a UNIVERSITY OF EDUCATION, WINNEBA IMPROVING THE PERFORMANCE OF HND SMS 2 STUDENTS OF SUNYANI POLYTECHNIC IN MICROSOFT ACCESS DATABASE APPLICATION PROGRAM BEN BEKLISI KWAME AYAWLI JULY, 2008
Apr 10, 2015
a
UNIVERSITY OF EDUCATION, WINNEBA
IMPROVING THE PERFORMANCE OF HND SMS 2 STUDENTS
OF SUNYANI POLYTECHNIC IN MICROSOFT ACCESS
DATABASE APPLICATION PROGRAM
BEN BEKLISI KWAME AYAWLI
JULY, 2008
b
UNIVERSITY OF EDUCATION, WINNEBA
COLLEGE OF TECHNOLOGY EDUCATION
FACULTY OF TECHNICAL AND VOCATIONAL EDUCATION
IMPROVING THE PERFORMANCE OF HND SMS 2 STUDENTS
OF SUNYANI POLYTECHNIC IN MICROSOFT ACCESS
DATABASE APPLICATION PROGRAM
A DISSERTATION PRESENTED TO THE DEPARTMENT OF INFORMATION
TECHNOLOGY EDUCATION, UNIVERSITY OF EDUCATION, WINNEBA, IN
PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF
BACHELOR OF EDUCATION DEGREE IN
INFORMATION TECHNOLOGY
BY
BEN BEKLISI KWAME AYAWLI
(104020022)
JULY, 2008
c
DECLARATION
CANDIDATE’S DECLARATION
I hereby declare that this project work is the result of my own original research
except for the references from other people’s work, which have been cited and
acknowledged accordingly, and that no part of it has been presented for another award
of a degree in this University or elsewhere.
……………………………………….. ……………………………………
AYAWLI, BEN BEKLISI KWAME DATE
SUPERVISOR’S DECLARATION
I hereby declare that the preparation and presentation of this project work was
supervised in accordance with the guidelines on supervision of project work laid down
by the University of Education, Winneba.
………………………………………… …………….…………………………
MR. G. O. AGYEDU DATE
i
ACKNOWLEDGEMENT
This work would not have been successful without the support and co-
operation of others. I wish to express my appreciation to the Lord Almighty, who
equipped me with knowledge, good health and guidance to accomplish this
work.
I owe my supervisor, Mr. G. O. Agyedu, tons of gratitude for his constant
encouragement and patience during the preparation of this work. He
painstakingly spent his precious time reading and correcting the entire
manuscript and also offering invaluable suggestions for the successful
completion of this work.
My profound gratitude also goes to my mentor, Mr. Cosmos A. Gershon
and the Head of Commercial Studies Department Mr. I. O. Gyamfi both of
Sunyani Polytechnic, for their personal interest in the project work and the
encouragement they gave me.
I would be very ungrateful if I failed to thank the instructors and students
in Commercial Studies department most especially HND SMS 2 and SMS 3
(2007/2008) who responded to the questionnaires by providing information and
support needed to make the study a success.
Furthermore, I am thankful to my parents Mr. Afatsiawu Beklisi and Mrs.
Gormiyo Irene Alipue for their support during my education.
I am also grateful to the contributions of Obeng Agyekum, Amponsah
Nicholas, Amuzu Prince, Hassanatu Gomda, Jakie and all the 2007/2008
ii
interns, National Service Personnels of Sunyani Polytechnic and all those who
in diverse ways helped to make this work a success.
iii
DEDICATION
I dedicate this project work to God Almighty for His guidance and
protection throughout my schooling and my stay in the University
iv
ABSTRACT
This study was conducted in Sunyani Polytechnic from November, 2007 to
May, 2008. The aim of the study was to assist second year HND SMS students in
Sunyani Polytechnic to improve upon their performance in MS Access database
application program. This study became necessary because most HND SMS
students performed poorly in MS Access database.
The following research questions were critically considered by the
researcher:
i. What can be done to change the attitude and perception of
students and enhance students’ interest in the learning of MS
Access database application program?
ii. How can the effective use of learning resources improve teaching
and learning of MS Access database?
iii. How can students be well equipped with the required skills in MS
Access database application program?
iv. What method of teaching can help improve students’ performance
in MS Access database application program?
v. To what extent will the use of group work help improve students’
practical performance in MS Access database application program?
vi. How can MS Access database application program be made more
interesting and attractive to students?
Because the course is offered by second year HND SMS students, the
researcher considered the third year SMS students who have just completed the
v
course numbering 35. The second year HND SMS students were the main target
for the intervention so they were also included numbering 74.
The data techniques used by the researcher included observation,
interview, group projects, pre-test and post-test. Data collection was done during
the diagnostic stage of the intervention to help identify the problem and also after
the intervention to assess the strength and effectiveness of the intervention.
Tables and charts were used to analyze the data collected.
The findings of the study revealed that, teaching methods and techniques
used by the instructors were not effective enough to make MS Access and other
computer application lessons comprehensive to learners. This led to negative
misconception of learners about the course and finally led to their poor
performance. However, after the implementation of the intervention, the
performance of the students has improved drastically from about 10% to over
60%.
The researcher concluded that students’ poor performance as a result of
poor attitude and perception was due to the teaching methods and techniques
used and how the teaching and learning support materials were used by both
instructors and students. Demonstration and activity method accompanied by the
use of motivation and group projects should be used during the teaching and
learning of MS Access database to ensure effective teaching and learning of the
course.
vi
TABLE OF CONTENT
ACKNOWLEDGEMENT.......................................................................................a
DEDICATION ......................................................................................................iii
ABSTRACT .........................................................................................................iv
TABLE OF CONTENT.........................................................................................vi
CHAPTER ONE: INTRODUCTUON.....................................................................1
Background of the study ................................................................................................ 1
Statement of the problem .............................................................................................. 4
Purpose of the study....................................................................................................... 4
Research questions ........................................................................................................ 5
Significance of the study................................................................................................ 6
Limitations of the study .................................................................................................. 6
Delimitation....................................................................................................................... 7
CHAPTER TWO: LITERATURE REVIEW ...........................................................8
The concept of Database .............................................................................................. 8
The concept of Microsoft Access ...............................................................................10
The Concept of Learning .............................................................................................11
vii
The Effect of Teaching Methods and Techniques on Learning ...........................13
Demonstration Method of Teaching ..........................................................................14
The Effects of Teaching and Learning Resources on Learning...........................14
Group learning ...............................................................................................................16
Attitude and its influence on students’ performance ..............................................17
Summary of Literature Review ...................................................................................19
Conclusion……………………………………………………………………….......20
CHAPTER THREE: METHODOLOGY...............................................................22
Research Design...........................................................................................................22
Population and sampling .............................................................................................23
Instruments for Data Collection ..................................................................................24
Data collection procedures..........................................................................................24
Analysis of documents .................................................................................................28
Data Analysis .................................................................................................................28
CHAPTER FOUR: IMPLEMENTATION OF INTERVENTION DESIGN.............29
Designing a database using demonstration and activity method ........................29
Presentation of Group projects...................................................................................40
Effective Use of Learning Resources........................................................................41
viii
CHAPTER FIVE: RESULTS OF THE STUDY ...................................................42
Background Analysis of Data......................................................................................42
Findings and Discussion..............................................................................................42
Analysis of responses from students and instructors during the pre
intervention stage..........................................................................................................43
Analysis of Pre-Test and Post-Test Results ............................................................62
Analysis of response from students during the post intervention stage .............65
CHAPTER SIX: SUMMARY OF FINDINGS, CONCLUSIONS AND
RECOMMENDATION ...................................................................................67
Summary of Findings ...................................................................................................67
Conclusions....................................................................................................................68
Recommendations ........................................................................................................69
Suggestions for future researches.............................................................................70
REFERENCES ...................................................................................................72
ix
LIST OF APPENDICES
APPENDIX A: Questionnaire for students...............................................................75
APPENDIX B: Questionnaires for Computer Literacy instructors.......................78
APPENDIX C: Pre-Intervention Test.........................................................................80
APPENDIX D: Expected Responses to the Pre- Intervention Test ....................82
APPENDIX E: Post Intervention Test .......................................................................83
APPENDIX F: Expected Responses for the Post-Test .........................................86
APPENDIX G: Samples of pre-test scripts ..............................................................89
APPENDIX H: Samples of Post-test scripts ............................................................93
x
LIST OF TABLES
Table 1: Frequencies and Percentages of Age range of Students .....................44
Table 2: Frequencies and Percentages of Students’ Gender .............................44
Table 3: Frequencies and Percentages of Students’ response as to whether
they like MS Access ..............................................................................45
Table 4: Frequencies and Percentages of Students’ response as to whether
they could have registered Computer Application 2 (MS Access) if it
were optional. ........................................................................................46
Table 5: Frequencies and Percentages of Students’ response as to whether
they would encourage their siblings to learn MS Access database .......46
Table 6: Frequencies and Percentages of Students’ Response as to whether
they have Computers ............................................................................47
Table 7: Frequencies and Percentages of the response of Students who have
computers as to whether they have Microsoft Office application
package installed...................................................................................47
Table 8: Frequencies and Percentages of Students’ response as to whether
they have any reading material or textbook on MS Access. ..................48
Table 9: Students’ response as to whether teaching and learning materials
were used in teaching MS Access and other computer application
programs. ..............................................................................................48
xi
Table 10: Frequencies and Percentages of Students’ response as to whether
they understand the teaching and learning supporting materials used
by their instructors in the teaching and learning process.......................49
Table 11: Frequencies and percentages of instructors’ responses as to whether
their academic qualification is computer related. ...................................50
Table 12: Frequencies and percentages of responses of instructors as to
whether they use teaching and learning materials in their teaching. .....50
Table 13: Frequencies and Percentages of Students’ response as to whether
they have ever launched or used MS Access........................................51
Table 14: Frequencies and Percentages of Students’ response as to whether
they do any practical activity in MS Access or other computer
application programs. .........................................................................52
Table 15: Frequencies and Percentages of Students’ response as to whether
they can open and enter data into an existing MS Access database..53
Table 16: Frequencies and Percentages of Students’ response as to whether
they can create tables in MS Access ..................................................53
Table 17: Frequencies and Percentages of Students’ response as to whether
they can create simple queries in MS Access.....................................54
Table 18: Frequencies and Percentages of Students’ response as to whether
they can create simple forms in MS Access. ......................................54
xii
Table 19: Frequencies and Percentages of Students’ response as to whether
they can create simple Reports in MS Access....................................55
Table 20: Frequencies and Percentages of Students’ response on the aspect of
MS Access and/or other computer application program they are
interested in. .......................................................................................55
Table 21: Frequencies and Percentages of Students’ response as to whether
they think more practical work will make them like MS Access and/or
other computer application programs. ................................................56
Table 22: Frequencies and Percentages of Students’ response as to whether
they like the way Microsoft Access and/or other computer application
programs are taught. ..........................................................................57
Table 23: Frequencies and Percentages of Students’ response as to whether
their teachers use practical demonstration during their teaching ........57
Table 24: Frequencies and percentages of teaching methods used by
instructors in teaching.........................................................................58
Table 25: Frequencies and Percentages of Students’ choice of type of learning
they prefer...........................................................................................59
Table 26: Frequencies and percentages of responses of instructors on the form
of assignments or projects they give to their learners.........................59
Table 27: Frequencies and percentages of responses of instructors as to
whether they motivate their learners...................................................60
xiii
Table 28: Frequencies and Percentages of Students’ response as to whether
their teachers use any form of motivation during teaching..................61
Table 29: Frequency distribution of HND SMS 2 and HND SMS 3 Pre-Test and
Post-Test results in MS Access database application program. .........62
xiv
LIST OF FIGURES
Figure 1: Entering field names, defining data types and field properties ............35
Figure 2: Viewing table in datasheet view and entering records in a table.........35
Figure 3: A One-to-one relationship ...................................................................36
Figure 4: One-to-many relationship between Instructors and Sections tables ...37
Figure 5: A One-to-many relationship between Instructors and Courses tables 38
Figure 6: A query in design view showing an IIF function ..................................39
1
CHAPTER ONE
INTRODUCTUON
Background of the Study
In November, 1967, Sunyani Polytechnic started as a technical institute to
train generally Middle school/JSS leavers in technical courses including
Intermediate Block laying and Concreting, Electrical installation, Motor vehicle
mechanics, Mechanical Engineering, Craft, Welding and Fabrication, Cookery for
the Catering industry Part I and Part II and Business Studied (Accounting and
Secretarial option). It was upgraded into Polytechnic in January, 1997 and was
mandated to provide career-focused education and training at the tertiary level with
emphasis on hands-on experience and entrepreneurship development.
