COMPARING TRADITIONAL VS. TECHNOLOGY-ENHANCED TEACHING APPROACHES: IMPLICATIONS FOR LEARNING WILLINGNESS

Abstract

Computer technologies and their related resources are increasingly adopted in the educational ecosystem in Nigeria. The trend is competing with the conventional teaching method. Traditional and technology-enhanced teaching approaches are widely integrated into the academic ecosystem. However, it is unclear which of the teaching methods better enhances learning willingness. The present study compares traditional vs. technology-enhanced teaching approaches. The sample size comprised 60 students drawn from tertiary institutions in Edo State, Nigeria. The data were collected using a pre-test and post-test. For the pre-test, learning was imparted to both groups using the traditional teaching method that heavily employed lecturing. For the post-test, the control group was taught using the same conventional teaching method, while the treatment group was taught using the technology-assisted learning method. Mean scores of 20.46 and 19.90, with a significant value of 0.375 for the pre-test, established the identical nature of both groups. Mean scores of 27.80 and 30.36 have a significant value of .002 on the post-test, showing that the two groups understudy had different identities in scores, which proved that the technology-assisted learning method improves students’ willingness to learn more than traditional communication skills