Students’ Perception of the Impact of Educational Technology in Teaching of Health Education in Secondary Schools

Students' Perception of the Impact of Educational Technology in Teaching of Health Education in Secondary Schools
Students' Perception of the Impact of Educational Technology in Teaching of Health Education in Secondary Schools



The main purpose of this research was to examine the students’ perception of the impact of educational technology in teaching of health education in secondary schools in Uyo Local Government Area. Four research questions and hypotheses guided the study. Population comprised the selected secondary schools students in Uyo Local Government Area of Akwa Ibom State from which 100 respondents were randomly selected as sample from 5 secondary schools. Self-constructed and validated questionnaire was used for data collection. Collection of data was done with the help of a trained research assistant. Retrieved questionnaire forms were checked.  The badly filled and the mutilated ones were discarded while the good ones were coded and simple percentage statistic and non-parametric statistic of chi – square was used for data analysis. It was accepted students perception of the impact of educational technology significantly affect the teaching of Health Education in secondary schools Uyo Local Government Area.


Students’ Perception of the Impact of Educational Technology in Teaching of Health Education in Secondary Schools



1.1 Background to the study

Perception deals with the way people interpret sensations, using knowledge and understanding of the world, so that they become meaningful experiences. The most common sources of evaluation data have been students, peers and teachers themselves. Mayya and Roff, (2014) asserted that; students’ perceptions of the educational milieu can be a basis for implementing modifications and thus optimize the educational environment. It influences how, why and what student learn. It also makes possible to assess and modify the educational environment. However, teaching is a goal-directed exercise, once objectives are set; the means to ascertain how well they have been attained must also be established.

The term “educational technology” in schools should be understood as a project encompassing the educational process, involving not only the teacher or the structural divisions of the education system but also the students and how they apply technology to improve their learning process (Pachler, Cook & Bachmair, 2010). Educational technologies include information technologies, research technologies for scientific and educational information; technologies for the computer processing of educational information; technologies for organizing the professional training of students; and technologies for the execution and defense of the graduation project or academic works (Ignatyeva, 2015).

The most used tools in this new educational era are multimedia technology, online learning or e-learning, mobile learning or m-learning, blogs, and social networks (Fojtik, 2014). On the one hand, multimedia technology allows the integration of text, numbers, graphics, still or moving images, presentations, a high level of interactivity and, besides, the possibilities of navigating through different documents, which gives students the convenience of understanding words and teaching objects (Chen et al., 2012).

Moreover, it has been shown that multimedia technology has four advantages: 1) it improves information reception and the quality of teaching; 2) it deepens students’ memory and their understanding of knowledge through vivid images, videos and refined language, 3) the application of multimedia technology can unite the process of recognition and the affective process; and 4) it can stimulate and motivate study among groups of students and improve the efficiency and the quality of teaching (Ausin, Abella, Delgado & Hortiguela, 2016).

Furthermore, the intensive use of the Internet and the rise of smart mobile devices have allowed the development of new forms of education, such as online education (e-learning or m-learning), which sometimes complements other modalities, such as classroom sessions, and gives rise to a mixed modality (Avello et al., 2016). E-learning is the teaching-learning process carried out through the Internet, characterized by a physical separation between teachers and students and through which a continuous didactic interaction takes place.

In addition, the students become the center of training, having to self-manage their learning with the help of tutors and peers (Avello et al., 2016). Online learning or e-learning is increasingly better evaluated and more widely used in the field of education (Shi, 2016). Although many people show resistance to change and relate it to poor-quality education, studies have shown that it is a mistake to assume that e-learning is of lower quality than face-to-face education (Marín, F., Inciarte, Hérnandez, & Pitre, 2017). In many developing countries, e-learning is considered a solution to the growing demand for higher education (Ngampornchai & Adams, 2016); it has already greatly affected the method of learning, and many schools are using it as a pedagogy.

Educationists are of the opinion that the educational problems relating to quantity and quality could be tackled by the proper utilization of instructional technology which is composed of modern educational   technology materials.  Educational   technology  is  a  systematic way  of  designing,  carrying  out  and  evaluating the  teaching  learning  process.  Educational technology makes instruction more effective, understandable and meaningful. All types of resources are used to make the learning easy. Traditional teacher-centered approach in the classroom has been shifted from teaching to learning. It is called student centered or resource-based approach, the student being the resource.   Education technology requires the disciplined implementation of expertise to enhance research, teaching and/or efficiency (Spector, 2015)

Globalization and technological change processes that have accelerated in tandem over the past fifteen years have created a new global economy “powered by technology, fueled by information and driven by knowledge. The emergence of this new global economy has serious implications for the nature and purpose of educational institutions. As the half-life of information continues to shrink and access to information continues to grow exponentially, schools cannot remain mere venues for the transmission of a prescribed set of information from teacher to student over a fixed period of time.

Rather, schools must promote “learning to learn,” i.e. the acquisition of knowledge and skills that make possible continuous learning over the lifetime. “The illiterate of the 21st century,” according to futurist Alvin Toffler (2011), “will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Concerns over educational relevance and quality coexist with the imperative of expanding educational opportunities to those made most vulnerable by globalization developing countries in general; low-income groups, girls and women, and low-skilled workers in particular. Global changes also put pressure on all groups to constantly acquire and apply new skills. The International Labour Organization defines the requirements for education and training in the new global economy simply as “Basic Education for All”,” Core Work Skills for All” and “Lifelong Learning for All”.

The importance of inquiry in the science process cannot be overemphasized; the National Research Council (NRC, 2000) solve problems using practical and created the standards around a central  theme ‘science standards for all students’. This theme emphasizes the importance of inquiring in the science process, allowing students to describe objects and events, ask questions, construct explanation test those explanations against current scientific knowledge and communicate their ideas to others. In teaching science with an inquiry emphasis, the assumptions of the diverse populace are considered and critical and logical thinking skills are fostered.

Students’ Perception of the Impact of Educational Technology in Teaching of Health Education in Secondary Schools

According to the National Science Education Standard (NSES, 2000) inquiry-based classrooms should include: A multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze and interpret data; proposing answers, explanations and predictions; and communicating the results.

Inquiry allows students to learn and experience health education firsthand, by taking on the roles of scientists. The students use the inquiry process to develop explanations from their observations (evidence) by has learned. They learn discrete health education concepts and skills and how to solve problems using practical approaches. Incorporating inquiry into health education classrooms empowers students. They play an active role in their learning rather than the passive role commonly seen in traditional classrooms. Teachers can foster better experiences with inquiry in various ways and ultimately positively affect students’ health education process skills and understanding of health education, whether the inquiry activity is structured, guided, or open.

About Peter Lawson 2732 Articles
Peter Hezekiah Lawson (Sir Pee). The CEO of A reputable researcher, Web Developer, ICT Instructor and a publisher of many research works in Education.