Sunyani Polytechnic offers both tertiary and non-tertiary programmes in
technical and vocational courses of which Higher National Diploma in
Secretaryship and Management (HND in SMS) is one of them.
In order to be abreast with today’s technological advancement; computer
literacy is added as one of the important courses to be completed before one is
awarded a Higher National Diploma certificate.
The computer is known to have gone a long way to improve efficiency in all
spheres of human endeavor. Computer literacy has therefore undoubtedly become
prerequisite in whatever career a student chooses.
2
It is also strongly believed that, computer skills are a must for everybody
who wants to be part of today’s world. It is therefore the reason for its inclusion in
the curriculum of tertiary institutions in Ghana including Sunyani Polytechnic.
In business, computer literacy is recognized as a means of increasing
administration efficiency. For example, payroll processing, sales invoicing, order
processing, databases, production planning and many others. Instead of the use of
pens and papers for dealing with customer orders, compiling wages and salaries of
employees, population, education and others, a computerized system is employed
to make data keeping and retrieval more easy and convenient. Whenever you
have a hunk of data that is likely to grow, and you need to extract meaningful
information from it, a database program is probably the best tool for the job (Afari,
1997).
The computer literacy course for students offering Higher National Diploma
in Secretaryship Management Studies in Sunyani Polytechnic is broken into four
categories. Each category is taken for a semester. The categories include,
Introduction to Information Technology, Word Processing (Microsoft Word),
Spreadsheet (Microsoft Excel) and Database (Microsoft Access). Database
(Microsoft Access) course is taken by the second year students in the fourth
semester.
Secretaryship Management students are would-be administrators and
secretaries and hence will be greeted with the use of electronic database
management system in keeping, analyzing and retrieving data at their work places.
3
Database is used in many applications, spanning virtually the entire range of
computer software. Database is preferred method of storage for large multi-user
applications where coordination between many users is needed. Even individuals
users find them convenient, though many electronic mail programs and personal
organizers are based on standard database technology. A database allows you to
manage and use an incredible variety of information easily. Unfortunately, students
performed poorly and have the problem in creating tables, entering data, querying
and generating reports using Microsoft Access database. It must however be noted
that, the poor performance of students in Database application programs (MS
Access) in the Polytechnics and other tertiary institutions existed over the years, no
research has been conducted into the problem despite the bright motive for the
inclusion of the subject
Statistics available has proven beyond every reasonable doubt that, about
seventy percent of HND SMS graduates from the Polytechnic cannot design a
database system for their department or organization that they find themselves to
work after completion. This poor performance in the subject area would in no doubt
be transferred to their work places thereby leading to low productivity as a result of
data management skills they lack.
The issue now is how do we enhance students’ performance using group
projects, motivation and demonstration and activity method? It is against this
background that a study into the problem has become very paramount to find
solution to salvage the situation so as to achieve the aim at which the course is
introduced.
4
Statement of the Problem
In spite of the importance attached to the study of Information Technology in
Sunyani Polytechnic, it is rather surprising that very few empirical research has
actually been conducted at the Polytechnic from the perspective of poor
performance of students in the subject areas of Information Technology most
especially database application programs (MS Access).
It was identified from a documentary search and an interview that, for the
past two years, no student had grade “A+”. It was also realized that fifty percent of
the students had grade ‘D’.
So it might be that the use of lecture method, misconception of students
about MS Access and ineffective use of teaching and learning resources might be
the cause of the problem.
In view of the situation, the main problem of this study was whether the use
of motivation, group learning, demonstration and activity method and the effective
use of learning resources can help enhance the performance of students in MS
Access database application program.
Purpose of the Study
Therefore, the purpose of this study is to use motivation, group learning,
demonstration and activity method and effective use of learning resources to assist
second year HND SMS students of Sunyani Polytechnic to improve their
performance in database application programs (MS Access). The study therefore
5
obtained the views of students and course instructors of the subject area with
respect to poor performance of students in the subject area (MS Access). It also
sought to investigate the causes of negative attitude and perception of students
towards the subject and ways of making the learning of database more interesting
to enhance students’ performance. It also sought to find out whether the views of
course instructors and students can be coordinated to find solution to the poor
performance of students in the subject.
Research Questions
An analysis of the above purpose indicated that the following research
questions were appropriate to form the focus of this study.
1. What can be done to change the attitude and perception of students and
enhance students’ interest in the learning of database application program
(MS Access)?
2. How can the effective use of learning resources improve teaching and
learning of MS Access database?
3. How can students be well equipped with the required skills in database
application program (MS Access)?
4. Can demonstration and activity method help improve students’ performance
in database (MS Access) application program?
5. To what extent will the use of group project work help improve students’
practical performance in database (MS Access) application program?
6
6. How can database application programs (MS Access) be made more
interesting and attractive to students?
Significance of the Study
The study of the reason of the performance of students in MS Access in
Sunyani Polytechnic is important in several reasons. First, this study will enable
students to develop their performance and skills in database application program
(MS Access) so that they can design and administer a database program in the
organisation they will be working after completing the HND program. Second, the
study will boost the confidence of HND SMS students in database designing and
administration and bury students misconceptions that database programs are for
IT experts. Also, this research will help improve students’ grades in the subject and
thereby give them the opportunity to further their education. Moreover, the study
shall serve as a ready made material of reference to Computer Literacy teachers to
help improve students’ performance in database (MS Access). This will help the
teachers to vary their teaching methods to ensure effective teaching and learning.
Again, the study will make it imperative for students to identify the causes of their
poor performance in the study of the course and also identify the solutions to this
problem. Finally, the study shall serve as a guide or handy material for other
researchers as well as future research work in this area.
Limitations of the Study
Data collection for this study was limited to second and third years of
Higher National Diploma in Secretaryship and Management Studies students in
Sunyani Polytechnic, a population of one hundred and nine (109) due to time and
7
financial constraints. This procedure therefore decreased the generalisation of
the findings. The study would therefore not be generalizable to all HND SMS
students because it does not reflect the entire corpus of past students who went
through the same course before 2006/2007 academic year and HND SMS
students from other Polytechnic.
Delimitation
All HND SMS students in all Polytechnic in Ghana offer Database
application program (MS Access) as a course. However, this study was narrowed
down in scope due to financial and time constraints. It therefore confined itself to
only HND SMS students of Sunyani Polytechnic. This means that for a more
complete study, the views of other stakeholders in other Polytechnic will have to
be considered.
8
CHAPTER TWO
LITERATURE REVIEW
This chapter reviews on what other people have said about the topic under
consideration. This chapter reviews related literature under the following sub
headings: the concept of database, the concept of Microsoft Access, the concept
of learning, the effect of teaching methods and techniques on learning,
demonstration method of teaching, the effects of teaching and learning resources
on learning, group learning, attitudes and its influence on students performance
and the summary of literature review
The concept of Database
A database is a collection of logically related data designed to meet the
information needs of one or more users. The term originated within the computer
industry, though its meaning has been broadened by popular use, such that the
European Database Directive (which creates intellectual property rights for
database) includes non-electronic database within its definition.
Wikipedia, the free encyclopaedia defines a database as "a collection of
records stored in a computer in a systematic way, so that a computer program
can consult it to answer questions". For a better retrieval and sorting, each record
is usually organized as a set of data elements (facts). The items retrieved in
answer to queries become information that can be used to make decisions.
The computer software used to manage and query a database is known
as a database management system (DBMS). Example include Microsoft Access
9
application program. Strictly speaking the term refers to the collection of related
records, and the software is referred to as the database management system
(DBMS). However to avoid confusion many database administrators and
programmers use the term database to cover both of them.
The earliest known use of the term 'database' was in June 1963, when the
System Development Corporation sponsored a symposium under the title
Development and management of a computer-centered Database. Database as
a single word become common in Europe in the early 1970's and by the end of
the decade it was being used in major American newspapers (Database, a
comparable term, had been used in the Washington post newspaper as early as
1966).
The first database management systems were developed in the nineteen
sixty's. A pioneer in the field was Charles Bachman. Bachman's early papers
show that his aim was to make more effective use of the new data access on
storage devices.
According to Manino (2004), a collection of data is considered to be a
database only if it has the following properties:
1. The data is managed to ensure its integrity and quality.
2. It allows shared access by a community of users.
3. It has a schema.
4. It supports a query language.
5. Must be persistent, that is the data must reside on a stable storage
such as a magnetic disk.
10
According to Ricks, Swafford and Gaw (1992), before data can be entered
into a database, the database must be planned and created. Planning the
database involves deciding the data to be contained in the database, naming the
fields needed, deciding the types of fields for each item of data and selecting the
width and decimal positions (in the case of a numeric field) for each field. The
width of the field is determined by the longest piece of data to be stored in that
field.
According to Dobler and Burt (2003), when data records are computerized,
it enhances efficient and effective keeping of data. According to these authors,
when such records are expanded by using a Personal Computer (PC), it is
important to integrate the system carefully with the purchasing operating system
and to provide adequate data security so that unauthorized individuals cannot
modify the basic records.
The Concept of Microsoft Access
According to Afari (1997), “Microsoft Access is a database management
system (DBMS) designed to allow users to store, manipulate and retrieve
information easily and quickly”. A database is a collection of data that exists and is
organized around a specific theme or requirement. It can be of the ‘flat-file’ type or
it can have a relational capabilities. Microsoft Access possesses relational
capabilities hence known as a Relational Database Management Systems
(RDBMS).
Coulthard and Clifford (2004) defined Microsoft Access as “a database
program that enables you to enter, store, analyze, and present data”. For end
11
users and software developers alike, Access provides easy-to-use yet powerful
tools most often associated with higher-end database management systems
(DBMS). In fact, Access offers scalable never before seen in desktop database
software to meet needs ranging from simple to complex. At the desktop level,
Access can help you manage your personal information or collect data for a
research study. At the corporate and enterprise level, Access can retrieve and
summarize data stored on servers located throughout the world. Access also
enables you to create and publish dynamic Web-based forms and reports for
delivery over the Internet.
The primary object in a database for collecting and storing data is called
table. Tables are organized into rows and columns similar to an electronic
spreadsheet. An individual entry in a table (for example, a person’s name and
address) is called a record and is stored as a horizontal row. Each record in a table
is composed of one or more fields. A field holds a single piece of data.
The Concept of Learning
Santrack (2001) explained learning as a relatively permanent change in
behavior that occurs through experience. This however means that learning
involves relatively permanent influence on behavior, which comes about through
experience. According to Microsoft Encarta encyclopedia (2007), learning refers
to acquiring knowledge or developing the ability to perform new behaviors.
