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The Use of Electronic Aids, and its Influence on English 

Language Achievement in Enugu State College of Education (Technical) Enugu 

Eze, Hyacinth Osondu; Chukwu, Ebele Georgina; Onah, Festus C. 

 

THE USE OF ELECTRONIC AIDS, AND ITS INFLUENCE ON ENGLISH 

LANGUAGE ACHIEVEMENT IN ENUGU STATE COLLEGE OF 

EDUCATION (TECHNICAL) ENUGU 

 
Eze, Hyacinth Osondu (Ph.D.) 

Department of Education, Enugu State College Education 

 (Technical), Enugu 

 

Chukwu, Ebele Georgina 

Department of Library and Information Science,  

Enugu State College Education (Technical), Enugu 

 

Onah, Festus C. 

Department of Social Sciences and Humanity,  

Institute of Management and Technology, Enugu 

 

Abstract 

Electronic teaching devices are modern tools employed in teaching and learning. The students 

are expected to gain much from the application and use of electronic devices. Major belief has 

always been that electronic aids enhances achievement in schools. Although several studies have 

been conducted in this field and it confirmed its use and achievement while some are 

contradictory. This study, conducted in Enugu tertiary institution sheds doubts on the wide 

spread belief that electronic aids enhance students’ performance. This study equally found that 

the use of electronic teaching aids does not enhance English Language achievement. The 

implication and recommendation were made. 

 

Keywords: Electronic, Influence, English and Achievement. 

 

Introduction 

Our society is currently technology 

driven, and our learning and life is 

highly affected by era of information. It 

is a known fact that technology plays an 

important role in today’s societal 

development (Nkom 2000). It is on this 

strength that we try to find out if we can 

take advantage of this modern 

technological facilities in electronic in 

aiding the task of teaching and learning 

English for better achievement. 

 

In the studies of (Ybara and Green 2003) 

learning and achieving in English 

language need a practical approach/ 

practice in learning language; reading 

language, speaking language and writing 

language in order to develop their 

experience and skill. All these 

requirements can certainly be handled 

by using electronic aids. 

 

The term “Electronic Aids” includes 

aids for communication techniques; for 

language teaching, there are others for 

speaking, listening and writing. They are 

technological devices developed to 

facilitate the teaching and learning 

English language for better 

 



 

 

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

 
 
 
 
 
 

 

achievement. Electronic aids have made 

teaching and learning English language 

easy (Sharma 2009) it has proved useful 

in facilitating modernization in the 

teaching - learning ultimate. It has given 

the learners opportunities to be exposed 

to professionally designed programmes 

on video or computers (Eze J 2016). 

 

According to (Kartrick 2005) the use of 

electronic and other multi-media system 

has been popularly more effective. This 

is because the traditional concept of a 

teacher as the only source of knowledge 

and transmission has been changed due 

to advancement in science and 

technology, the traditional classroom 

with teacher teaching students where 

mainly one way of communication is no 

longer effective in modern times due to 

changes in our society. To adequately 

meet the demand of changes, innovation 

in teaching by using electronic aids is the 

most appropriate (Kumar 2004). 

Therefore, there is need to introduce 

modern teaching and learning in English 

Language by using electronic aids is 

essential (Ajelabi 2004) Opined that the 

application of electronic aids can 

facilitate learning and better 

achievement. 

 

Electronic Aids have effect on student’s 

emotions and attitude which enhances 

comprehension and assimilation (Ani 

2016) some available Electronic in 

ESCET are electronic Board, Video 

Disk Player, Digital Camera, Pc-Pc 

Conferencing mode. 

 

 

The Present study seek to find out if the 

use and application of electronic aids in 

the teaching English Language has 

effects on their achievement in the 

courses. Many authors have researched 

on electronic aids (Gardener 2009) (Ani 

2016) (Kumar 2004) Evidence from 

their work showed that much has not 

been done on English Languages 

studies. This is the reason this study 

investigated the effect of the use of 

electronic aid on English language 

achievement in English department of 

ESCET. 

 

Statement of problem 

Innovation through research have been 

globally recognized as instrument in 

driving improvement in teaching, 

learning and achievement. One of the 

objectives is establishing language lab. 

The lab is there but unfortunately almost 

half of the lecturers do not use the 

laboratory hence poor achievement in 

the course. The question is to what 

extent has the use of electronics aid 

influence English Language 

achievement? 

 

Research question 

1. To what extent has electronic aids 

affects English language achievement in 

ESCET, Enugu, Nigeria. 

 

Hypothesis 

HO1 Electronic Aids has no significant 

influence on English Language 

achievement in ESCET. 

HO2: Electronic teaching aids have 

significant influence on English 

language achievement. 



