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ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 

 

UTILIZATION OF COMPUTER DEVICE IN TEACHING BASIC DESIGN: 

A REFLECTIVE TEACHING PRACTICE APPROACH 

 
Ejim, Joy Nkiruka 

Department of Fine & Applied Art Education 

Enugu State College of Education (Technical), Enugu 

Email: enjoy21@hotmail.com 

 

Chukwu Ebele Georgina 

Department of Library and Information Science 

Enugu State College of Education (Technical), Enugu 

Email: chiebele@yahoo.com 

 

Dr. Anthonia Onuora 

Enugu state University of Science &Technology 

Email: aeonuorah07@yahoo.com 

 

Abstract 

This paper explored the utilization of computer device in teaching basic design to ensure a 

reflective teaching practice approach, in Junior Secondary Schools in Enugu Education Zone, 

Nigeria. The study employed the descriptive cross-sectional study of randomly selected 62 fine 

Arts teachers from frame of (31) thirty-one secondary schools residing in Enugu State, Nigeria. 

An in-depth interview using questionnaire instrument was administered to ascertain the quality 

and use of computer device to teach Art subjects in the system. Result: A total of 35% (31/62) 

respondents were analyzed since 10% (15/62) of the questionnaires lack essential competency in 

using computer devices when teaching Art subject were hence discarded. Analysis, revealed that 

35% of Art teachers can effectively utilize computer device as an instructional material for 

teaching basic design in Junior Secondary Schools.  

  

Findings: it was recommended among others that, government should employ applicants with 

B.Sc. (Ed.) and B.Ed. Computer Education to teach the subject (basic design) in Junior 

Secondary Schools, so as to create effective utilization of computer device in a reflective teaching 

practice approach. 

 

Keywords: Reflective teaching, Computer device, Basic design, Instructional aids. 

 

INTRODUCTION 

The essence of utilization of computer 

device to teach Arts subject in junior 

secondary school is to aid the teachers to 

teach more effectively and efficiently in 

the system thereby impacting an 

advance method to the students. 

According to Onyejemezi et al, (2009) 

he pointed out that instructional 

materials increase the rate of learning, 

save’s the teacher time and effort, 

increase the learners’ interest and 

facilitate retraction/retention of what is 

learned Instruction aids promote quick 

 

mailto:enjoy21@hotmail.com
mailto:chiebele@yahoo.com
mailto:aeonuorah07@yahoo.com


 

 

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understanding by arresting learner’s 

attention but teachers neglect the use 

which make teaching boring and abstract 

in nature. The effective use of 

instructional aids facilitates easy 

understanding of abstract concepts and 

promotes effective communication and 

interaction between the teachers and the 

students. It also excites the perceptual 

thinking of students and makes them 

completely involved in the teaching-

learning situation. There are wide ranges 

of instructional materials from the 

simplest or low-tech chalkboard to high-

tech and more sophisticated ones such as 

videos, computers and the use of the 

World-Wide Web and the internet.  

 

Many a time, teachers and teacher-

trainees do complain about not utilizing 

appropriate Visual Art tools and 

materials at the junior secondary schools 

and Colleges of Education. Recent 

survey has shown that graduates from 

Colleges of Education do not have 

adequate knowledge and skills for the 

production, and use of instructional aids 

for Art Education in our junior 

secondary schools. The newly 

introduced syllabus, which places much 

emphasis on the teaching of creative 

activities or skills, is dominated by 

Visual Art activities. 

 

Teaching and learning visual art, 

whether in developed or developing 

countries involves the use of diverse 

instructional aids. The use of technology 

is quite acceptable and highly 

recommended to enhance teaching and 

learning in most areas of our studies.  

Researchers have made it clear, the 

potentialities of utilizing computer 

device to ameliorate students’ creative 

ability in visual art.  

 

Visual art are art forms, such as 

ceramics, drawing, painting, sculpture, 

printmaking, design, crafts, 

photography, video, film-making, and 

architecture. Many artistic disciplines 

(performing arts, conceptual art, textile 

arts) involve aspects of the visual arts as 

well as arts of other types.  

