Comparative Impacts of Computer Laboratory Models on Pre-Service Teachers, Self-Regulated Learning Abilities and Motivational Beliefs in Computer Science in Jigawa State, Nigeria (Implication for Special Education & Psychology)

Abstract

This study will adopt a quasi-experimental research design. The design will be a non-equivalent pre-test post-test control group design. The researcher will make use of an intact class without randomization which is why quasi experimental design is adopted. There will be four levels of independent variables in this study and they are as follows: Computer on wheels, Computer in class and Computer laboratory and control group. Three levels of dependent variables will also guide the study. They are: Achievement Self-regulated learning abilities, and Motivational beliefs. Other variable will be a moderating variable which is gender. ICT infrastructure include the internet, (an intranet and extranet), the software, the hardware, power source, the manpower and building structures where resources are stored and manage. Howard, et al., (2015) opined that schools equipped with needed ICT infrastructure stand a chance to excel ahead of their peers partly because, ICT is regarded as the most influential instrument for accelerating learning. The National Policy on ICT in Education (FME, 2010) guides the development and deployment of ICT in education in Nigeria. The policy identifies the critical role of ICT in attaining the national vision, the Sustainable Development Goals (SDGs) and education for all. The policy’s vision is anchored on ICT-furthered education that is engaging, enriching, empowering and enabling, whilst its mission seeks to meet the human resource requirements of Nigeria by attaining and enhancing sustainable socio-economic development and global competitiveness (FME, 2010; Hero, 2020).