During the 1870’s the Great Harvard psychologist, William James felt that
learning, essentially during childhood shapes and directs our lives. It is very
important for students to have at least basic knowledge in what they learn in school
12
in order to build upon it. Farrant (2000) sees learning as the process by which we
acquire and retain attitude, knowledge, understanding, skills and capabilities that
cannot be attained through inherited behaviour patterns or physical growth.
Learning is categorised into three main domains. It includes Cognitive,
Psychomotor, and the Affective domains.
First, the cognitive domain refers to knowledge and knowing the ‘how’ and
the ‘why’ thus the thinking skills. To be able to create database applications, one
should be knowledgeable about the features, terms and the calculation formulas
used in database (MS Access). One also needs to have the knowledge of how to
use security features to ensure adequate security in the database system to be
designed.
Second, the psychomotor domain deals with skill that is concerned with
physical dexterity. For example keyboarding and designing and use of database
application programs. The task in database design and use require the use of
physical and creative skills, which need to be practiced. According to Blege (1986),
acquisition of skills, attitudes and values can best be done by practice, involving
series of activities, therefore, to achieve learning in the category of skills, attitudes
and values, it is recommended to use activity method of learning including
demonstration, and group project work methods. Learners can be more conversant
with the creation and use of database application program (MS Access) through
regular practice.
The third domain and the one often neglected is the Affective domain. This
is concerned with attitudes – the need to create and use database (MS Access)
13
programs. Also, the development of the attitude to practice database (MS Access)
program regularly so as to become familiar with the techniques in using the
program is important.
The Effect of Teaching Methods and Techniques on Learning
Nacino-Brown et al (1982) define method as the manner in which the
content of a program is presented to students.
According to them, there are some methods of teaching that have been
used for many years and we have decided to call them “Traditionally time tested
methods” because they have stood the test of time. These methods can be used
effectively by skilled teachers of today, but it would be short-sighted to try to use
them all the time. This writes identified these methods to include the lecture
method, discussion method, demonstration method, project method and the
study trip method
Choosing a particular method on its own merits is not effective. A teacher
must therefore use special techniques to ensure effective learning. Nacino-Brown
et al (1982) explain teaching techniques as the way one handles the different
aspects or phases of one’s instructional method or procedure. For instance, in
using the “Discussion method”, the way the teacher asks questions to trigger off
participation indicates one’s own techniques. They assert “there are some
important activities in the classroom that are almost always used in every day
lessons”. These are review, drill, practice, assignment and questioning. Because
they are always used, they are taken for granted and no deliberate effort is made
to prepare them. We fail to realize that the success of teaching and learning
14
process depends to a considerable extent on how well we perform these
activities (P.39).
Demonstration Method of Teaching
According to Olaitan and Agusiobo (1982), "Demonstration method is a
method of teaching, in which sight rather than hearing is the major means of
communication; though of course the two are often combined". It is effective
because most people more easily remember what they see than what they only
hear or read. At its simplest, it may involve only showing an actual object, model,
picture or diagram.
Amoakohene et al (1998) in their book technical skills and drawing for
Teacher Training Colleges (Book 2) said, “Demonstration is a means by which a
student is shown how a new skill should be performed. The demonstration is
carried out by the teacher while the students closely observe the techniques and
procedure”.
For effective demonstration, it must be accompanied by clear explanations
by the teacher of how the skills are being demonstrated. The students are allowed
to ask questions to clarify points they did not understand as the demonstration
goes on. The student will then be allowed to practice the new skills while teacher
observe and make corrections appropriately.
The Effects of Teaching and Learning Resources on Learning
Quality education rests on quality and effective teaching and learning.
Effective teaching and learning can be achieved if teachers make use of learning
15
resources. The importance of teaching and learning aids is obvious as supported
by many authorities.
Amankra (1993) states that most schools lack teaching and learning
resources and even where they are available, teachers do not often use them
effectively. Thus lack of teaching and learning resources is one of the problems
facing many schools in Ghana.
According to Campbel (1997), knowledge and skills are central to
adequate instructions; however, teachers can even do better when they are
provided with appropriate resources.
Written or Spoken words are very useful in most learning situations, but
there are concepts which the teacher can transmit more effectively using
teaching aids. For instance, a verbal description of a database window is not as
informative as an electronic picture of actual database window.
Properly used teaching aids help to give first concepts or impression
correctly, stimulate interest, and promote better understanding of learning and a
variety of teaching methods. They may also help promote intellectual curiosity,
contribute to longer retention of learning and clarify principles outside the range
of ordinary experience (Olaitan, 1991).
Coppen (1971) stress that, “There are sound educational reasons for
supporting the use of teaching materials and exploiting them as fully as possible
for the benefit of the pupils. The children the teacher teaches are diverse. Even
where they are taught in groups roughly homogeneous with respect to ability, the
social and intellectual background, interest and previous experiences of each
16
child are different. The more varied the form of presentation, the greater the
likelihood that the needs of each individual will be met and the greater number
that will be able to respond” (P. 219).
Bloom et al (1956) posit that “teaching and learning resources aid
teaching to be more effective and make learning easier”. According to them,
children learn by doing and observing and this calls for real life situations in the
classroom.
Royzo et al (1981) have grouped teaching resources into four categories.
These are: reading materials, audio-visual materials, community resources
(including human resources) and materials developed by teachers and students.
Tamakloe et al (1996) opine that “instructional materials are effective
mechanisms of helping students to build clear and accurate concepts. In
addition, materials are capable of directing students’ interest and promoting their
active participation in the teaching and learning process”. Specifically, teaching
and learning resources are capable of widening students’ horizon and range of
experience when judiciously utilized.
Group Learning
McGregor (1998), an expert in organizational communication, explained
group as a collection of people. It is not just random assembling of independent
individual, rather, it is composed of individuals who interact verbally and non-
verbally, occupy certain roles with respect to one another and co-operate to
accomplish a definite goal.
17
Researchers studying the use of cooperate learning have arrived at positive
results. In one study, the use of learning partners and peer monitors resulted in
improvement of performance in problem solving on quizzes and class test
(Steinhorst, 1995).
In another study, students’ learn just as well on cooperative as in traditional
settings and developed more positive attitude towards the study of skills (Kroll,
1991). It is therefore undeniable fact that Higher National Diploma in
Secretaryship and Management students will perform well in the creation and use
of database when they are involved in a project to design a database system for
selected organisations of interest in small groups.
There are several approaches used to form cooperative groups. Some
studies use heterogeneous groups with high ability, medium ability and low ability
students’ membership (Slavin, 1980). Other studies use a narrow range of ability
in groups. Keeler (1995) concluded that mixed ability groups are preferred over
homogeneous groups in ability. This enables members to communicate directly
with each other as they work on a common task.
There is wealth of evidence on the advantages of group or cooperate
learning compared to competitive or individualised learning. Steinhorst (1995)
indicated that most students preferred cooperative small group learning to
competitive or individualised learning.
Attitude and its influence on students’ performance
Santrock (2001) explained attitude as a mental and neutral state of
readiness, organised through experience, exerting a directive of dynamic influence
18
upon the individual’s responses to all objects and situation with which it is related.
Rokeach (1948) also sees attitude as a learned orientation or disposition, which
provides a tendency to respond favourably or unfavourably to an object or
situation.
Boateng (1998) went further to say that attitude embodied the result of
information processing and in turn affect the way a person conceives and judges
the world. Attitude influences the individual ultimate results. Attitude therefore has
a great influence on the individual’s ability to perform in a situation. As soon as a
situation arises the opinion and the feelings that the individuals form about the
situation determines the end result. Some people dismiss attitude as unimportant
by saying that it is just ones opinion. But attitude can be a matter of life and death
(Santrock, 2001).
Students’ attitudes to learning of a particular subject may be due to some
factors. Examples could be family culture, socio-economic status, teacher, peers
and examinations. Family attitudes can have adverse effect on the student learning
the creation and use of database (MS Access). This means that if there is lack of
encouragement and provision of required materials for the study of the program
from the family to the student, the attitude of the students towards the subject may
be negative.
Annor (1995) says the culture of a society defines what the curriculum of the
school should be. This implies that a student’s appetite for a subject would be
dwindled away if his culture doesn’t cherish it. In supporting the socio-economic
status as a factor that affects students’ attitudes to learning. Rogers (1986) says
19
that poor unemployed parents will not have enough money to buy materials and to
spend on activities to further children’s development and also to foster the skills,
which they need after school.
According to Annor (1995), peer group can influence student’s choice of
subjects and courses without taking into consideration of their abilities, aptitudes
and interest in the field or course. No doubt, the fact that a student can do well in a
certain subject usually increases his interest in it and an initial interest stimulates
work and so improves performance. The first performance in a subject by a student
in which he performs badly kills his interest in it.
The above statements clearly attest to the fact that, attitude plays a vital role
so far as individual’s behaviour in a given situation is concerned. Based on the
assertions of the above authors, the researcher considers it more appropriate to
examine students’ attitude towards the study of a particular subject using the
dimension of attitude as a guide. This will produce a comprehensive overview of
the students’ state with regards to his or her attitude towards the study of the
subject.
Summary of Literature Review
Manino (2004), Dobler and Burt (2003) and other authors made it clear
what a database is and its importance. The concept of MS Access was
discussed as “a database management system designed to allow users to store.
Manipulate and retrieve information easily and quickly”, Afari (1997). Farrant
(2000) and other authors attest to the fact that, learning must include the
development of attitude, knowledge and skills (the three domains of learning). As
20
stated by Nacino-Brown et al (1982), the choice of teaching methods and
techniques can affect teaching and learning either positively or negatively. The
use of teaching and learning resources was seen by Amankra (1993), Bloom et
al (1956), Tamakloe et al (1996) and other authors as an effective means of
teaching and learning. Olaitan and Agusiobo (1982), see demonstration method
as effective method of teaching because it involves more sight than hearing.
According to Kroll (1991), students develop more positive attitude towards the
study of skills in cooperative group. Mixed ability groups are preferred over
homogenous ability group by Keeler (1995). Rokeach (1948) and other writers
confirm that, attitude provides a tendency for people to respond favourably or
unfavourably to an object or situations and it has a great influence on the
individual’s ability to perform in a given situation.
Conclusion
The overview of the concept of database was traced from the 1960’s. It
was identified that database application program is relevant for the socio-
economic development of organizations and nations as well. As a result, MS
Access database was introduced as a course for HND SMS students in Sunyani
Polytechnic. The aim for the introduction is to help ensure easy and effective
handling of data in organizations. The opinion expressed by various authors
indicated the need to use database management system to ensure effective
handling of data. Despite the importance attached to the study and use of
database, the above sample literature seems to point to apparent lack of studies
in the above research questions. Under the research question one on the
21
solution to change students’ negative perception about database, there was lack
of research into learners’ misconception about the subject. Under the research
question two, on the effective use of learning resources to improve teaching and
learning of MS Access database the sample literature above shows that there
was no research into it. There was also obvious lack of research into the use of
demonstration ad activity method and group learning to enhance the teaching
and learning of Microsoft Access database.
22
CHAPTER THREE
METHODOLOGY
For every research work, there exist a specific way of carrying out the
research. This chapter describes: the research design of the investigation, the
population/subjects, instruments used in collecting the data, the data collection
procedure and analysis of the data.
Research Design
In order to find facts and to describe the conditions that exist in the
teaching and learning of Microsoft Access in Sunyani Polytechnic, the
assessment type of research design was used. The evaluation method was also
used so as to make judgment about the effectiveness of the teaching and
learning of Microsoft Access in Sunyani Polytechnic.