 

The effects of utilizing computer device 

in teaching basic design as a Reflective 

Teaching Practice Approach, which the 

teacher uses to recite what has been done 

in the classroom, and an evaluation of 

teaching processes. According to 

Richard (2011), he stated that the 

primary goal of using reflective teaching 

practice approach is to improve the 

quality of teaching. The principles of 

doing this is by keen observation, 

written account of experiences, self-

reports, auto biographies, journal 

writing, collaborative diary keeping and 

recording lessons, student’s feedback 

teacher’s stories (Tice et al 2011).   

 

According to Hornby (2012), Visual 

Arts is the use of imagination to express 

ideas or feelings particularly in painting, 

drawing or sculpture: modern/ 

contemporary Arts. However, research 

shows that arts is the only subject that 

find’s practical use in other subject 

areas, for instance, the ability to draw 

and illustrate diagrams accurately can 

help the students in our science and 



 

 

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social science subjects for more 

understanding of the topics than student 

may be able to understand in words. It is 

well known among educators that the 

educational experience involving the 

learners’ active participation with 

concrete examples are retained longer 

than abstract experiences.  

 

It was shown that Art Graphics can 

function in diverse ways such as a record 

of events, objects and situation, which 

also can be substituted for a real thing; a 

stand in, or symbol, thus communicates 

ideas or events. It educates and also 

serves as a means of self-expression and 

it helps to release emotion thereby serve 

as a means of exploration of vision. It 

was verified that when exciting and 

well-designed teaching-learning 

materials or artifacts are produced and 

utilized, students in Colleges of 

Education as well as the pupils at the 

Junior level of Education will benefit 

greatly to improve human experience 

and better learning outcomes. Therefore, 

essential skills needed for the production 

of Visual Material includes Pen lettering 

skill, Calligraphy writing skill, Free 

hand writing skill, Use of colour in 

graphics, Modeling techniques, 

Painting, Weaving and other crafts’ 

skills.  

 

Burton et al, (2009), noted that artistic 

development extends into early 

adulthood, though qualitative 

descriptions are needed of students’ 

thinking and pedagogical practices in art 

classes, which is an avenue for reflective 

teaching approach. Early Childhood 

Developmental Characteristics Children 

of young school age range is active, 

hands-on learners. They have short 

attention spans, cannot sit still for long 

periods of time, and learn best through 

hands-on exploration and manipulation 

of materials from the world around 

them, stated by Wood et al (2010).  

Learners in early childhood are social 

and talkative, and a narrative impulse 

runs through many of their activities, 

from drawing to imaginary play. In the 

earliest segment of this age bracket, 

parents, teachers, and other caregivers 

are the primary social influences, but by 

early elementary age, friends can be 

highly socially influential as well.    

 

Wood, (2010) opined that Pre-school 

and Early Elementary students learn 

well from modeling, and need chances to 

practice new behavior. Wexler (2009) 

suggested that learning experiences need 

to be simultaneously structured and 

exploratory, providing opportunities for 

open-ended exploration with materials 

and ideas that fit within a classroom 

routine that has a defined beginning and 

end. Students of this age are very 

enthusiastic and eager to learn, but are 

generally more interested in process than 

product. By the later stages of early 

childhood, students’ fine motor 

coordination has begun to develop 

somewhat, but in general this stage is 

primarily concerned with the 

development of gross motor abilities, 

and precise movements or fine detail are 

not in the range of students’ interests or 

abilities.   

                



 

 

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Utilization of Computer Device in Teaching Basic Design: A Reflective Teaching Practice Approach 

Ejim, Joy Nkiruka; Chukwu Ebele Georgina; Dr. Anthonia Onuora 

 

Moreover, the process of teaching 

involves what to teach, when to teach, 

how to teach and with what material’s. 

Burton, (2009) defined the term “re-

presentation” as the infinite ways in 

which artists (of all ages) translate life 

experience in a tangible, aesthetic form 

that might be experienced by others who 

encounter the work. According to Wood, 

(2010), he argued that the artistic 

Development Students of Junior level 

need to actively play, explore, and learn 

best by moving large muscle groups. 

Junior and early elementary education 

often involves hands-on time with a 

variety of materials: crayons, markers, 

and other drawing implements, paint, 

clay, and blocks and other manipulative.  

Art making at this stage (especially age 

five and below) is about experimentation 

with materials and the kinesthetic 

experience of manipulating them much 

more than it is about trying to represent 

a particular object or idea, stated Louis 

(2015). When a child begins to draw, 

he’s not very attentive to the visual 

characteristics of the marks he produces; 

his main concern is that he is able to 

make marks. He gradually begins to 

explore the relationship between marks 

and perhaps name the marks.  

