The Impact of Information Visualization on Students Academic Performance in Basic Technology

CHAPTER ONE

INTRODUCTION

 Background of study

The numerical system known as information is the one that is most often used for encoding and decoding textual information on computers. It is the response to an inquiry of some type, from which further information and comprehension may be gained (Ware, 2022). The contents of a communication, as well as the direct or indirect observation of certain phenomena, both contribute to the dissemination of information. The information is retrieved in its unprocessed condition in the form of data, and then it is processed into a form that can be decoded and has meaning. Information is said to be gathered and evaluated in order to provide information that is appropriate for decision-making, as stated by Barnes (2022). Since the eye is the major sense that is used, Spence (2021) is of the belief that there is a pathway into the mind that enables users to perceive and register what they have seen in their brains since the eye is the primary sense that is utilized. It is impossible for people to function properly without their eyes since the eye is such an essential organ. As a result, SanJos (2019) came to the conclusion that the use of imagery, which is crucial to reflection on what the mind conceptualizes in human beings, is necessary for successful communication.

The act of collecting raw data and transforming them into a form that is accessible and intelligible to humans is what we mean when we talk about visualization. According to Jinsheng (2022), the term “visualization” may either refer to “what visualization” (the product, object, or visual picture) or “how visualization” (the process of visualizing) (the process, activity or skill). Visualization is defined by Merriam-Webster (2010) as the “creation of mental pictures” or “the act or process of interpreting in visual terms or of putting into visible form.” Visualization may also be thought of as “putting into visible form.” Visual representations and interaction approaches take use of the human eyes, which provide a wide bandwidth channel into the mind. This enables users to see, examine, and comprehend vast volumes of information all at once.

According to Salaberry (2022), information visualization is the visual as well as interactive presentation and organization of complex data in a way that is clear, compelling, and convincing representations. Information visualization focuses on the creation of methods for communicating abstract information in an intuitive way. According to Rober (2021), who also shared this opinion, information visualization may thus be seen as a vital component in our everyday lives, particularly for those who work in data-driven professions like online educators (teachers, students and stakeholders). According to Pylyshyn (2021), presenting in teaching and learning processes is highly necessary for consumers of information to have in order to grasp the messages of the communication that is taking place via the use of information visualization tools. It is possible for the human brain to get overwhelmed by the quantity of information it must process.

Preparation and an understanding of how to make appropriate use of information visualization tools are required for a basic technology teacher to handle the subject matter successfully at the elementary school level. This could mean reading through what is going to be taught, taking notes on the lessons, making sure all the “Ts” and “I’s” are appropriately crossed, and, most importantly, having a clear knowledge of the effective and expertise use of information visualization components and other teaching and learning materials in the classroom in order to deliver the lesson effectively and for the students to maximize the objectives of what has been taught and learnt. According to Arinze (2022), a successful teacher preparation in fundamental technology results from the teacher having previously participated in professional development. This is the culmination of the rigorous education that the teacher has acquired, which has taught him to grasp the nuances of the arts of teaching, learning, and managing a classroom. Greenfield (2022) makes the observation that a teacher’s preparation as well as their professional development give them the impetus and academic authority to effectively teach in the classroom, and by extension, the effective learning ability of the students. This is because both of these aspects of a teacher’s development give the teacher knowledge of fundamental technologies. Greenfield is of the belief that good teaching in basic technology, as a consequence of effective preparation and professional development, results in effective students’ academic accomplishment in subject-matter, and this holds true regardless of the school level the students are enrolled in (primary, secondary and tertiary institutions).

Within any given educational system, the role of the teacher is one that has a place of utmost significance. According to Akande (2022), the job of teachers is highly important since, in the absence of teachers, there would be no president, governors, or senators, and illiteracy would have spread throughout the whole planet. Enlightenment, wisdom, and civilization may all be found in the world thanks to the presence of teachers. No country can ever become more knowledgeable than its professors. As a result, the teaching profession is significant since it is the occupation that creates educated and knowledgeable individuals for the purpose of contributing to the growth of society (Wuji, 2022).

One must first go through the stage of serious study before moving on to instructing others in fundamental technologies. According to Uzor (2022), for example, in order to become a qualified and experienced educator, a teacher in basic technology must first get a degree from either a teacher-training institution or a university. According to Uzor, the primary purpose of receiving extensive education or training to become a basic technology teacher is to provide oneself with the required skills, capabilities, and knowledge that are inherent in the teaching and learning processes associated with the subject-matter. According to Onyeji (2019), the goal of the training that instructors get in basic technology is to help them develop the necessary abilities for teaching, which include understanding what to teach (a mastery of the material), as well as knowing how to teach (mastery of methodology). The teacher of basic technology has both the training and the experience necessary to effectively manage the classroom as well as deliver on the goals that are intended to be accomplished via the instruction that takes place there. For a teacher of basic technology at any stage or school level, it is necessary to gain the relevant experience and training in order to properly give the lesson to their students in the classroom. According to Abagunde (2022), the performance of students in basic technology at the junior secondary school level is largely dependent on the extent to which teaching is carried out and the extent to which instructional materials like the information visualization aids are used in the classroom. This is an appropriate statement.

According to Adeleke (2022), in order to evaluate a teacher’s effectiveness in the field of basic technology education, it is necessary for the instructor to be well-versed in the application of a variety of information visualization aids, including but not limited to maps, projectors, slides, computers, calculators, and other similar tools. At the conclusion of any examination(s) or test(s) given in the class, the major objective of a teacher of basic technology is for the students to demonstrate a high level of academic success and to flourish in their educational career. At the junior secondary level of the education system in Nigeria, there is a focus on producing students who succeed not just in their academics but also in their personal and social development. This is achieved by the training and experience of teachers in fundamental technologies.