Assessment and evaluation types of research design was used for the
study and was modeled after the orientation of a survey conducted by the
researcher to obtain information on the interest of students learning and the
method of teaching database application program (MS Access). Since the
purpose of the study was to find ways and means to improve the performance of
HND students in Database application program (MS Access) a multiple
perspective approach was used. Learners’ lack of interest and their
misconceptions for database application programs was identified during the
course of teaching and learning of Database application programs (MS Access)
prompted the researcher to conduct this study vis-à-vis the method employed so
as to identified the appropriate measures to promote effective teaching and
23
learning of database application program (MS Access) among second year HND
SMS students in Sunyani Polytechnic and thereby improving the performance of
students in the subject area. An investigation conducted into students’ interest
towards the theory and practical work lessons in database application program
(MS Access) created a huge vacuum for the researcher to study into the interest
of the students in the course area at Sunyani Polytechnic.
Population and sampling
The study was carried out in the Commercial Studies Department of
Sunyani Polytechnic. The department runs non-tertiary programs including
Diploma in Business Studies (DBS) and Business Studies (BS) and a Higher
National Diploma in Secretaryship and Management which is a tertiary program.
At the time of study, the department had a population of 1,481 students. Out of
this number, the Higher National Diploma in Secretaryship and Management
students numbered 224. Out of the 224 SMS students, 106 were first years, 74
were second years and 44 students were third years.
The whole population of the second year students offering Computer
Application II (MS Access) was the target for the research because they were the
class from which the problem was perceived, evidence gathered and causes
ascertained. Thirty five (35) HND SMS third year students were also included in
data collection to ensure effective data analysis since they have already taken
MS Access database as a course in the previous semester. Hence the total
number of students involved in this research was 109. Six Computer instructors
24
were also involved because they deal directly with the students and can therefore
ascertain the issue at stake.
Instruments for Data Collection
In order to integrate multiple data collection techniques to ensure
perspective analysis, and to provide adequate supporting data, the framework for
collecting data in the study was triangular. Triangulation method of data
collection refers to the use one data collection technique to cross-check the
results from another technique. In the process of the study, the following
research instruments were used to collect data to source for information, assess
the progress of the students as interventions were implemented and also assess
the outcome of the research.
1. Participant observation
2. Unstructured Interview
3. Class exercise
4. Questionnaires
5. Analysis of documents
Data Collection Procedures
Observation
With participant observation, the researcher takes part in the activities of
the subjects under investigation. By becoming a member of the group to be
studied the researcher can achieve a high level of understanding of their
behavior feelings, values and beliefs. This method seems to be appropriate
25
because, the students became accustomed to the researcher’s presence as a
result of the cordial relationship establish between them hence making the
students to behave normal in the presence of the researcher. In conducting this
observational study, the researcher took the following into consideration;
a) That the observational method if used properly, overcomes the limitations
of the other methods, which rely on self-report in which the respondents
normally bias the information they offer about themselves. Even when bias
is not present in self-report data, the observational method usually give
more accurate data than could be obtained by self-report.
b) There would be the need for the researcher to determine the extent to
which the presence of the researcher would change the situation being
observed.
Observation method was used at the diagnosis stage to observe the
practical work of students in Microsoft Access so as to identify the level of
performance of students in the subject area. Instructors’ method of teaching was
also observed vis-à-vis students response and participation during teaching and
leaning of the subject.
At the implementation stage, the researcher observed the students to find
out how the interest of students in database application program (MS Access)
have been aroused and sustained.
26
Interview
Interviews as research method are unique in the sense that it involves the
collection of data through direct verbal interaction between individuals. In order
not to create any tension among the instructors and students and to ensure
effective problem analysis, the unstructured interview was used by the
researcher. The unstructured interview was used because it is a flexible
approach to interviewing. It takes a specific instrument but often has a general
structure that is in the mind of the interviewer. It is a non-directive type of
interview where most of the speaking is done by the respondent.
At the diagnosis stage, instructors teaching Information
Technology/Computer Literacy were interviewed to find the cause of the problem.
Students were also interviewed to assess their views about their inability to
perform well in computer related causes most especially database application
program (MS Access).
After the implementation stage, students were interviewed to determine
the effectiveness of the intervention implemented by the researcher.
Questionnaires
A questionnaire is a written instrument that contains a series of questions
or statements called items that attempt to collect information on a particular topic.
It may include factual questions that ask about the characteristics of things
people have done, or things that have happened.
27
During the diagnostic stage, questionnaires (Appendix A1) were given to
students to provide some facts in order to assess the interest and progress of
students’ performance in database (MS Access) application program.
Questionnaires (Appendix A2) were also given to six instructors who teach
computer literacy and Information Technology during the diagnostic stage in
Sunyani Polytechnic to generally assess the methods used in teaching
Information technology subjects and also to assess the performance of students.
Class Exercise
Class exercises were used by the researcher as an important tool during
the diagnostic stage and the implementation stages.
Class exercises were given to students during the diagnostic stage to help
the researcher identify the problem of the students in the subject area. It was
also used during the implementation stage to assess students’ progress in
database application program (MS Access).
Class Test
A pre-test and a post-test were conducted during the diagnostic stage and
after the implementation stage respectively to determine the performance of
students in creating tables, querying a database, creating and designing forms
and generating reports in MS Access.
28
Pre-Test
During the stage of diagnosing the problem, Pre-test was designed and
used to find out the strength and weaknesses of the students in database
application programs (MS Access)
Post-Test
Having implemented the intervention designs, it became expedient to
conduct a post-test to assess the improvement in the performance of the student
in database application program (MS Access). This was to assess their skills of
creating tables, query a database, create and design forms and generating
reports.
Analysis of Documents
Documented information were produced from the under mentioned
sources;
1. Commercial Studies department
2. The school library and
3. Educational artifacts such as test papers and students note books.
Data Analysis
The researcher made use of statistical methods to analyze the data
collected. Each question was analyzed and the number of respondents who gave
particular response was recorded. Tables and charts were used to analyze the
questions answered by respondents and results from the pre and post-test
administered to students. Figures were used to illustrate and interpret findings.
29
CHAPTER FOUR
IMPLEMENTATION OF INTERVENTION DESIGN
This aspect of the research outlines the various practical activities that
were carried out to achieve the aims and objectives of the research work. The
method used was group projects, demonstration and activity method and
ensuring effective use of learning Resources.
Designing a Database Using Demonstration and Activity Method
The database design was divided into seven sub-topics including: The
steps in designing a database, opening and manipulating existing database,
creating tables, establishing relationship among tables, creating queries, creating
forms, creating reports and presentation of group projects. During the first week
the steps in creating a database was discussed in 120 minutes. The second sub-
topic (Opening and manipulating existing database) was treated in week two also
in 120 minutes. Creating of database tables was done in the third week for 150
minutes each on Wednesday and Saturday. Establishing relationship and
queries was tackled in week four and five respectively for 150 minutes on
Wednesday and Saturday. In week six creating of forms was treated for 150
minutes. Creating of reports was done in week seven also in 150 minutes. In
groups students were ask to identify an organization and try to design a database
using MS Access to help them in managing data in that organization. The eighth
and ninth weeks were used for group project and presentation of projects results.
30
Week One
Sub Topic 1: The Concept and the Steps in Designing a Database
Learners were taken through the discussion of the concept of database.
The various database objects including tables, queries, forms, reports, macros
and modules were discussed. To equip learners on what must be done before
embarking on designing a database; learners were taken through the steps
involved in designing a database. Learners were taken through the following
steps in designing a database:
Step 1: Determine the Purpose of your Database
The first step in designing a database is to determine its purpose and how
it is to be used. At this step, the database designer has to discuss with people
who will use the database. Brainstorm about the questions the database is
supposed to answer. The designer has to sketch out the forms, reports that the
database is likely to produce. Existing forms and other documents need to be
gathered and analyzed.
As the purpose of the database is being determined, the facts needed to
be stored in the database and the subject each fact belongs will be identified
Step 2: Determine the Fields You Need in the Database
Each field is a fact about a particular subject. For example, you might
need to store the following facts about customers: company name, address, city,
state, and phone number. Separate fields need to be created for each of these
31
facts. When determining which fields are needed, the following design principles
must be taken into consideration.
1. Include all of the information you will need.
2. Store information in the smallest logical parts. For example,
employee names are often split into three fields, FirstName,
OtherNames and LastName, so that it makes it easy to sort data by
LastName, FirstName or OtherNames.
3. Don't create fields for data that consists of lists of multiple items.
4. Don't include derived or calculated data (data that is the result of an
expression). For example, if you have a UnitPrice field and a
Quantity field, don't create an additional field that multiplies the
values in these two fields.
Step 3: Determine the Tables You Need in the Database
Each table should contain information about one subject. List of fields will
provide clues to the tables needed. For example, if you have a HireDate field, its
subject is an employee, so it belongs in the Employees table. You might have a
table for Customers, a table for Products, and a table for Orders.
Step 4: Determine which Table each Field Belongs to
When deciding which table each field belongs to, the following design
principles must be taken into consideration:
1. Add a field to only one table.
32
2. Don't add the field to a table if it will result in the same information
appearing in multiple records in that table.
Step 5: Identify the Field or Fields with Unique Values in Each Record
In order for Microsoft Access to connect information stored in separate
tables— for example, to connect a customer with all the customer's orders—
each table in your database must include a field or set of fields that uniquely
identifies each individual record in the table. Such a field is called a primary key.
Step 6: Determine the Relationships between Tables
Now that you've divided your information into tables and identified primary
key fields, you need a way to tell Microsoft Access how to bring related
information back together again in meaningful ways. To do this, you define
relationships between tables.
Step 7: Refine Your Design
After you have designed the tables, fields, and relationships you need, it's
time to study the design and detect any flaws that might remain. It is easier to
change your database design now than it will be after you have filled the tables
with data.
Use Microsoft Access to create your tables, specify relationships between
the tables, and enter enough sample data in your tables so you can test your
design. To test the relationships in your database, see if you can create queries
to get the answers you want. Create rough drafts of your forms and reports and
see if they show the results you expect. Look for unnecessary duplications of
data and eliminate them.
33
Step 8: Enter Data and Create Other Database Objects
When you are satisfied that the table structures meet the design principles
described, then it is time to go ahead and add all your existing data to the tables.
You can then create other database objects— queries, forms, reports, data
access pages, macros, and modules.
Week Two
Sub Topic 2: Opening and Manipulating Existing Database
Through demonstration, learners were taken through the steps to launch
Microsoft Access and also how to open existing database files. After opening the
database files, learners were assisted through demonstration and activity method
to open database objects (Tables, Queries, Forms and Reports). Learners were
also given the opportunity to manipulate with the opened objects.
Week Three
Sub Topic 3: Creating Tables
Using demonstration and activity method, learners were taken through the
process of creating a database table in Microsoft Access. The three methods of
creating tables were discussed which include the following:
1. Create table by using wizard
2. Create table by entering data
3. Create table in design view
34
In the case of using wizard, the learners were taken through the
processes of selecting table options and selection of field names to be used by
following the create table wizard to create a database.
Creating a table at datasheet view is the most simplest. With this, upon
double-clicking on Create table by entering data, a table in a datasheet is
displayed and the only thing to do is to double click on the default field names
(Field1, Field2, etc.) and then type the expected field name after which the table
is saved with the appropriate name by the designer. Learners were taken through
these processes using demonstration and activity method.