 

Gradually, students begin to develop 

intentional forms that grow into 

symbolic representations of things, as 

they come to realize that marks can 

convey meaning. Typically, the first 

fully-developed symbol of a child 

depicts that of a person. Olson (2013) 

stated that when children begin 

attempting to represent people, objects, 

ideas, or stories, they draw from their 

own personal experience, but these 

experiences as cited by Thompson, 

(2013) includes the influences of family, 

community, and media. According to 

Louis, (2015) he portrayed that students’ 

using graphic images such as a house, a 

person, a favorite character which 

become increasingly similar to other 

students’ drawings, reflecting a growing 

desire to communicate socially shared 

meaning.  

 

Pearson, (2011) suggested that art 

making at this stage is primarily a social 

activity in addition to being an active 

and kinesthetic one. Thompson, (2007) 

concurred that students often “think out 

loud” as they work, and are eager to re-

tell the story of a drawing to anyone 

(especially adults) who would like to 

hear. Olson, (2008) concluded that there 

is a very close relationship between 

language arts and visual arts at this age.     

 

However, before the Nigerian 

independence, in 1960 and ten years 

after; there was what the government 

and the voluntary agencies could regard 

as joint management of secondary 

schools. After the civil war, the East 

central state government, in 1970, 

passed the public education edict, which 

took over the secondary schools from 

the missions. Other states in the 

Federation quickly followed suit. This 

culminated in what could be described 

as the “dawn” of rapid expansion of 

secondary schools, which they handed 

over to the Ministry of Education 

(MOE) to manage through the help of 



 

 

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the various schools Management 

Boards. The supervision of schools and 

instruction then become the sole 

prerogative of the Ministry of Education 

& the Region Education Boards and 

later the State Schools Management 

Board. In order to make the lessons 

livelier and activity based, the MOE in 

conjunction with the State Schools 

Management board insisted that teachers 

should utilize teaching aids in the 

teaching and learning process. This was 

the beginning of the utilization of 

instructional materials like computer 

device in the classroom instructional 

process. Instruction aids are tools used in 

educational lessons, which include 

active learning and assessment. 

Basically, any resource a teacher uses to 

teach his/her student is an instructional 

aid.  

 

Types of instructional aids: Traditional 

Resource, Graphic organizer, Teacher 

Made Resources; 

1. Traditional Resource: This 

includes any textbook and workbook 

used in the classroom. For example, 

language arts classrooms always 

have literature textbooks, writing 

textbooks, and even vocabulary and 

spelling workbooks. It also includes 

any supplementary reading materials 

like novels or poems outside of the 

textbook. The material enhances the 

introduction of a new concept or 

theme.  

2. Graphic organizer: Also known as 

knowledge map, concept map, story 

map, cognitive organizer, advance, 

or concept diagram, is a 

communication tool that uses visual 

symbols to express knowledge, 

concepts, thoughts, or ideas, and the 

relationships between them. The 

main purpose of a graphic organizer 

is to provide a visual aid to facilitate 

learning and instruction. In language 

arts, Venn diagrams and Plot 

diagrams are clear instructional tools 

to use when comparing or analyzing 

event in a piece of literature. 

Graphics organizers allow students 

to physically see relationships 

between ideas. This is imperative for 

learning majorly for students who 

are more virtually oriented.  

3. Teacher Made Resources: These 

include anything the teacher creates 

like handouts, workbooks, tests, 

quizzes and projects. Thus, 

Instructional materials are any 

material employed by a teacher or 

instruction to facilitate teaching and 

learning in terms of making learning 

interesting and easy. It may be in 

form of visual, audio and audio-

visual.  

 

Ekpo, (2015) aptly declared that 

instructional materials are often used to 

compensate for the inadequacies of 

sense organ or to reinforce the capacity 

of the dominant organs. They must be 

relevance for the realization of the 

intensive of curriculum. Instructional 

materials add elements of reality by 

providing concrete examples to learning. 

Seeing, aids understanding, in a teaching 

situation than words can do. One picture 

tells more stories than hundred words. 