If a student finishes an academic year or session with a grade of 60 percent or above on all of the examinations and tests that were administered by the school, then that student is considered to have had a successful performance. An assumption that has long been made in the field of education is that students need to be presented with demanding learning activities, particularly assignments that are of an intermediate level of complexity. This notion has been debunked by the evidence. According to research, students need and benefit from extremely high success rates, which can only be achieved via activities that are of an appropriate degree of difficulty and are taught in a way that is easily understood by the learner. For instance, Good and Good (2020) and Everton (2022) discovered that elementary school children from high socioeconomic status learned best when the teachers’ questions elicited approximately 70 percent correct responses, whereas pupils from low socioeconomic status learned best when they provided approximately 80 percent correct answers to questions. They came to the conclusion that learning progresses most effectively when the subject matter, such as information visualization, is somewhat novel or difficult, but yet simple enough for youngsters to comprehend and simple enough to integrate with their prior knowledge and abilities. Another study that was carried out by Filby(2022) came to the conclusion that younger students and students with lower levels of ability had nearly perfect performances while being taught by an effective science teacher who used appropriate teaching and learning aids. This resulted in better and greater levels of satisfaction for both the teacher and the students.

According to Olabisi (2021), a great number of instructors of basic technology do not have a clue as to what they should teach their pupils or how they should communicate the primary goals of the course to them. When it comes to the ways in which specific information visualization devices may be used in educational settings, some other people have no clue what they’re doing. It’s possible that these surprising shortcomings on the part of these instructors are the consequence of a lack of material mastery or an overall lack of knowledge about how to educate in the classroom. To put it another way, good instructors of basic technology employ their expertise and make use of the tools that are accessible to them, such as information visualization and other essential materials, in order to communicate the subject matter to their students in the classroom. For instance, successful instructors of basic technology monitor their pupils’ development, which is something that happens at all levels of the educational system. Effective instructors of basic technology keep close tabs on their students’ minute-by-minute understanding, sketching, reading, and writing abilities, as well as their overall success rates and engagement levels, as well as their longer term accomplishment records in the subject area.

Because we believe that theory and practice should be inextricably linked, we have decided to include the study of fundamental technological principles as one of the topic areas that will be available to students in junior secondary school. The use of scientific knowledge in relevant and useful ways to address human issues is the definition of basic technology. The education that a youngster obtains immediately after their completion of their primary school is known as junior secondary education. Students are motivated by solving real-world problems when they use visual aids in practical subjects like basic technology. This causes them to articulate a preference for doing things rather than listening to one person talk, and the majority of teachers believe that learning through practice is the most effective way for students to learn (Authentic learning for 21st century, education-use learning initiative). The proverb that “what I hear I forget, but what I see I remember” was originated in China. This lends credence to that proverb. The application of information visualization in the classroom at the junior secondary school level provides pupils with the necessary incentive for greater academic achievement (Uzomah, 2022).

  Statement of the Problem

It is impossible to place enough emphasis on the challenges that are caused by an improper use of information visualization. This is due to the fact that teaching fundamental technology at the junior secondary school level uses an approach that is both theoretical and abstract, and does so without taking into account the levels or ages of the pupils. Because of this, the pupils may have some trouble understanding how the information is being presented to them (Uzomah, 2022). The majority of the time, students are unable to relate what they have been taught in class because of a poor system of lesson delivery. This is because the teacher failed to apply certain vital aids that enable students to visualize what has been taught in the classroom. Consequently, students are unable to relate what they have been taught. The majority of students in basic technology don’t understand the primary objective of the class because their teachers don’t utilize practical work to educate them. This is because teachers in basic technology forget to use practical work to teach students. In another development, some of the factors that lead to poor performance in basic technology can be attributed to the following: a lack of visual aids, a lack of power supply by the school, the non-availability of facilities or equipment, poor mastery of content and methodology by the teachers, poor motivation by the learners, a lack of interest by the student, the use of conventional out-dated methods in teaching, teachers’ illiteracy in the use of computers, and a lack of innovations in teaching.

 Objective of the Study

The general objective of the study is the impact of information visualization on students academic performance in basic technology . The specific objectives of this study are:

i.          To investigate the effect of Information visualization tools on the academic performance of students.

ii.        To ascertain the difference between learning with visualization tool and not learning with them.

iii.      To investigate the of availability of information visualization tools in secondary schools.

iv.      To assess the level of awareness on the use of information visualization tools among teachers in secondary schools.

 Research Questions

Answers were sought to the following research questions

i.          What is the effect of Information visualization tools on the academic performance of students?

ii.        Is there a difference between learning with visualization tool and not learning with them?

iii.      Is  there an  availability of information visualization tools in secondary schools?

iv.      What is the level of awareness on the use of information visualization tools among teachers in secondary schools?

   Significance of the Study

The way individuals utilize information visualization tools informed by the research findings will be of vital importance to high quality education for the teachers and students in secondary Schools. The Information visualization tools can be used to create learning environments where students are allowed to explain and defend their thinking, opinions and decisions in order to cultivate critical thinking and meta-cognition.

The study will be of benefit to the academic community as it will contribute to the existing literature.

 Scope of the Study

This study will investigate the effect of Information visualization tools on the academic performance of students. The study will also ascertain the difference between learning with visualization tool and not learning with them. The study will further investigate the of availability of information visualization tools in secondary schools. Lastly, the study will assess the level of awareness on the use of information visualization tools among teachers in secondary schools. Hence this study will be delimited to Rivers State.

 Limitation of the study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.

 Definition of Terms

Information Visualization: This is a teaching and learning tool that adds effectiveness in the teaching and learning processes in the basic technological schools in Lagos State.

Academic performance: the measurement of student achievement across various academic subjects.