Creating table in design view seems to be the most complex method of
creating tables compared to the other two methods. To create table using this
method, the designer needs to be conversant and define appropriate data types
for each field. The designer has to enter the names of the database fields and
define the data types and then enter statements at the description column which
is displayed at the status bar when the table is run in datasheet view. The data
types to be considered include Text, Memo, Number, Date/Time, Currency,
AutoNumber, Yes/No, OLE Object and Hyperlink. Field properties have to be
defined by the designer. The field properties that need to be defined include Field
size, Format, Input Mask, Caption, Default value, Validation Rule, Validation
Text, Required, Allow Zero Length, Indexed, Unicode Compression and Smart
Tags.
35
Learners were taken through the above processes using demonstration
and activity method to create a table in design view as shown in Figure 1 below.
After entering the field names and setting field properties, learners were also
taken through the process of creating a primary key. After assigning the primary
key, learners were guided to save the table and run to view the table in datasheet
view and also enter records as shown in Figure 2.
Figure 1: Entering field names, defining data types and field properties in design view
Figure 2: Viewing table in datasheet view and entering records in a table
36
Week Four
Sub Topic 4: Establishing Relationship among Tables
Using the tables created in week three, learners were taken through the
process of establishing relationships between tables so that data in the tables can
be recombine for analytical and reporting purposes. Using practical scenarios,
learners were helped to understand that, to create relationship among tables,
there is the need to assign primary keys. Using demonstration and activity
method, learners were taken through the three types of relationship that can be
established among database tables. The types of relationship learners were taken
through include One-to-one relationship, one-to-many relationship and many-to-
many relationship.
In a one-to-one relationship, students were made to understand using
demonstrations that, it is a relationship whereby a single record in table A relates
to a single record in table B, and vice versa. A one-to-one relationship is used
when you want to separate data from the main table, perhaps for security
reasons. For example, an instructor's compensation data may be stored in a table
separate from his or her name and address. Figure 3 below illustrates a one-to-
one relationship.
Figure 3: A One-to-one relationship between Instructors and Compensation tables
37
Students were made to understand using activity method that, one-to-
many relationship (or many-to-one relationship) is a situation where a single record
in table A can be related to one or more records in table B, but a single record in
table B is related to only one record in table A. This parent-child relationship
describes the situation between the Instructors and Sections tables (One
instructor may teach one or more sections) and between the Courses and
Sections tables in Figure 4.
Figure 4: One-to-many relationship between Instructors and Sections tables
In a many-to-many relationship, a single record in table A can be related
to one or more records in table B, and a single Record in table B can be related
to one or more records in table A. A third linking table, sometimes called a join at
junction table, is used to negotiate the connection by storing the primary keys
from each table. Figure 5 illustrates a many-to-many relationship between the
Instructors and Courses tables, with Sections acting as the linking table. For
example, instructors may teach one or more courses and, going the other way;
courses may be taught by one or more instructors.
38
Figure 5: A One-to-many relationship between Instructors and Courses tables
Week Five
Sub Topic 5: Creating Queries
The researcher took learners through the process involved in creating
queries using demonstration and activity method. The students were helped to
use the following options provided by Microsoft Access to create simple queries:
1. Create query by using wizard
2. Create query in design view
The researcher took students through the creation of calculated field in
queries and the use of aggregate functions like Sum, Avg, Min, Max and Count at
design view. The IIF functions were also discussed based on conditions. Using
the Sum function, students were helped by the researcher to calculate sums of
fields. Also the calculation of averages of fields using the Avg function, obtaining
the minimum and the maximum fields using the Min and Max functions
respectively were treated. Arriving at the total number of records based on
39
specifications using the Count aggregate function was also treated using
demonstration and activity method. Students were taken through the use of the
IIF function to write complex expressions to give results based on certain
conditions. Figure 6 shows a query in design view containing IIF functions.
Figure 6: A query in design view showing an IIF function
Week Six
Sub Topic: Creating Forms
Using the tables and the queries created during the previous weeks,
students were taken through an activity method to create forms by using wizard.
The researcher also helped students on how to edit created forms in design view.
Week Seven
Sub Topic: Creating Reports
The researcher helped students to create reports based on the information
provided in the created tables and queries using the option create report by using
wizard.
40
Presentation of Group Projects
During the implementation stage, learners were grouped (Six in a group)
and were tasked to identify an organization of their choice and identify the
problems of those organizations relating to data management and design a
database using MS Access to solve their problem. The researcher provided
assistance to students at the course of their projects. Two weeks after the
implementation stage, the designed solutions of each group was presented in
class where they gave the reason for their choice of organizations, the old
system of data management in the organizations, and why they think their new
system will solve data management problems of the institution concerned.
Students were allowed to ask the various groups questions as they present their
work to the class.
The purpose of this group projects was to help assess the practical and
problem solving skills of students using database application program (MS
Access) to solve real life problems.
It was also used to ensure team work among group members in solving
real life problems.
Moreover, it was used to help students understand the main reason why
they should like and learn database application program (MS Access).
Also, the group project was used to help students eliminate the
misconception that database related subjects are difficult and that it is reserved
for only IT experts.
41
Present at this demonstration session was the Information Technology
lecturer and mentor of the researcher Mr. Cosmos A. Gershon. The following
members of staff including Amankwa Emmanuel, Obeng Agyekum, Amuzu
Prince and Amponsah Nicholas were also present.
Effective Use of Learning Resources
The existing teaching and learning resources in the polytechnic was
effectively put into use to ensure effective teaching and learning. Some of these
resources include a computer laboratory stocked with 32 computers, internet
access, projector and a white board. By the help of some of these existing
resources, the researcher was able to use other teaching and learning resources
he prepared which can only be used on condition that some resources exists. For
instance due to the presence of electronic projector, the researcher prepared and
used PowerPoint presentations to present his lessons and projected pictures of
the resources that cannot be sent into the classroom or were not available.
The researcher also made available a printer and other resources to
facilitate the demonstration and activity methods used in the teaching and
learning process.
The available computers in the computer laboratory helped the researcher
to effectively use demonstration and activity method to present his lessons which
led to effective teaching and learning.
42
CHAPTER FIVE
RESULTS OF THE STUDY
This chapter considers the critical analysis of data collected.
Background Analysis of Data
The researcher undertook the study to enhance the performance of the
second year HND SMS students in Microsoft Access Database application
program. The population covered only the HND SMS second and third year
students numbering one hundred and nine and six instructors that teach
computer related courses. Although the target group for the research intervention
was HND SMS 2 students of Sunyani Polytechnic, the HND SMS 3 were given
questionnaires to help collect data for critical analysis to help effectively
implement the intervention designs. They were included because; they have just
taken MS Access application program as a course in the previous semester. But
only the HND SMS 2 students were interviewed during the post intervention
stage. Pre-test was also administered to both HND SMS 2 and HND SMS 3
groups but only the HND SMS 2 (intervention target ) group was considered
during Post-test. The average age of the students was 24 years and that of
instructors was 32 years.
Findings and Discussion
This section takes a critical look at the data collected from the HND SMS
(second and third years) students and 6 instructors who teach Information
Technology or Computer Literacy in the commercial studies department.
43
It represents the data statistically arrived at through questionnaires,
interviews, observations, post-test and pre-test during the study .The data have
been qualitatively and quantitatively analyzed for a comprehensive and realistic
result. The questionnaires given to students and instructors and the interviews
granted to students have been analyzed below and some of the outcomes have
been presented in tabular form else where in the chapter. Also the results from
the pre-test and post-test are presented in the form of tables and a graph. The
results of the study have been broken into the following sections.
1. Analysis of the response from students and instructors during the pre
intervention stage.
2. Analysis of Pre-test and Post-test results.
3. Analysis of responses from students during the post intervention stage.
Analysis of Responses from Students and Instructors during the Pre
Intervention Stage
Questionnaires were given to HND SMS 2 and HND SMS 3 students
numbering 109 and 6 instructors who teach Information Technology or Computer
Literacy to help collect data to facilitate this research. The responses from the
respondents were analyzed as follows:
Research Question 1
What can be done to change the attitude and perception of students and
enhance students’ interest in the learning of database application program (MS
Access)?
44
Table 1: Frequencies and Percentages of Age range of Students
Age range (Years)
Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
18 – 20 10 13.5 6 17.1
21 – 23 46 62.2 10 28.6
24 and above 18 24.3 19 54.3
Total 74 100.0 35 100.0
Table 1 shows that, the majority of the respondents in HND SMS two are
between the ages of 21 and 23 years representing 62.2% whereas that of HND
SMS three is 24 years and above representing 54.3%. Since the intervention will
be concentrated on HND SMS Two students, the 21 – 23 years age group should
be considered critically when deciding on changing the attitude and perception of
students in learning MS Access database.
Table 2: Frequencies and Percentages of Students’ Gender
Gender Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Male 14 18.9 5 14.3
Female 60 81.1 30 85.7
Total 74 100.0 35 100.0
Table 2 indicates that majority of the respondents are female (81.1% for
HND SMS 2 respondents and 85.7% for SMS 3 respondents). According Risberg
et all (2008), "Female students often underestimate themselves. This indicates
45
that when tutoring you have to instruct female students 'how to fly' and male
students 'how to land'." Gender differences therefore need to be taken into
consideration when deciding solutions to students’ misconceptions.
Table 3: Frequencies and Percentages of Students’ response as to whether they like
MS Access
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 21 28.4 15 42.9
No 53 71.6 20 57.1
Total 74 100.0 35 100.0
From Table 3, it is evident that, the greater proportion of the students does
not like Microsoft Access because 71.6% of the HND SMS Two respondents and
57.1% of the HND SMS Three respondents chose “No” as their response when
asked whether they like MS Access or not. Majority of the students who choose
the “No” option stated that the course (MS Access) is very difficult and that it is
meant for IT specialist or Computer science students. This result emphasize the
way Rokeach (1948) see attitude as learned orientation or disposition which
provides a tendency to respond favorably or unfavorably to an object or
situations. Also according to Boateng (1998), attitude affects the way a person
conceives and judges the world.
46
It appears in Table 4 that, the greatest proportion of the students (59.5%
of HND SMS 2 respondents and 71.4% HND SMS 3 respondents) would not
have registered Computer application 2 (MS Access) if it were optional.
Table 4: Frequencies and Percentages of Students’ response as to whether they could
have registered Computer Application 2 (MS Access) if it were optional
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 30 40.5 10 28.6
No 44 59.5 25 71.4
Total 74 100 35 100.0
Table 5: Frequencies and Percentages of Students’ response as to whether they would
encourage their siblings to learn MS Access database
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 38 51.4 20 57.1
No 36 48.6 15 42.9
Total 74 100.0 35 100.0
Surprisingly, the results from Table 5 shows that majority of the
respondents (51.4% and 57.1% of HND SMS 2 and HND SMS 3 respectively)
responded that they would encourage their siblings to learn MS Access database
despite the fact that as indicated in Table 4, majority would not have registered
MS Access if it were optional.
47
Research Question 2
How can the effective use of learning resources improve teaching and
learning of MS Access database?
Table 6: Frequencies and Percentages of Students’ Response as to whether they have
Computers
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 6 8.1 11 31.4
No 68 91.9 24 68.6
Total 74 100.0 35 100.0
With reference to Table 6, 68 of the HND SMS two respondents and 24 of
the HND SMS three respondents representing 91.9% and 68.6% respectively do
not have computers.
Table 7: Frequencies and Percentages of the response of Students who have
computers as to whether they have Microsoft Office application package
installed
Response Frequency Percentage (%)
Yes 13 76.5
No 4 23.5
Total 17 100.0
48
As indicated in Table 7, 13 respondents who have computers representing
76.5% have Microsoft office application package installed on their computers. It
appears that not all the students who have computers can practice Microsoft
Access because the application program is not installed on their computers. For
having a computer without having Microsoft office application program installed
may have several implications. It may happen that the students do not know the
need for such programs or they have no access to the program to be installed on
their computers. It may also happen that, they do not know anything about this
program hence may not even know whether it has been installed on their
computers or not.