Sight and sound have to go together in a 



 

 

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Utilization of Computer Device in Teaching Basic Design: A Reflective Teaching Practice Approach 

Ejim, Joy Nkiruka; Chukwu Ebele Georgina; Dr. Anthonia Onuora 

 

classroom for effective teaching and 

learning to take place, especially in arts 

education. For instance, if the topic of 

the lesson as a teacher is “colour theory” 

in a class where they have not seen the 

different between pigments of colour 

before; it would be more ideal to show 

them a picture or sample or the symbols 

of colour than just giving them a mere 

written explanation or word. 

 

Consequently, the teacher does not need 

to rely entirely on verbal explanations. 

He needs instructional materials which 

are tools that will enable him to deliver 

a particular topic to his students. This is 

to say that, there is no lesson that a 

teacher can teach successfully without 

using appropriate instructional 

materials. Instructional materials are 

variety of materials in various formats 

which enhances or influence the 

effective teaching and learning process 

among the students in schools. It is very 

critical to the successful delivery of 

every subject particularly for the greater 

understanding and facilitation of the 

learning process. 

 

The importance of instructional material 

in teaching and learning is too obvious 

to be overemphasized. A lot has been 

written to show the indispensable role of 

utilizing instrumental materials in 

curricular implementation. It is pertinent 

to recall that Onyejemezi et al, (2009) 

also pointed out that instructional 

materials increase the rate of learning, 

save the teacher time and effort, increase 

the learners’ interest and facilitate 

retraction/retention of what is learned.  

According to the article written by Ar. 

Sujit et, al stated that the ABC of any 

design means: 

(a) Aesthetics (b) Basic design (c) 

Creativity.  

 

Basic design- is rightly called the 

mother of all Designs. Its journey begins 

with the Basic Elements and culminates 

in a Spatial Perception. Basic design 

studio serves an important purpose of 

initiating Creativity and there by 

appreciating Art in many forms. Design 

is an expression of feeling and any 

creative act is a design. Shaktinanda, in 

the Longman Dictionary of 

Contemporary English, (2012) design is 

defines as a means of;  

1.  A drawing or pattern showing how 

something is to be made;  

2. The art of making such drawings or 

patterns;  

3. The arrangement of arts in any man-

made product, such as a machine or 

work of art, as this influences the 

product’s practical usefulness;  

4. A decorative pattern, especially one 

that is not repeated;  

5. A plan in the mind.  

6. The word design is also used as a 

verb with the following meanings.  

 

To make a drawing or pattern of 

something that will be made or built for 

a certain purpose or use.  

 

The importance of Reflective Teaching 

is stated as follows; 

 It is helpful in keeping a Teaching 

Journal: The best and least 

intrusive way to start the practice 



 

 

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of reflective teaching is to keep a 

‘teacher diary.’ This is a purely 

personal action that will allow you 

to look objectively at what 

occurred in your lessons, and will 

force you to look at why things 

occurred as they did. It’s really 

important that you set aside time 

immediately after a lesson, when 

the experience is still fresh in your 

mind, to do this. When you keep a 

teacher diary try very hard to look 

at specifics, but don’t get in the 

habit of listing them. You most 

likely have an idea of what worked 

or did not and it is better that you 

honor yourself by writing how you 

felt about those successes or 

failures.  

 Identification helps in creating a 

great improvement. According to 

Taghilou, (2007) asserted that 

effective learning had been 

achieved through reflective 

teaching practice, by ‘encouraging 

growth and improving pedagogical 

knowledge and professional 

development for pre-service 

teachers’ Rodman, (2010). This 

could be one of the possible ways 

of teacher’s professional 

development, in which teachers act 

as adult learners and the 

facilitators in education system 

Borko, (2004) focus on student’s 

learning, includes training, 

practice, feedback, is on-going 

process, and collaborative.  Haqq  

et al (1999). 

 

The practice of reflective teaching as an 

approach of utilizing computer device as 

an instructional aid in teaching basic 

design could go a long way, to be 

integrated in the Junior Secondary 

Schools Educational Zones of Enugu 

State, Nigeria.  

 

Kumaravadivelu, (2006) also advocated 

Three Pedagogic Parameters (P) that 

include;  

 Particularity refers to a ‘context 

sensitive pedagogy’,  

 Practicality means ‘theorize what 

teachers practice and practice what 

teachers theorize’, 

 Possibility means ‘the social, 

political, educational and 

institutional forces that shape 

identity formation and social 

transformation’. 

