION AMONG SECONDARY SCHOOL STUDENTS IN IJEBU NORTH LOCAL GOVERNMENT AREA OF OGUN STATE.

CHAPTER ONE

INTRODUCTION

1.1Background of the study

Nowadays, education is thriving with many tout new theories and practices promising to offer solutions to learning difficulties. They are mostly based on the proliferation of the digital and communication technologies. Included among these learning solutions are: blended learning, m-learning, v-learning to name only a few. They have emerged as a result of the digital revolution. But approaching learning through amusement is probably the most effective way of imparting knowledge and teaching skills. And so, using digital games (video or computer games or other similar terms) to directly or indirectly achieve educational purposes could become an increasing educational effort in the 21th century (Prensky, 2001b; Torrente, del Blanco, Marchiori, Moreno-Ger&Fernández-Manjón, 2010).

Technological innovations influence field of science in both direct and indirect ways, changing the teaching and learning environments and transforming the traditional methods. Hence, the rapid development of Information Communication Technologies (ICTs) one of the emerging educational technologies is educational computer game.

Computer game has been introduced to students and teachers as an innovative strategy for enhancing learning. These games have brought a new dimension to education by supporting student-centered education, increasing student motivation and providing students the option to learn while having fun (Cankaya&Karamete, 2009).

Many aspects of digital games can serve education; Denis and Jouvelot (2005) reported that with the use of digital games, students “are experienced to learn by doing”. Scaffolding is one of the digital games (Federation of American Scientists, 2006). Furthermore, every learner has a different learning style and computer games allows for such flexibility. But, the traditional education system may not be able to accommodate all the learning styles suited to all learners. Digital games offer learning experience that can meet a variety of learning styles (Federation of American Scientists, 2006). Furthermore, Watson, Mong, and Harris (2011) have shown that students’ negative attitudes toward difficult subjects such as math or boring subjects such as history can be changed through using digital games by making them easy or fun to learn. Despite all these digital game benefits touted by researchers, many people in the education field are against the idea of involving digital games in traditional classroom activities. This opposition according to De Aguilera and Mendiz (2003) stems from the fact that such people have not experienced digital games in their lives. That simple fact does not allow them to appreciate the potential benefits of these games. Therefore, this study is aimed at exploring and investigating secondary school teachers’ perception on utilization of computer games in Ogun state secondary schools. To answer fundamental questions: such as do secondary school teachers in Ogun state have a favorable or unfavorable perceptions toward using digital games in their teaching? And does computer gamesposse a positive or negative effects on children education learning in their various academic subjects? For answering these fundamental questions we implemented questionnaire-based research surveying 150 teachers in various secondary schools at Ago-Iwoye, Ogun State.

1.2 Statement of the problem

Not everyone is aware on the potential educational benefits of gaming. While some say Computer games can encourage collaboration and build problem solving skills, others argue that games are a distraction with little learning value. Hence, there is needs for study like this to resolved these issues evolving out of the problem. Studies have shown that children often find most conventional methods of teaching boring and not stimulating enough. whereas, integration of computer games into the didactic process is reportedto have enhanced performance in some school subjects. In spite of the reportedeffectiveness of computer games, most secondary schools in Ogun state do not employ the game to teaching their students. It is therefore pertinent to ascertain how teachers perceive effectiveness of computer games in the teaching and learning process.

1.3 Objectives of the study

The objective is to investigate secondary school teachers’ perception on computer games in Ogun state schools to answer a fundamental questions:

1. Do secondary school teachers’ in Ogun state have a favorable or unfavorable perceptions toward using digital games in their teaching?

2. Do secondary school teachers’ in Ogun state have knowledge in computer game?

3. Do secondary school teachers’ in Ogun state ready to adapt to game technology of    teaching?

For answering these fundamental questions we implemented questionnaire-based research surveying 150 teachers in various secondary schools at Ago-Iwoye, Ogun State.  

1.4 Purpose of the study and research questions

The purpose of this study is to investigate the effectiveness of computer games for children's learning as perceive by Ogun state secondary school teachers. For this purpose, the following research questions are examined:

1.     What are teachers’ general perceptions about computer gamesused in lesson?

2.     Do computer games have any effect on student learning abilities?

3.     Is there a significant difference in the learning rate of children that learn through playing of computer games and those that does not.

1.5 Significance of the study

Technology is the most popular topic concerning 21th century learning and teaching, education seem to be the central focus, technology is simply a tool to aid education and learning, so computer games should be use in all classroom. The place of technology in pedagogy is based on various factors and questions of effectiveness, time saving, increase outcome, self pacing. Computer games could enhance the student performance. Teachers should try to integrate and utilize computer games in their daily classroom activities, which could comprises all the various methods of teaching.This research will give government an insight on development in methods of teaching,and also give information on the willingness of teachers on the implementation of educational games in teaching and learning. This study will be beneficiary to the government and educational boards suchas national association of science teachers for the review and integration of computer games for learning in Ogun state secondary schools.

1.6 Limitation of the study

This research study is limited to Ago-Iwoye, Local government area of Ogun state due to some constraints that are facing researcher in the course of carrying out this work. The constraints include: time, money, and poor transportation network between villages issues 

1.7 Operational definition of the terms

Computer game: is any of various electronic games that are played by manipulating an input device such as mouse, joy stick or the keys in the keyboard  in response to the graphics on the screen.

Educational computergame: are games that are designed to help people to learn about certain subjects, expand concepts, reinforce development, understand an historical event or culture, or assist them in learning a skill as they play.

Effectiveness of computer game:is the ability of a computer game  to be efficient.

Teacher: is a person who instruct, help others to learn new things.

Student:is a person formally engaged in learning, especially one enrolled in a school or college.

Perceive: to understand