Table 8: Frequencies and Percentages of Students’ response as to whether they have
any reading material or textbook on MS Access
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 2 2.7 31 88.6
No 72 97.3 4 11.4
Total 74 100.0 35 100.0
Table 9: Students’ response as to whether teaching and learning materials were used in
teaching MS Access and other computer application programs
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 11 14.9 9 25.7
No 63 85.1 26 74.3
Total 74 100.0 35 100.0
49
As indicated in Table 8, the majority of the HND SMS Three students have
reading materials on MS Access representing 97.3% whereas the majority of
HND SMS Two students do not have reading materials representing 88%. Most
of the reading materials posses by the HND SMS Three students were handouts
sold to them by their instructors when they were studying MS Access.
From Table 9, it appears that teaching and learning supporting materials
were not much used in the teaching of Microsoft Access or other computer
application program. Majority of the HND SMS Two respondents representing
85.1% responded that teaching and learning supporting materials were not used
by their instructors in their teaching. Moreover, 74.3% of the HND SMS Three
respondents also responded that teaching and learning supporting materials
were not used during the teaching and learning process of MS Access or other
computer application programs. Majority of the respondents that responded Yes
mentioned some of the teaching and supporting materials as computer and the
white board.
Table 10: Frequencies and Percentages of Students’ response as to whether they
understand the teaching and learning supporting materials used by their
instructors in the teaching and learning process.
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 10 13.5 10 28.6
No 64 86.5 25 71.4
Total 74 100 35 100.0
50
Table 10 has a direct reflection on Table 9 in the sense that, just as
majority of the respondents indicated in Table 9 that teaching and learning
supporting materials were not used during the teaching and learning process,
Table 10 also indicated that the majority of the students (86.5% of HND SMS
Two and 71.4% of HND SMS Three students) do not understand the teaching
and learning supporting materials used.
Table 11: Frequencies and percentages of instructors’ responses as to whether their
academic qualification is computer related.
Response Frequency Percentage (%)
Yes 1 16.7
No 5 83.3
Total 6 100.0
Table 12: Frequencies and percentages of responses of instructors as to whether they
use teaching and learning materials in their teaching
Response Frequency Percentage %
Yes 6 100.0
No 0 0.0
Total 6 100.0
Table 11 shows that among the 6 instructors, 83.3% of the instructors do
not have qualification in computer related program and only 1 representing
51
16.7% of instructors has his academic qualification in computer related field. The
instructors are the major human resources needed to facilitate teaching and
learning among students and the quality of the human resources may affect
teaching and learning of a given subject or skill.
Contrary to the view of the students whether their instructors make use of
teaching and learning supporting materials as indicated in Table 9, all the 6
instructors responded as shown in Table 12 that they use teaching and leaning
materials during the teaching and learning process. When asked to state some of
the teaching and learning supporting materials used, they mentioned computer
and others also added projector and PowerPoint presentation.
Research Question 3
How can students be well equipped with the required skills in database
application program (MS Access)?
Table 13: Frequencies and Percentages of Students’ response as to whether they have
ever launched or used MS Access
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 4 5.4 31 88.6
No 70 94.6 4 11.4
Total 74 100.0 35 100.0
From Table 13, it is evident that the majority of the HND SMS three
students (88.6%) have ever launched or used MS Access before because they
52
have already studied MS Access application program as a course when they
were in the second year. Considering the HND SMS two students, it appears that
only 4 students representing 5.4% have ever launched or used MS Access
before. It is expected that all the HND SMS three students should have ever
launched or used MS Access before but it may happen that the 11.4% of the
students who responded of not launched or used MS Access before did not
attend class. It may also be due to several reasons.
Table 14: Frequencies and Percentages of Students’ response as to whether they do
any practical activity in MS Access or other computer application programs
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 22 29.7 11 31.4
No 52 70.3 24 68.6
Total 74 100.0 35 100.0
As shown in Table 14, 70.3% of the HND SMS Two and 68.6% of the
HND SMS Three respondents responded that they do not do any practical work
in MS Access or other computer application programs. With reference to
Thorndike’s second law of learning (Law of exercise) which states that “the
strength of the bond between the stimulus situation and the response through
repetition or practice (law of use) and to the weakening of connection or
forgetting when practice is discontinued (the Law of disuse)” learners are likely to
forget what they learn when they do not continue to practice what they have
learnt.
53
Table 15: Frequencies and Percentages of Students’ response as to whether they can
open and enter data into an existing MS Access database
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 3 29.7 21 60.0
No 71 70.3 14 40.0
Total 74 100.0 35 100.0
As indicated in Table 15, despite the fact that HND SMS Three students
have already studied MS Access as a course, 40% of them responded that they
cannot launch MS Access database. It is evident from Table 15 that, Majority of
the HND SMS Two respondents (70.3%) responded that they have not launch
MS Access database before. This is not surprising because according to them
they have not yet learnt it as a course and also lack the background knowledge
in MS Access database.
Table 16: Frequencies and Percentages of Students’ response as to whether they can
create tables in MS Access
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 3 29.7 12 34.3
No 71 70.3 23 65.7
Total 74 100 35 100.0
54
As shown in Table 16, 70.3% of the HND SMS 2 and 65.7% HND SMS 3
respondents who have already learnt MS Access as a course cannot create
database tables.
Table 17: Frequencies and Percentages of Students’ response as to whether they can
create simple queries in MS Access
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 1 1.4 8 22.9
No 73 98.6 27 77.1
Total 74 100 35 100.0
According to the result in Table 17, 98.6% of HND SMS Two and 77.1% of
HND SMS Three respondents responded that, they cannot create simple
queries. Comparing results in Table 16 and Table 17, it can be identified that the
rate of skills in creating database objects has reduced (From 34.3% to 22.9% for
HND SMS Three and 29.7% to 1.4% for HND SMS Two students) drastically.
Table 18: Frequencies and Percentages of Students’ response as to whether they can
create simple forms in MS Access
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 1 1.4 12 34.3
No 73 98.6 23 65.7
Total 74 100 35 100.0
55
As depicted from Table 18, only 1 respondent representing 1.4% of HND
SMS Two students and 12 HND SMS Three respondents representing 34.3%
can create database forms in MS Access.
Table 19: Frequencies and Percentages of Students’ response as to whether they can
create simple Reports in MS Access
Response Frequency (SMS 2)
Percentage % (SMS 2)
Frequency (SMS 3)
Percentage % (SMS 3)
Yes 1 1.4 7 20.0
No 73 98.6 28 80.0
Total 74 100.0 35 100.0
As indicated in Table 19, creating of reports seems to be the difficult database
object to be created by students when compared to creating of tables, queries
and forms as shown in Table16, 17 and 18 respectively. As shown in Table 19,
only 1.4% of the HND SMS Two and 20% of the HND SMS Three respondents
could create database reports in MS Access.
Table 20: Frequencies and Percentages of Students’ response on the aspect of MS
Access and/or other computer application program they are interested in
Response Frequency Percentage (SMS 3) (%)
Theory 2 1.9
Practical 59 54.1
Both 48 44.0
Total 109 100.0
56
Research question 4
What method of teaching can help improve students’ performance in
database (MS Access) application program?
According to Table 20, it appears that majority of the students prefer
practical aspects of MS Access application program or other computer
application program to the theoretical aspects. As 54.1% of the respondents
chose Practical aspect of MS Access and/or other computer application program,
44% chose Both Theory and Practical and only 1.9% of the respondents chose
Theory as an aspect of MS Access and/or other computer application program
they are interested in. This result affirm the view of Bloom et all (1956) that
children learn by doing and observing and this calls for real life situations in the
classroom.
Table 21: Frequencies and Percentages of Students’ response as to whether they think
more practical work will make them like MS Access and/or other computer
application programs
Response Frequency Percentage (%)
Yes 108 99.1
No 1 0.9
Total 109 100.0
According to Table 21, it is clear that almost all except 0.9% of the
respondents think that more practical work will make them like MS Access and/or
other computer application programs.
57
Table 22: Frequencies and Percentages of Students’ response as to whether they like
the way Microsoft Access and/or other computer application programs are taught
Response Frequency Percentage (%)
Yes 16 14.7
No 93 85.3
Total 109 100.0
It appears in Table 22 that the majority of the respondents (85.3%)
responded that they do not like the way MS Access and/or other computer
application programs are taught. However, 14.7% of the respondents affirm that
they like the way MS Access and/or other computer application programs are
taught.
Table 23: Frequencies and Percentages of Students’ response as to whether their
teachers use practical demonstration during their teaching
Response Frequency Percentage (%)
Yes 26 23.9
No 83 76.1
Total 109 100.0
With respect to Table 23, 76.1% of the respondents are of the view that,
demonstration methods are not used by their instructors during the teaching and
learning process. However, 23.9% are of the view that demonstration methods
58
are used by their instructors. According to Olaitan and Ogusiobo (1982),
“Demonstration is effective because most people more easily remember what
they see than they hear or read”. Comparing the view of this writer and the result
in Table 23, learning is likely to be affected negatively.
Table 24: Frequencies and percentages of teaching methods used by instructors in
teaching
Response Frequency Percentage (%)
Lecture method 5 83.3
Discussion method 1 16.7
Demonstration and
Activity method
0 0.0
Others 0 0.0
Total 6 100.0
According to Nacino-Brown et al (1982), teaching method is the manner in
which the content of a program is presented to student. He calls for a teacher to
use special techniques to ensure effective learning. From Table 24, 5 instructors
representing 83.3% responded using the Lecture method in their teaching and
learning process. Only one of the respondents responded for using Discussion
method representing 16.7%. None of the respondents chose demonstration and
activity method of teaching.
59
Research question 5
To what extent will the use of group project work help improve students’
practical performance in database (MS Access) application program?
Table 25: Frequencies and Percentages of Students’ choice of type of learning they
prefer
Response Frequency Percentage (%)
Group 96 88.1
Individual 13 11.9
Total 109 100.0
Table 26: Frequencies and percentages of responses of instructors on the form of
assignments or projects they give to their learners
Response Frequency Percentage (%)
Individual 5 83.3.
Group 0 0.0
Both 1 16.7
Total 6 100.0
According to Steinhorst (1995), “the use of learning partners and peer
monitors resulted in improvement of performance in problem solving on quizzes
and class test”. He also indicated that, most students preferred co-operative
small group learning to competitive or individual learning. The result in Table 25
indicates 88.1% of the respondents supporting group method of learning which
60
supports Steinhorst (1995) view. However 13 of the respondents representing
11.9% supported individual method of learning.
From Table 26, it appears that instructors hardly use the group method of
learning but prefer the use of individual method of giving assignments or projects
to learners. From Table 26, 83.3% of the instructors prefer using individual
method, 16.7% use both individual and group method. However, none of the
respondent uses Group method when giving assignments or projects.
Research question 6
How can database application programs (MS Access) be made more
interesting and attractive to students?
Table 27: Frequencies and percentages of responses of instructors as to whether they
motivate their learners
Response Frequency Percentage (%)
Yes 6 100.0
No 0 0.0
Total 6 100.0
As represented in Table 27, all the instructors responded in affirmative
that they motivate their students. One of Abraham Maslow’s (1987) most famous
concepts is that of self-actualization, which means that we use our abilities to the
limit of our potentialities. He continued to say that, if we can convince students
that they should and can fulfill their promise, they are then on the path of self-
actualization.