 

 

341 | P a g e  

 

 

The Use of Electronic Aids, and its Influence on English 

Language Achievement in Enugu State College of Education (Technical) Enugu 

Eze, Hyacinth Osondu; Chukwu, Ebele Georgina; Onah, Festus C. 

 

Delimitation of the study 

This study was limited to students in 

Enugu State College of Education 

(Technical). They are those in English 

Education department, social studies and 

English Language combinations 

political science and English 

combinations. This environment gave 

the researcher the opportunity to monitor 

and supervise the experiment. 

 

Methodology 

This study adopted quasi-experimental. 

The design involved the manipulation of 

variables (application of electronic aids 

and Non application of electronic aids). 

Control of extraneous variables, the use 

of control and treatment groups and the 

measure of dependent variable (Students 

English Language achievement). 

Specifically, the study applied pre-test, 

post-test non-equivalent control group 

design. quasi-Experiment design is 

considered appropriate for the study 

because intact classes were used to avoid 

disruption of normal class lesson. 

 

Population 

The population consisted all the students 

that offer English Language as option 

3765. However stratified sampling 

technique was used to select the sample 

for the study. The sample size of 400 

was determined using Yammane (1967) 

Formular Eboh, (2009). 

 

Sample and sampling technique 

Out of two schools (Education and 

social science and Arts) two departments 

was selected. One intact class of 200 

English Students was randomly selected 

from each department making a total 

intact class of 400 English Students. 

 

Treatment Procedure 

Out of the two intact classes of 400, one 

of the intact classes consisting of 200 

English students was assigned Group I 

and was treated using Electronic Aids 

teaching methods, while the other 

students were assigned group II and was 

taught without electronic aids. 

 

Instruments for data collection 

A Self- Constructed Questionnaire 

“Titled Electronic Aids Teaching 

Methods and English Achievement Test 

(EAT) consisted of Section A and B. 

Section A consisted of Demographic 

information while Section B contained 8 

items on the extent of effect of electronic 

teaching aids on English Language. The 

four-point modified hikert scale format 

Viz: to a very high extent. (4 pts) to a 

high extent (3 pts) to a low extent (2 pts) 

to a very low extent (1 pt). 

 

Then 30 multiple choice objective 

questions developed after treatment 

were also used. The multiple-choice 

questions items were adopted from 

2016/2017 JAMB question papers. The 

questionnaire items were validated by 

experts in the developments of 

educational management and 

measurement and evaluation. The 

Questionnaires were collected on the 

spot. With ANCOVA the hypothesis of 

the study was formulated and tested at 

0.05 level of insignificance and 2 

degrees of freedom. 



 

 

342 | P a g e  

 

 

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

 
 
 
 
 
 

 

 

Data presentation and analysis. 

Research question: To what extent has electronic teaching aids influenced your 

achievement in Enlisting language. 

 

Source: Field Data 2018 

 

In table I the very high Extent group had 

a mean score 453.38 Representing 

39.47%, the high extent group mean 

score 318.38, which represents 27.72%. 

On the whole the high extent groups 

mean 761.76 represent the grand 

percentage of High Extent to 66.32 

percent. 

 

Test of Hypothesis 

Ho1: Electronic teaching aids have no 

significant influence on English 

language achievement. 

Ho2 : Electronic teaching aids have 

significant influence on English 

Language achievement in ESCET. 

 

Results 

Considering the limited scope of this 

paper, many students tend to agree that 

electronics teaching aids has effects on 

the learning of English language. 

Determining the level of significance At 

0.05 level D.U (Df error = N-1)= 32-1-

31 

 

D.V column 

(treatment) = c-1 

Table 1 Respondents responses on the influence of electronic aids on their English 

language achievement in Enugu State College of Education (Technical) ESCET. 

 

Item 

Scores 

No of Respondent to a 

very high extent (VHE) 

No of respondent to a 

high extent (HE) 

No of Respondents to a 

low extent (LE) 

No of respondent to a 

very low Extent (VLE) 

Total 

1 536 336 166 50 400 

2 517 360 170 54 400 

3 498 309 142 100 400 

4 518 340 140 39 400 

5 530 360 138 40 400 

6 110 130 1132 360 400 

7 398 342 200 48 400 

8 520 370 178 58 400 

Total 3627 2547 2266 749  

Mean 

Mean 

453.38 318.38 283.25 93.63  

 



 

 

331 | P a g e  

 

 

The Use of Electronic Aids, and its Influence on English 

Language Achievement in Enugu State College of Education (Technical) Enugu 

Eze, Hyacinth Osondu; Chukwu, Ebele Georgina; Onah, Festus C. 