   

The integration might be possible as 

primarily, in particularity and 

practicality parameters, teachers should 

have a reflection on what they teach, in 

what context and how they teach the 

subject which will facilitate professional 

development especially in utilizing 

computer device as an instruction aids in 

teaching basic design in junior 

secondary schools, in Enugu State, 

Nigeria. Tice, (2011) defined Reflective 

Practice as a means of ‘’looking at what 

you do in the classroom, thinking about 

why you do it, and thinking about if it 

works - a process of self-observation and 

self-evaluation’ through data collection 

Bailey, (1997).  

 



 

 

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Utilization of Computer Device in Teaching Basic Design: A Reflective Teaching Practice Approach 

Ejim, Joy Nkiruka; Chukwu Ebele Georgina; Dr. Anthonia Onuora 

 

Three Structures of Reflection Van 

Manen et al, (1993) identified it as 

follows:  

 ‘Technical rationality’-This is 

the first level that emphasizes the 

‘’efficient and effective 

application for educational 

knowledge’’ in achieving given 

goals. To reflect at this level is to 

question ‘’the appropriateness of 

various course of action in the 

classroom’’. 

 ‘Practical reflection’- Second 

level accentuates on the 

clarification of the assumptions 

on moral, ethical and value 

considerations which are the 

basis of practical action. The 

reflection in this second level is 

‘’concerned with the deciding 

the worth competing educational 

goal and experiences’’. 

 ‘Critical reflection’-The third 

level focuses on the reflection of 

how ‘’educational goals and 

practices’’ are systematically 

and ideologically distorted by 

‘’structural forces and 

constraints at work and various 

aspects of society including 

educational settings’’. 

From the explanation we may 

infer that reflection begins with 

the abstract concept to the 

complicated variables.  

 

Reflective teaching has been proven to 

have learning effectiveness concluded 

by Taghilou, (2007), ‘encouraging 

growth and improving pedagogical 

knowledge and professional 

development for pre-service teachers’ 

Rodman, (2010).  

 

There are two kinds of approach:  

 Individual   Approach 

 Cooperative development.   

  

There are several reasons of doing 

professional developments;  

 To ‘overcome the sense of 

isolation’ from daily teaching 

activities,  

 To enable teachers to get in touch 

with positive people, finding 

colleagues for co-developing 

materials, providing contacts for 

next job search, offering new 

teaching ideas, conducting action 

research, can help expand 

teacher’s conceptual 

understanding of teaching, 

boosting confident as a 

professional, and gaining 

confirmation and re-affirmation 

that what teacher does is 

worthwhile Bailey et al, (2001). 

 

Finally, utilizing computer device in 

teaching basic design as pointed out by 

Lee, (2011), that teacher’s active 

involvement as a presenter in continuing 

professional development seminars 

‘enable them (teacher) to think and 

reflect more seriously on their practice” 

as well as greatly enrich teacher learning 

situation. 

 

Statement of the Problem 

Today’s education cannot be adequately 

prepared for tomorrow’s computerized 

society without the use of computer aid. 



 

 

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Computer is causing a revolution in our 

societies similar to that of industrial 

sector. Nations are genuinely interested 

in high standard of education 

scientifically and technologically. This 

shows that, teachers must adopt the 

computer age by employing teaching 

techniques that will facilitate visual art 

teaching and learning. According to 

Ekpo, (2015) aptly declared that 

instructional materials are often used to 

compensate for the inadequacies of 

sense organ or to reinforce the capacity 

of the dominant organs. There must be 

relevance of utilization of computer 

device for the realization of the intensive 

Curriculums program in educational 

system.   Notwithstanding, the 

essentiality and the effectiveness of 

computer as an Instructional material; 

Tahir, (2009) admitted that there is a 

general lack of instructional materials in 

teaching and learning. On this note, the 

researcher has been urged to research on 

utilizing computer device in teaching 

basic design in Junior Secondary 

Schools in Enugu Education Zone, as a 

reflective teaching practice approach, to 

enhance active learning situation. 

 

Objective of the Study 

- The objective of the study was to 

provide evidence that computer 

devices are incorporated into 

teaching and learning of basic 

design in art education. 