61
Table 28: Frequencies and Percentages of Students’ response as to whether their
teachers use any form of motivation during teaching
Response Frequency (SMS 2) Percentage (SMS 3) (%)
Yes 41 37.6
No 68 62.4
Total 109 100.0
Despite the claim as indicated in Table 27 by instructors of the use of
motivation, Table 28 shows that the view of the students on the use of motivation
by their instructors is different and very low. Only 37.6% of the students claim
that their instructors use motivation during learning as against 62.4 who claim
that motivation is not used by their instructors. According to Farrant (1980),
motivation is the force that determines how much effort an individual puts into his
learning. He uses an analogue of a jet airliner to explain that we can see how it
will fly faster if it uses all its engines at full power. If one or more of the engines
breaks down, or if the pilot uses his engines at only half power, the plane will not
perform efficiently and may even crash, so it is with the child’s learning. If for
some reason, his motivation is limited, he will not put as much energy and
enthusiasm into his learning as when he is strongly motivated and the resulting
learning will be slow and inefficient. Annoh (1997), Coombs (1995), Kasambira
(1993) and Blege (1986) all points out that without motivation, there cannot be
any effective learning because motivation is a factor which makes the learner
anxious to learn.
62
Analysis of Pre-Test and Post-Test Results
Table 29: Frequency distribution of HND SMS 2 and HND SMS 3 Pre-Test and Post-
Test results in MS Access database application program
Marks Pre-Test
Frequency % Frequency %
(SMS 2) (SMS 2) (SMS 3) (SMS 3)
Post-Test
Frequency %
(SMS 2) (SMS 2)
1 – 5 61 82.4 15 42.9 2 2.7
6 – 10 13 17.6 18 51.4 11 14.9
11 – 15 0 0.0 2 5.7 33 44.6
16 – 20 0 0.0 0 0.0 28 37.8
Total 74 100.0 35 100.0 74 100.0
Both the Pre-test and the Post-test were marked out of 20 marks. The Both the
0
10
20
30
40
50
60
70
Frequency
1 - 5 6 - 10 11 - 15 16 - 20
Marks
Pre-Test (HND SMS 2) Pre-Test (HND SMS 3) Post-Test (HND SMS 2)
Figure 8: A Bar Chart showing the relation between Pre-Test and Post-Test results
0
10
20
30
40
50
60
70
Frequency
1 - 5 6 - 10 11 - 15 16 - 20
Marks
Pre-Test (HND SMS 2) Pre-Test (HND SMS 3) Post-Test (HND SMS 2)
Figure 7: A Bar Chart showing the relation between Pre-Test and Post-Test results
63
Both the Pre-test and the Post-test were marked out of 20 marks. The
Pre-test was administered to the HND SMS 2 and HND SMS 3 students during
the pre-intervention stage. Despite the fact that, the target group for this research
is HND SMS 2, the HND SMS 3 students were involved during the pre-
intervention stage because they are the class who had just studied MS Access
application program (ie. 2006/2007 academic year). They were included in the
Pre-test administration in order to help gather data about their experience and
performance during the study of the course. The HND SMS 2 students were also
involved in the Pre-test administration because they are the target group and
data about their performance is required before the intervention stage of this
research for analysis purposes. Contrary to the administration of the Pre-test, the
Post-test was administered to only the target group (HND SMS 2 students) who
benefited from the implementation of interventions outlined in this research.
As indicated in Table 29 and Figure 6, the greatest proportion of the HND
SMS 2 students (61) representing 82.4% got the lowest range of marks (1 – 5) as
against 42.9% of the HND SMS 3 students and none of the testees got a mark
within the highest range of marks (16 -20). From the raw scores, 30 HND SMS 2
students got 4 marks representing the modal mark while 10 HND students got 7
marks representing the modal mark for HND SMS 3 group. This results
comparison is clear because the third years have taken the course during the
past semester while the second years were yet to take the course. The
performance of both groups in the Pre-test can be describe as poor since more
64
than 50% of the testees (both HND SMS 3 and HND SMS 2) got below half of
the total mark.
Comparing the performance of Post-test and Pre-test, it can be observed
from the graph in Figure 6 that, the performance of the target group (SMS 2) in
the Post-test have far exceeded their performance in the Pre-test. 82.4% of the
students got more than half of the total mark (20) in the Post-test despite the fact
that the difficulty level of the test item of the Post-test was raised a little bit.
Moreover, comparing the performance of the SMS 3 students during the Pre-test
and SMS 2 students during the Post-test , it vividly show in Table 29 and the
graph in Figure 6 that the performance of the SMS 2 students had improved
drastically. The HND SMS 3 students who had gone through the course
recorded 5.7% of students who got more than half of the total mark in the Pre-
test as against 82.4% of the HND SMS 2 students who got more than half of the
total mark (20) in the Post-test. Also, none of the SMS 2 students (the target
group) got more than half of the total mark in the Pre-test but as much as 82.4%
of them got more than half of the total mark in the Post-test. Comparing the Pre-
test and Post-test scores as shown in the graph in Figure 6 and Table 29 above,
it is enough to conclude that there has been a positive transformation in the
behavior and performance of the students.
1. This change can be said to have been brought about as a result of:
2. The motivational strategy used in the form of activity and inspirational talk.
3. The step-by-step approach used in instructional delivery.
65
4. The effective use of demonstration and activity method in performing the
skills in database design.
5. The effective use of group project and presentations.
6. Effective use of teaching and learning resources.
Analysis of response from students during the post intervention stage
After the intervention implementation stage, the intervention target group
(HND SMS 2 students) was interviewed using unstructured interview on the
effectiveness of the interventions implemented.
When the students were asked if they like and enjoy MS Access
application program, the response from them was positive. About 95% of the
respondents responded that they would opt for MS Access if it were optional.
Students were also asked what they think made them to like and perform
better in MS Access application program. They responded that because of the
way the lesson was delivered (the use of demonstration and activity method) and
the motivation including the project work made them to enjoy learning MS
Access. The respondents also added that they understood the teaching and
learning supporting materials that were used.
Moreover, the respondents responded in affirmative when asked if they
would advice their siblings and those they know to learn MS Access.
66
From the responses given by the students and the performance in the
Post-test as indicated in Figure 6 and Table 29, it can be concluded that the
intervention design was effective and successful.
67
CHAPTER SIX
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
This chapter looked at the summary of the research findings, conclusions,
recommendations and suggestions given by the researcher for future research in
this area.l
Summary of Findings
Results of the study indicated that more than 65% of the respondents
would not have registered for the course (MS Access database application
program) if it was optional because of their attitude and misconception towards
the course. However, over 51% of the respondents responded positively when
asked if they would encourage their siblings to learn MS Access database.
About 80% of the students do not have computers and not all the students
with computers have Microsoft Office applications package installed on their
computers. Only 2.7% of the target group has reading materials on MS Access
application program. About 70% of the respondents complained that teaching
and learning support materials were not used by their instructors.
Less than 30% of the respondents could not create database objects
including tables, queries, forms and reports.
Over 90% of the respondents support the use of practical lessons during
teaching and learning and 99% of the students agreed that the use of practical
work will help them to develop interest in MS Access application database.
68
However, over 83% of the instructors use lecture method of teaching MS Access
and other computer application programs.
As much as 88% of the HND SMS students prefer the use of group
projects and assignments to the use of individual assignments and projects.
However, over 83% of the instructors use individual assignments and projects
teaching and learning strategy.
Over 60% of the respondents attest to fact that, instructors hardly use
motivation during MS Access and other computer application programs.
The above responses correspond to the performance of students during
the pre-test administration. After the implementation of the intervention by the
researcher, taken into consideration the responses from students, the
performance of students has improved drastically from about 10% to over 60%.
Moreover, after the implementation of the interventions, the responds from
the respondents in an unstructured interview was positive.
Conclusions
This research was meant to improve the performance of HND SMS 2
students of Sunyani Polytechnic in MS Access database application program.
Students’ performance in MS Access was found to be very low. The study tried to
intervene by instituting strategies to enhance students’ performance in the
subject through various activities organized by the researcher.
Students’ poor performance as a result of poor attitude and perception is
due to the way the subject is handled by instructors since majority of the
69
respondents accepted to encourage their siblings to take the course but they
would not have registered for the course if it was optional.
Moreover, the lack and the insufficient use of teaching and learning
support materials by instructors and students is a major factor for students poor
performance in MS Access application program.
The students cannot create a database using MS Access to solve data
management problems in the real world situation since they could not create
database objects (tables, queries, forms and reports).
The use of lecture method of teaching is a factor for students’ poor
performance in the course. The use of demonstration and activity method has
been found to be appropriate since it makes the teaching of the course more
practical to cater for individual differences of students.
Moreover, the use of group projects and motivation was found to be a
fertile ground to improve the performance of students in MS Access database
application program.
Recommendations
Having studied the findings from the intervention implemented with
conclusions drawn, the researcher recommends the following based on the
findings:
To ensure better performance of students in MS Access database, the
misconception of most learners should be tackled carefully through the use of
motivation and practical methods of teaching and learning.
70
Secondly, teachers and students should make maximum use of teaching
and learning support materials. Students should be encouraged to own
computers installed with Microsoft Office software package and also MS Access
reading materials to ensure effective practice after classroom lessons. The
instructors should try to make maximum use of the available teaching and
learning support materials. PowerPoint presentation should also be used to
facilitate teaching and learning as a result of the presence of computers and a
projector. MS Access simulation tutorials should also be made available to
students to use to help the students move at their own pace even with the
absence of an instructor.
Moreover, demonstration and activity methods of teaching should be used
to ensure effective teaching and learning.
Furthermore, the use of group learning strategies such as group projects
should be encouraged such that learners would have a practical feel of the use
and importance of MS Access database outside the classroom. Group projects
will also bring about development of team work and give the opportunity to the
weaker learners to learn from their colleagues. Group projects will also bring
about positive competition among students.
Suggestions for Future Researches
The researcher suggests that, future researchers in this field should consider
field trips as a measure of intervention to still good perception and the real
importance of database programs in the real world.
71
Moreover, to ensure validity in data collection, students from other polytechnics
offering the same program should be considered.
72
REFERENCES
Afari, M.K (1997). Microsoft Access Made Simple. Accra: The Advert Press.
Amankrah, K. (1993, January 4). Guidance and Counseling Scheme for
Senior Secondary School Graduates Begins. Ghanaian Times,. p. 3.
Amoakohene, S.K et al (1998). Technical Skills and Drawing for Teacher
Training (Book 2). Accra,Ghana: Unimax Publishers Ltd.
Annoh, K. (1997): Education. Kumasi: Kumasi Press
Bledge, W. (1986). Teaching for Development. Accra, Ghana: Sedco
Publishing Ltd. .
Blege, W. (1986): Teaching for development. Accra: Sedco Publishing Limited
Bloom, et al (1956). Taxonomy of Education Objectives: The Classification
of Educational Goal. Handbook 1. New York: Mackey
Boateng, J., (1998). Attitudes of Students. Unpublished Thesis. University of
Ghana, Legon.
Cambell, R.F. et al (1997). Introduction to Educational Administration (5th
ed.). London: Allya and Bacon.
Coppen, H. (1971). An Integrated Approach to the Use of Teaching
Materials. London, Great Britain: Pergamon Press
Coulthard, G.J and Clifford, S.H (2004). Microsoft Office Access 2003. New
York: McGraw Hill.
73
Farrant, J.S. (1980). Principles and Practice of Education. England: Longman
Group Ltd.
Hutchinson, E. Sarah, (2003), Computer Communication and Information
Technology, (Revised edition). Library of Congress-in-publication data
Kasambira, K.N. (1993). Lesson Plan and class Management. England:
Longman Crown Ltd.
Mannino, M.V (2004). Database Design, Application Development, and
Administration. New York: McGraw Hill.