 

= 4-1 =3 

Error = Total error (D.V) - 

D.v treatment = 31-3 -28 

Critical value (3 onto 28) 

Table ratio = 

19.14 Sum of 

squares of total 

SST = £x2 cj- 

(ETj)2 

N 

= 1787297.312 

Also Sum of the 

squares for treatment 

SSTR = £X2i - (£Tj)2 n] 

= 1309156.187 

Error sum of squares (SSE) 

SSE = SST-

SSTR SSE = 

1787297.312-

1309156.187 SSE = 

478141.125 Mean 

Square error (for 

treatment) MSTR = 

SSTR = 

1309156.187 C-1 4-1 

= 139156.187 

= 

4368385.3957 

3 

MSTR = 436385.3957 

MST = SSE = 478141.125 _____ 

Decision Rule 

If F-ractio cal > F-ractio Critical We reject 

HO and therefore we accept alternative HOi  

343 



 

 

332 | P a g e  

 

 

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

 
 
 
 
 
 

 

 

Calculated F-ractio value 0.401 and F-ractio 

critical value 19.14 = 0.401 > 19.14 we 

accept HO 

 

Conclusion: Based on the data collected and analyzed electronic teaching aids has no 

significant influence on English language achievement in ESCET. 

 

Discussion 

The findings of the present study 

indicate that the electronic aids do not 

influence English achievement, it does 

not significantly improve achievement 

in English Language. This finding 

disagrees with many scholars Anigbo 

(2016), James (216) which states that 

electronic aids reinforce achievements. 

Also finding differs from Paul (2000) 

which infers those electronic aids 

provides rich and concrete learning 

experience which enhance achievement. 

 

The result further indicates that students 

will achieve success in English 

Error 28 MST = 17076.46875 
 SST DF MSE F-RATIO 
BW 1787297.312 28 1787297.312 63832 05 

28 

= 63832.05 

159380.375 

Within 478141.125 3 478141.125 

3 

= 159380.375 

F -ratio = 0.401 

Total 1265438.437 31 223212.425  

 

HI : Electronic teaching aids have significant influence on English language 

achievement in ESCET. 
 SST DF MSE F-ration 

B/W 1787297.312 28 1787297.312 

28 

= 63832.0 

63832.05 
159380.375 

Within 478141.125 3 478141 125 = 478141.125 
3 

= 159380.375 

159380.375 

= 0.407 

Total 1265438.437 31 223212.425  

 

If F-ratio cal > F-ratio critical we reject HO, otherwise we accept now F ration 

Calculated = 0.401 and F-ratio critical value of 19.14 = 0.401 19.14. Based on the data 

collected and analyzed electronic teaching aids has no influence on English Language 

achievement in ESCET. 

 

344 



 

 

331 | P a g e  

 

 

The Use of Electronic Aids, and its Influence on English 

Language Achievement in Enugu State College of Education (Technical) Enugu 

Eze, Hyacinth Osondu; Chukwu, Ebele Georgina; Onah, Festus C. 

 

Language without the use and 

applications of electronic teaching 

devices. The need arises therefore that 

students need awareness exposure that 

can facilitate basic use and application 

of electronic devices. 

 

Similarly, Similansky (2000) emphasis 

that early preparation for scholastic 

success should be established early in 

childhood training. This assertion also 

holds in Nigeria, that basic behavior 

repertoire, which a child must have to 

achieve academic success in formal 

school situation. 

 

This repertoire involves basic language 

skills (the child’s spoken language) 

attentional responses (responsiveness to 

verbal cues). The reality is that many 

students in Enugu state college of 

Education (Technical) especially those 

in Education and language departments 

have not acquired this minimum amount 

of knowledge on electronic devices. It is 

suggested that pre college attendance 

and acquisition of electronic usage may 

guarantee the acquisition of the skills 

and concepts required for formal 

academic pursuits and subsequent 

success in use of electronic devices. The 

implication is that the much dependent 

on electronic aids may not give the 

desired result in academic teaching and 

learning. 

 

The researchers recommended that 

further studies should be carried out in 

secondary and primary school.  

References 

 

Ajalabi A. (2007) Essential of Education 

Technology. Raytel 

communication LTD. 

Amadi R.N (2002) Principles and 

methods of technology and 

learning. MCAAJEC publications 

Ani C & Eze J (2016) Introduction 

to Advanced Education 

Technology. Enugu. Count Global 

Publishers. Gardner. H. IC (2009) 

the unschooled mind. How 

children Think and How schools 

should Teach: New York: Basic 

Books 

Anigbo L.C (2016) Factors affecting 

students interest in languages in 

secondary schools in Enugu State. 

International Journal of Education 

3 (3) 73- 78. 

Shara. P (2009). Controversies in using 

Technology in Language Teaching 

Retrieved from 

Http/www.teaching English. 

Similanesky Y. (2013). Recent 

developing in Technology and 

Language Learning Literature 

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Kumar .J.E (2004) Planning and 

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