LITERATURE REVIEW

Learning is a continuous process, only the forms and methodology changes; development worldwide has been on rapid increase, helping to redefine learning process. I review learning broadly and gradually narrow my scope to the project as follows:

The learning process

Computer aided learning

Computer aided learning of mathematics

2.1 THE LEARNING PROCESS

In designing an instructional technique, the principles of learning are considered. However “no current learning theory is close to being complete” (Bork, 1985, p. 86). The student being considered in writing this project is growing youths. I then consider the difference in learning of adults and children, bearing in mind that youth are in between.

Malcolm Knowles (1990-pp54-61) give us two sets of assumptions.

i Pedagogy

ii Andragogy

2.1.1 Pedagogy

This is concerned with the theory of youth learning most of us have already had this experience. It is teacher centered, teacher taking full responsibility of deciding what will be learned. Some of these methods include:

i Reproach to knowledge: They are interested to know only what the teacher is teaching. They see knowledge as the ability to pass exams and get promoted. Consequently, the need to expand their scope by self-effort is not deemed necessary.

ii Personal Concept: This explains the orientation. They are dependent only on what they are taught. How to learn and what to learn is rather imposed on them (with or without their wish). The child dreams high in his educational pursuit but sees the teachers” wish as the only step to that height. He has nothing to add to his pursuit except perhaps, doing his assignment.

iii The role of Learner’s Experience: His experience is of little or no value as resources for learning. His only experience is the classroom teaching and that of the textbook writer. No major responsibility has been assigned to him to test his level of experience.

iv Readiness to Learn: Learning depends on when they are told to do so. It is never a self-taught. The teacher’s duty is to teach, they are to learn when the teacher is ready to teach.

v Motivation: Children are motivated to learn mainly by external pressure either from parents or teachers. They might think of better quality of life, but it is not motivation towards learning.

2.1.2 Andragogy

This deals with adult learning. Learning is understood to be a process of self-advancement, where the teacher is a guide, its features are”

i. Approach to Knowledge: They are interested in learning but are conscious of what to learn. They want to know why they need to learn something before learning it. Subject matters related to their life goals are known to them and are paramount in their learning preferences.

ii. Personal Concept: They take responsibilities of their decisions, and also plan their own learning activities “(Garba, 2004. Pg 3). Therefore, they resent and resist situation they feel are impositions on them.

iii. The role of learners’ experience: The adult embraces education with some experience, which can be of valuable resources to themselves and others. Therefore, the teacher is more or less a guide while group discussions, problem solving activities and simulation exercise are used to improve experimental and knowledge skills (Garba, 2004, pag4).

iv Readiness to learn: Adults are willing to learn based on the need. They know what they want and know how to get there. Consequently, learning is based on their dreams and what is required to achieve the dream.

v. Motivation: motivation is both by internal and external factors. Internal factors include self-esteem, improve living standard, self-confidence. External factors include better jobs, promotions and salary increases.

2.1.3 Teenager

This is a drifting stage from the pedagogy to the andragogy stage. The teenagers see the need to hold on to more than the classroom work, either because he will be writing external exams or seeking jobs in the labour market. Either way, a little more than classroom experience is required so he has to go for it. The features include:

i. Approach to Knowledge: Though they do not control freely what to learn, they try to extend what they already know so as to get to the next level (or be in line with their peers). Its significance is that a little effort is added on their own.

ii. Personal Concept: They develop personal interest to learn. Not necessarily because they now enjoy it but because they would like to be in a higher level with their peers.

iii. Role of Learner’s Experience: They are about to gain experience or have just gained little experience, which he is eager to test. At this stage the love for exploration is high.

iv. Readiness to Learn: This varies among individuals, while some detest academic learning for technical/business skills. Others devote spare time to academic pursuit. Personal interest to learn starts developing above external pressure.

v. Motivation: they want to get to a higher level in life and have something to boast about to their peers or try to cutout a personality for themselves.

In all stages of learning, there is always an action complementing the teachers’ effort. Today, the world is getting computerized, with the computer performing virtually all types of task. Since everybody now, irrespective of the degree of learning uses computer, it becomes necessary to use the much-enjoyed computer as a tool for learning.

2.2 ORIGIN OF COMPUTER

“Mechanical counting systems existed long ago and have even since been improved upon. Dating back, the abacus (about 500Bc) paper (100Ad), printing press (1458) were earlier stages of counting and data processing. Then came the mechanical era when computers were operated upon using gears, chains and pulleys. This method was not really convenient but ushered in the earliest known computers, or better still calculators. The system then were capable of addition and subtraction but was later modified to include division and multiplication by Gottfield Leibnitz.

Computer had been then evolved in five generations. Computers of today are mainly single user systems but have multi-user environment. They perform various tasks such as business computing; information transfer, games etc, this makes it a necessity for every home as it cover almost every facet of life.

2.3 EVOLUTION OF COMPUTER AIDED LEARNING (CAL)

Computer aided learning means personalizing a learning process with the help of a computer system so as to learn, teach or solve the problem (www.calm.hw.ae). Computer aided was first used in Bren wood School in California. CAL is also coming into our country gradually. CAL developers should be encouraged as it makes a very tedious task like teaching business very simple and easy to understand. This is because computer aided learning is always very interactive there by making it easy to understand.

CAL system is advantageous in many ways:

* The computer does not have emotions and so have no form of partiality in itself when dealing with different kinds of individuals.