Nacino-Brown, R. et al (1982). Curriculum and Instruction. London: McMillan
Publishers Ltd.
Olaitan, O.S and Agusiobo, N.O (1982). Principles of Practice Teaching.
Nigeria: John Wiley and Sons Ltd
Owusu-Banahene, N. (2005). Educational Psychology, Lecture Synoposis.
Unpublished, University of Education, Winneba : Kumasi
Ricks, D., Swafford, C. and Gaw, W. (1992). Information and Image
Management (3rd ed). Ohio: South Western Publishing co. Cincinnati
Risberg G., Johansson E. E, Westman G. and Hanberg K (2008). Attitudes
toward and experiences of gender issues among physician teachers:
A survey conducted at a University teaching hospital in Sweden.
<http://www.biomedcentral.com/1472-6920/8/10>
74
Royzo, I et al (1981). Multi- Media Instructional Material in UNESCO.
Handbook for Teaching Social Studies. London: Mehlinger, Croom Helm.
Slavin, R. E., (1995), Cooperative Learning – Theory, Research and Practice,
(2nd edition):Boston.Allyn and Bacon Ltd.,
Steinhorst, R. K and Keeler, M. (1995). Using Small Group to Promote Active
Learning in the Introduction of Statistics Course, Journal of Statistics
Education , www.amstat.org/publications/j.s.e/v3 m2/keeler.html
Tamakloe et al (1996). Principles and Methods of Teaching Accra, Ghana:
Black Mask Ltd.
75
APPENDICES
APPENDIX A: Questionnaire for students
This questionnaire is for academic exercise meant to collect information on
improving the performance of HND SMS students of Sunyani Polytechnic in
database (MS Access) application program. It will be appreciated if you answer
the following questions. All answers will be treated confidential.
Please tick where necessary and fill were necessary.
1. What is your age range?
18-20 [ ] 21-23 [ ] 24 and above [ ]
2. Sex Male [ ] Female [ ]
3. Do you have a computer? Yes [ ] No [ ]
If Yes, do you have Microsoft Office package application software installed
on your computer? Yes [ ] No [ ]
Why ………………………………………………………………………….
4. Do you like Microsoft Access? Yes [ ] No [ ]
Why? ………………………………………………………………………
5. Do you enjoy studying Microsoft Access? Yes [ ] No [ ]
6. Do you do any practical activity in Microsoft Access? Yes [ ] No [ ]
7. Can you open and enter data into an existing MS Access database?
Yes [ ] No [ ]
8. Can you create tables in MS Access? Yes [ ] No [ ]
76
9. Can you create simple queries in MS Access? Yes [ ] No [ ]
10. Can you create Forms in MS Access? Yes [ ] No [ ]
11. Can you create Reports in MS Access? Yes [ ] No [ ]
12. Do you think more practical work will make you like MS Access?
Yes [ ] No [ ]
13. Which aspect of MS Access and/or other computer application program
are you interested in? Theory [ ] Practical [ ] Both [ ]
14. If Computer Application II (MS Access) could be an optional course would
you have registered it? Yes [ ] No [ ]
15. Do you have any material or textbook on MS Access? Yes [ ] No [ ]
16. Do you like the way MS Access is taught by your tutors? Yes [ ] No [ ]
17. Do your instructors use teaching and learning supporting materials in
teaching MS Access and/or other Computer application programs?
Yes [ ] No [ ] If yes name some of the teaching learning materials
used. ……………………………………………………………………………
18. Do you understand the teaching and learning materials your instructors
use to teach MS Access and/or other Computer application program? Yes
[ ] No [ ]
19. Will you encourage your siblings to learn MS Access? Yes [ ] No [ ]
If no why?…………………………………………………………….
20. Do you study Microsoft Access at your leisure time? Yes [ ] No [ ]
21. Do your tutors use any form of motivation during lessons on MS Access?
Yes [ ] No [ ]
77
22. Which of the following type of learning would you prefer?
Group [ ] Individual [ ]
78
APPENDIX B: Questionnaires for Computer Literacy instructors
This questionnaire is for academic exercise meant to collect information on
improving the performance of HND SMS students of Sunyani Polytechnic in
database (MS Access) application program. It will be appreciated if you answer
the following questions. All answers will be treated confidential.
Please tick and fill where necessary.
1. Age range: 20 – 25 [ ] 26 – 30 [ ] 31 – 35 [ ]
36 – 40 [ ] 40 and above [ ]
2. Sex: Male [ ] Female [ ]
3. How long have you been teaching in this sector?
1 – 3 years [ ] 4 – 6 years [ ] 17 – 10 years [ ] Above 10 years [ ]
4. How many hours do you teach in a week? 1 – 5 [ ] 6 – 10 [ ]
11 – 15 [ ] 16 – 20 [ ] Above 20 [ ]
5. What is your academic qualification? Below 1st Degree [ ]
1st Degree [ ] Masters Degree [ ] Above Masters Degree [ ]
6. Is your academic qualification as stated in item 5 a computer related
program? Yes [ ] No [ ]
7. Do you use Teaching and Learning support materials in your teaching?
Yes [ ] No [ ]
8. Which method do you use in your teaching? Lecture [ ]
Demonstration and Activity [ ] Discussion [ ]
Other ………………………………………………….
79
9. Do you motivate your learners? Yes [ ] No [ ]
10. Which form of assignments or projects do you give to students?
Individual [ ] Group [ ] Both [ ]
80
APPENDIX C: Pre-Intervention Test
SUNYANI POLYTECHNIC
DEPARTMENT OF COMMERCIAL STUDIES
PRE-INTERVENTION TEST
COURSE: Microsoft Access database application
DURATION: 30 minutes
INSTRUCTION: Answer all questions
Section “A” (5 Marks) - Choose and write the correct option on the paper
provided
1. A question about the data stored in tables is called ………………………..
A. Form B. Report C. Macros D. Query
2. Each table column in a database table represents
A. a Cell B. Field C. Record D. Row
3. Which of the database objects presents data in a print view?
A. Table B. Form C. Query D. Report
4. Which of the following buttons does not appear in the objects bar?
A. Form B. Modules C. Program D. Query
81
5. Which data type would you use to store a phone number?
A. Currency B. Memo C. Number D. Text
Section “B” (15 Marks)
Respond to the following test items on the paper provided
6. State one (1) Database application software. [2 Marks]
7. State three (3) database objects. [6 marks]
8. Apart from creating a database table using the “create table in design
view”, state other two (2) options that can be used to create a table.
[4 marks]
9. Outline the steps to launch Microsoft Access. [3 Marks]
82
APPENDIX D: Expected Responses to the Pre- Intervention Test
1. D. Query
2. B. Field
3. D. Report
4. C. Program
5. D. Text
6. Microsoft Access, SQL Server, Microsoft FoxPro, Borland Dbase,
Informix, etc. (Consider 2 points stated for 2 Marks each)
7. Table, Form, Query, Report, etc. [2 Marks for 2 points stated]
8. a. Create table using wizard [2 Marks]
b. Create table by entering data [2 Marks]
9. a. Click on the Start button
b. Point at All Programs
c. Move the mouse pointer to Microsoft Office
d. Follow the cascading menu and select and click Microsoft Office Access
2003
83
APPENDIX E: Post Intervention Test
SUNYANI POLYTECHNIC
POST-INTERVENTION TEST
DEPARTMENT OF COMMERCIAL STUDIES
COURSE: Microsoft Access database application
DURATION: 30 minutes
INSTRUCTION: Answer all questions
Section “A” (3 Marks)
Choose and write the correct option on the paper provided
1. The process of dividing related data into separate tables in order to reduce
data redundancy is called denormalizing your data. TRUE or FALSE
2. Which database object do you use to display information from one record
at a time?
A. Table B. Form C. Query D. Report
3. Which of the following is NOT a summary calculation available in the
summary options dialog box of the Report Wizard?
A. Avg B. Count C. Max D. Sum
84
Section “B” (17 Marks)
Respond to the following test items on the paper provided
1. A. By the help of a diagram, describe the differences between a field and
a record. 2 Marks
B. Identify two (2) data storage types that can be defined in a table
structure. 2 Marks
2. You were asked by Onuowu Company to design a database to aid effective
data handling in their company. State the first three steps you will follow to
design the database. [3 Marks]
3. A. Outline the steps to create a table using Create table by entering data
option. 3 Marks
B. Briefly explain the term Validation Rule as used in database [2 Marks]
4. Study the figures below carefully and answer the questions that follow:
85
Figure 1: Table showing academic records of students
Figure 2: Select Query design view to create a query from Table1 to
automatically calculate the Total Score and to determine their grades.
A. Write an expression to add the ClassScore and the ExamScore as
TotalScore. 2 Marks
B. Using the TotalScore field, write an expression to automatically determine
the grades of the students as Grade using the following grading system:
80 – 100 = A
75 – 79 = B+
70 – 74 = B
65– 69 = C+
60 – 64 = C
55 – 59 = D+
50 – 54 = D
Below 50= E 3 Marks
86
APPENDIX F: Expected Responses for the Post-Test
Section “A”
1. False
2. B. Form
3. B. Count
Section “B”
Question 1
A. Using a diagram to describe the differences between a field and a
record. [2 Marks]
Given a collection of related data in a table, each table column represents
a field and each row represents a record. The diagram below illustrates
the differences between a field and a row.
BB
B. Two data storage types [2 Marks]
Text, Memo, Number, Date/Time, Currency, AutoNumber, Yes/No, etc.
Record
A field
87
Question 2
First three steps to design a database. [3 Marks]
1. Determine the purpose of your database
2. Determine the Fields You Need in the Database
3. Determine the Tables You Need in the Database
Question Three
A. The steps to create a database using Create table by entering data option
1. Launch MS Access
2. Click on New database option and save the database
3. From the database window, Click to select the Table option
4. Among the three New object shortcuts for tables, double-click on
Create table by entering data option
5. From the datasheet that opens, double click on the fields (Field1,
Field2, etc.) to change their names.
6. Click on the save button to and save the table with a name.
Note: Consider other methods to achieve the same role.
B. Validation Rule [2 Marks]
Validation Rule is used to control how users enter data into your database.
For example, you can limit the data that a user can enter into a field by
defining a validation rule for that field. If the data that a user enters into the
3 Marks.
88
field breaks the rule, Access will display a message telling the user what
kind of entries is allowed. Validation rules allow you to define a rule to limit
what will be accepted. For example, you could define ">=10 And <=100" as
the validation rule for a Number field to allow only values from 10 to 100 to
be entered.
Question Four
A. An expression to add the ClassScore and the ExamScore as TotalScore
Total:[ClassScore]+[ExamScore] or
Total:[ExamScore]+[ClassScore]
B. An expression to automatically determine the grades of the students as
Grade
Grade:IIF([TotalScore]>=80, “A”, IIF([TotalScore]>=75, “B+”,
IIF([TotalScore]>=70, “B”, IIF([TotalScore]>=65, “C+”,
IIF([TotalScore]>=60, “C”, IIF([TotalScore]>=55, “D+”,
IIF([TotalScore]>=50, “D”, E))))))
2 Marks
3 Marks
89
APPENDIX G: Samples of pre-test scripts
Lowest Mark recorded by SMS 2 testees in a Pre-test
90
Lowest Mark recorded by SMS 3 testees in a Pre-test
91
Highest Mark recorded by SMS 2 testees in a Pre-test
92
Highest Mark recorded by HND SMS 3 testees in a Pre-test
93
APPENDIX H: Samples of Post-test scripts
Lowest Mark recorded by testees in a Post-test
94
Lowest Mark recorded by testees in a Post-test
95