Utilization of Computer devices 

had caused revolution in our 

society. 

- However, Computer device 

utilization had gradually 

developed immensely in our 

educational system, making it 

affairs more relevant in many 

schools to enhance teaching and 

learning thus showing a strong 

tool for knowledge installation to 

ensure a reflective teaching 

practice approach. 

 

Research Question 

To what extent do art teachers, 

effectively explored the use of computer 

device as an instructional material in 

teaching basic design through a 

reflective teaching practice approach? 

 

Purpose of the Study 
The main purpose of this study is to find 

out the extent of utilizing computer 

device in teaching basic design as a 

reflective teaching practice approach in 

Junior Secondary Schools in Enugu 

Education Zone, Enugu State.  

 

Significance of the Study 

Learning new skills such as technology, 

computer and transferring skills already 

leant by the teachers to the students is the 

key to quality education in a rapidly 

changing technological environment. 

The findings of this study will be 

beneficial to visual art teachers, junior 

secondary school students, school 

administrators, Ministry of Education, 

Post Primary State Management Board, 

Government, curriculum planners at 

teachers’ preparation stage and fellow 

researchers with keen interest in new 

innovation and computer skills needed 

by visual art teachers and students for 



 

 

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Utilization of Computer Device in Teaching Basic Design: A Reflective Teaching Practice Approach 

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effective and quality instructional 

delivery in the system.   

 

Moreover, it will not only help to 

increase the teachers’ level of awareness 

and understanding of some of the issues 

surrounding the use of computer as an 

instructional materials, its findings will 

also provide the teachers with a 

feedback on their teaching competencies 

as a basis for improvement in a reflective 

teaching practice approach, an 

assessment/evaluation  of the teaching 

competencies of visual arts’ teachers is 

essential in order to find out the extent to 

which the subject is effectively taught in 

the junior secondary schools in Enugu 

Education Zone and indeed, provide an 

insight into the extent to which the 

objectives of teaching the subject in the 

schools are being realized.  

 

Curriculum planners and evaluators as 

well as government and educational 

administrators need empirical data on 

the overall teaching competences of Art’ 

teachers in the Junior Secondary Schools 

to facilitate appropriate curricular 

policies and programmes for effective 

teaching and learning and the 

Educational Media Centre on the 

development of innovative materials 

used for teaching in schools. 

Researchers will find it useful for further 

research.  

 

Therefore, extent of utilizing computer 

device teaching basic design in junior 

secondary schools in Enugu Education 

Zone, if successfully implemented, will 

have much significance on the above 

mentioned groups. 

 

Research Methodology  

- This was a descriptive cross-

sectional study carried out in 

different junior secondary 

schools in Enugu Education 

Zone, in Enugu state. 

-  A random selection of 62 fine 

Arts teachers from frame of (31) 

thirty-one secondary schools 

residing in Enugu State, Nigeria 

was accessed using computer 

device services to evaluate 

teaching mechanism and 

interviewed. 

- 62 fine Arts teachers from 

different schools was surveyed 

- A pre-tested questionnaire was 

used to obtain information from 

the students undergoing advance 

technical training concept 

delivered by different fine Arts 

teachers within urban areas of 

Enugu State. 

- An in-depth interview using 

questionnaire instrument was 

administered to ascertain the 

actual method of training 

capacity the fine Arts teachers 

possess for impacting 

knowledge to their respective 

junior students irrespective of 

their previous traditional 

knowledge in various secondary 

schools that was accessed within 

Enugu State Educational Zone. 

- The dependent and independent 

variables on socio-demographic 



 

 

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data was derived using SPSS 

version 20 model. 

- Cross-tabulation method was 

also used to analysis the results 

on the association of socio-

demographic characteristics 

against perception and attitudes 

of the respondent.   

 

Scope and Delimitation of Study 

The study was undertaken in Enugu 

State, South East Nigeria and has been 

estimated with total population of about 

3.6million, and a total land area of 

7,618sqkm. The study was focused on 

teachers’ to effectively utilize computer 

device to teach basic design in Junior 

Secondary Schools, in Enugu Education 

Zone of Enugu State. The major aim of 

the study has further showcased the 

value of impacting knowledge with the 

aid of teacher’s utilizing computer 

device to teach basic design in Junior 

Secondary Schools existing in Enugu 

Educational Zone, Enugu State.  

