339 | 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. 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 340 | P a g e 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 Review and metaanalysis Calico Journal 21 (1) Kumar .J.E (2004) Planning and producing instructional technology for teaching and learning. 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