* Since computer is involved, many people are always attracted to make use of such software.

* CAL system facilities learning and makes it faster.

* CAL systems are usually interesting because of their interactive nature with users.

In the absence of a clear definition what should the term “CAL” actually refer to? The use of a single program within the classroom. In the past, developers have used the term “CAL” when describing the creation and performance of a computer program particularly those used as library-type resource. This is in fact a common misinterpretation of “CAL” and example of its misuse.

Computer aided learning describes an educational environment where a computer program, or an application as they are commonly known, is used to assist the user in learning a particular subject. The key issue is the word assist, which means that the program is not alone in this aim and that there are other methods involved CAL according to my usage of the term refers to an overall integrative approach of instructional methods and is actually part of the bigger picture.

When used in this context CAL describes an integrated approach to teaching a subject in which learning technology forms a part and which only comes about after re-assessment of the current teaching methods. This is Computer Aided Learning- in that the computer, being a program of some sort, is an aid to an overall learning strategy- which in itself is a conglomeration of other methods of instruction, (e.g. the lecture, tutorial sheets, test books etc).

So CAL is not a single computer program but art of an educational strategy devised to teach a particular subject. The relative part each method of instruction plays within the strategy is determined through the re-evaluation of the subject being taught. Re-evaluation examines the educational objectives of the subject and their associated learning outcomes and determines the success with which the current methods of teaching and assessment are achieving them in terms of knowledge gain. Thus, re-evaluation helps to determine the areas or objectives of the subject in which the traditional methods are failing and where the computer program can help. Furthermore re-evaluation determines the level at which the program operates-the educational objectives which the program along cannot teach and thus the level of required support from methods. Thus re-evaluation results in a coherent education strategy, within which each instructional method compliments and supports the other, ensuring that no area of the subject is overlooked.

2.3.1 Mathematics

Mathematics is a science (or group of related sciences) dealing with the logic of quantity, shape, and arrangement” (word net. Princeton: edu). It develops the use of abstraction and logical reasoning from counting calculation, measurement and study of shapes and also physical objects.

2.3.2 Mathematics Basics

Mathematics is older than man, from the Christian believe, “God created light on the first day, man on the sixth day and rested on the seventh day” (genesis: 1). There has always been a need to count and keep accurate data of information and data. As the bedrock of numbers of science, mathematics developed with civilization. During the Egyptian civilization, it was primarily concerned with counting (this is due to the Egyptian believe in their gods, which hindered their ability to explore). When civilization moved to Greece and Rome, their less dependence on divine intervention led to exploring natural quantities and development of fundamental laws of nature (physics and chemistry). Different fields of science are rising daily with new problem solving mathematical breakthrough.

Today, mathematics is concerned not only with numbers but also with the rate of change of variable quantities with time and the behavior of matter in abstract fields.

Some major fields include:

1) Number system

2) Abstract fields

3) Calculus

4) Functional analysis

5) Optimization

This project will base its implementation on senior secondary school study fields (study of real number). Subjects taught in senior secondary schools include: sets, quadratic equation, simultaneous equation and so no.

Mathematics is vast and incorporates other sciences into it. Its study and understanding is therefore of paramount interest if more headway is to be made technological. Studies have shown that regular use of computers across varied curricular can have a beneficial and mathematical influence on students teaching (cox, 1997). In another study by Ravenscourt and Hartely (1998), students reported that computers makes a subject more interesting and lead to high level empowerment which according to Cox (1997) are two strong indicators of motivation, therefore there is a general feeling that the computers can serve as a catalyst to mathematics learning.

2.4 COMPUTER AIDED LEARNING OF MATHEMATICS

“computer aided learning of mathematics (calm) project started in the department of mathematics at Heriot – Watt University in Edinburgh in 1985” (Heriot-Watt University, 2001). Calm 1, as the first calm was called, was based on classroom lecture and wasn’t interactive. However it has the advantage of offering the user a learning opportunity anytime he wanted and the control over his software. Calm 2 had improvement over the former in the sense it used the teaching method i.e. step-to-step explanations and example were included to make the understating of topic less stressful.

The current modification, called PASS-IT, is interactive, its greatest achievement being the automated question and answer ability of the software. Today, must mathematics software for different mathematics level is available. This project is based on Nigeria secondary school scheme using PASS-IT method, to put a stop to mathematics phobia.

Advantages of this project are already stated in chapter one of this project.

2.5 JUSTIFICATION OF PROJECT TOPIC

Virtually everybody will benefit from using this software package. The tutor is handy: therefore it can be transferred between hands. A lot of people can learn at difference time in difference place.

The automated questions and answers to stored problems and step-to-step solution that is offered by the tutor will help the student improve faster. User can learn mathematics at the slightest opportunity since he always has his aid (the tutor) with him, with a laptop, he can learn anywhere any time.

User is allowed to learn at his own pace because he directs the tutor on chapters he wishes to learn. The rush for computer is wide spread and people enjoy variety on system while working, or playing games, the user can also learn, this is a big plus to the IT world. The emphasis here therefore is to encourage student’s exploration in the world of mathematics using the power of computers in order to build their mathematics knowledge. This makes the students understand the power of the computer as a tool for learning mathematics and lets them accept the principles of computer based investigation, increase their inquisitiveness and improve their heuristic problem solving and investigative skills (Beilby, 1987).