 

Research Question 

1. To what extent do art teachers, 

effectively explored the use of 

computer device as an 

instructional material in teaching 

basic design through a reflective 

teaching practice approach? 

 

 

Table 1: Mean Rating of Female and Male Students on the Extent to Which Visual Art 

Teachers Effectively Utilize Computer as an Instructional Material for Teaching Basic 

Design in Junior Secondary Schools in Enugu Education Zone of Enugu State 

S 

S/N 
Description Male=20 Female= 12 

 The extent to 

which art teachers 

effectively utilize 

computer as an 

Instructional   

Material for 

teaching basic 

design are: 

V

H

E 

H

E 

 

L

E 

V

L

E 

X S

D 

Dec V

H

E 

H

E 

L

E 

V

L

E 

X S

D 

Dec 

1 

1 

Utilization of 

computer in 

teaching geometric 

shapes’ design 

makes it difficult 

for the students to 

acquire more 

knowledge and 

insight in 

developing a good 

creative ideas or 

concepts. 

2 3 5 1

0 

1.

8

5 

1.

0

4 

LE 2 2 2 6 1

.

9

0 

1

.

1

0 

 

LE 
 



 

 

197 | P a g e  

 

 

Utilization of Computer Device in Teaching Basic Design: A Reflective Teaching Practice Approach 

Ejim, Joy Nkiruka; Chukwu Ebele Georgina; Dr. Anthonia Onuora 

 

 

Of the seven items in tables 2 above, 

male students agreed with 4 of the items 

(2, 3, 4, 5 and 6) as the recorded mean 

scores are 3.25, 2.80, 3.25, 3.00, and 

3.15.  They disagree with items 1 and 7 

with mean scores of 1.85 and 1.80. For 

their male counterpart items (2, 3, 4 and 

5) were agree on, as the recorded mean 

2 Students participate 

actively to lessons 

while using 

computer packages 

as instructional tool 

in teaching back 

drop pattern design. 

 

9 7 2 2 3.

2

5 

1.

0

6 

HE 6 3 2 1 3

.

3 

1

.

0

7 

HE 

3 Improper and 

inconsistence use 

of the computer 

device can reduce 

reality into abstract 

in teaching design 

concepts.  

9 4 3 4 2.

8

0 

1.

0

5 

HE 4 3 3 2 2

.

8

0 

1

.

0

3 

HE 

4 The use of 

computer devices 

as Instructional 

materials in 

teaching motif with 

spiral design makes 

lesson very 

interesting and easy 

9 7 3 1 3.

2

5 

1.

0

6 

HE 6 2 2 2 3

.

3 

1

.

0

7 

HE 

5 Generating concept 

design with 

computer assisted 

instruction help 

students to develop 

high aptitude in 

imagination 

psychomotor 

activities. 

1

0 

7 3 0 3.

0

0 

1.

0

6 

HE 6 3 1 2 3

.

3 

1

.

0

7 

HE 

6 Students retain 

more ideas in basic 

design when it is 

taught with 

computer 

instructional tools.  

1

2 

6 3 2 3.

1

5 

1.

0

6 

HE 6 3 1 2 3

.

3 

1

.

0

7 

HE 

7 Computer assisted 

Instructions help 

students to 

approach other 

subjects with ease. 

2 2 6 1

0 

1.

8

0 

1.

0

4 

LE 2 2 2 6 1

.

7

0 

1

.

1

0 

 

LE 



 

 

198 | P a g e  

 

 

ESCET  
Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 

 

scores are 3.3, 2.80, 3.3. 3.3, and 3.3. 

They also disagree with the remaining 

items 1 and 7 with mean scores of 1.90 

and 1.70 However, the grand means of 

2.77 and 2.90 for male and female 

teachers respectively indicates that the 

respondents accept that art teachers 

effectively utilize computer device as an 

instructional material for teaching basic 

design in Junior Secondary Schools in 

Enugu Education Zone of Enugu State. 

 

Hypothesis: There is no significant 

difference in the mean score of male and 

female Secondary School teachers on 

utilizing computer device for teaching 

Basic Design.  

 

T-Test Result of Mean Scores of Male 

and Female Secondary School Teachers 

on Utilizing Computer Device for 

Teaching Basic Design in Enugu 

Education Zone in Enugu State, Nigeria. 

 
Gender  N  x  S2 Df t-cal t-crit Decision 

Female  20  2.77      NS 

Male  12  2.90  1.05 30 0.86 

 

+1.96 Do not reject  

Ho2 

 

Table 2 above shows that the calculated 

t-value is 0.86 which is less than the 

critical t-value 0.34 is less than the 

critical t-value    ±1.96 at .05 level of 

significance and degree of freedom 30 

going by the decision rule. There is no 

significant difference in the mean 

responses of male and female Secondary 

School Teachers on their Utilization of 

Computer as an Instructional Material 

for Teaching Basic Design in Enugu 

Education Zone of Enugu State  

 

Limitations of the study 

There were many limitations associated 

with this study. Attitude of respondent 

when gathering data through 

questionnaires and interviews was a bit 

difficult. Approval of consent letter from 

different educational sectors in Enugu 

State was also a difficult task because it 

takes time and follow -up as several 

appointments were booked and 

cancelled most especially waiting for the 

approval of the heads of department in 

various sector heads. 

 

Recommendation 

 The imperative value of ensuring 

that teachers develops basic 

technical skills by possessing 

“technological advances 

knowledge” should be a thing of 

priority that will enhance changes 

in every working environment 

especially in schools hence 

promotes the society with an 

evidence base knowledge. 

 According to Farell, (2009) he 

stated that engaging on 

professional practice, teachers 

could “assess their professional 



 

 

185 | P a g e  

 

 

Utilization of Computer Device in Teaching Basic Design: A Reflective Teaching Practice Approach 

Ejim, Joy Nkiruka; Chukwu Ebele Georgina; Dr. Anthonia Onuora 

 

growth, develop and inform 

decision making skills, and 

become proactive and confident in 

their teaching’’ when utilizing 

computer device to access 

knowledge. 

 Adequate number of computers 

devices should be made available 

in the classroom for participants 

residing within urban and rural 

areas;  

 Curriculum planners should fix 

more time for computer class 

lessons; teachers should be trained 

on the application knowledge of 

computer device as an 

instructional tool, for effective 

teaching and learning situation 

through a reflective teaching 

practice approach. 

 For adequate input effective and 

efficient utilization of the 

computer device in basic design 

teaching in Junior Secondary 

School of Enugu State, the process 

needs a high degree of interest and 

motivation in the teachers and the 

students with constant practice and 

observation of the experts.  

 

Conclusion: 
To achieve quality and effective use of 

computer utilization among teachers 

operating in Enugu State with the use of 

computer as an instructional material for 

teaching basic design in Junior 

Secondary Schools in Enugu State, 

Nigeria through reflective teaching 

practice approach. Inadequate and 

inconsistence use of computer device 

can reduce reality into abstract in 

teaching design concepts. However, 

generating concept design with 

computer assisted instruction will help 

students to develop high aptitude in 

imagination psychomotor activities and 

the use of computer as an instructional 

material in teaching which encourages 

students to go online for more ideas 

which makes lesson very interesting and 

easy to comprehend, thereby enhances 

teacher’s reflective teaching practice 

approach 

 

 

 

References 

 

Tice,  J.   (2011), Reflective   Teaching: 

Exploring Our Own Classroom 

Practice. In 

http://www.teachingenglish.org.u

k/articles/reflective-teaching-

exploring-our own-Classroom - 

practice Accessed May (1, 2012). 

Ar.Sujit Vasant Jadhav (1997), (Richard   

in http://www.tttjournal.co.uk; 

Tice, 2011) through data 

Collection Bailey,( 1997).  

Bailey, K. M. (2001). Action research, 

teacher research, and classroom 

research in language teaching. In 

M. Celce-Murcia (Ed.), Teaching 

English as a second or foreign 

language (3rd ed., pp. 489-498). 

Boston: Heinle & Heinle. 

Farrell, T. S. C. (2009). Teaching 

reading to English language 

learners: A Reflective guide. 

Thousand Oaks, CA: Corwin 

Press. Available from 

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Journal of Educational Research and Policy Studies (ESCJERPS) Vol. 1 
ISSN: Print 2811-2717                                                                            https://journal.escetjerps.com 

 
 
 

 

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Richards, J. C., & Farrell, T. S. C. 

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Ekpo, O. E. (2004). Instructional 

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