06. Pan-Commonwealth Forum 6 (PCF6), 2010

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Browsing 06. Pan-Commonwealth Forum 6 (PCF6), 2010 by Region "Africa"

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    Open Access
    Access and Success in Learning: Technologies for Scaling up Open and Distance Learning Programme in the Institute of Distance Learning, KNUST, Kumasi, Ghana
    (2010-11) Essel, Rebecca; Owusu-Boateng, William
    In recent years, in the field of education and training, there is an increasing world-wide interest in students opting to read open and distance learning programmes and also stakeholders expanding their infrastructure and distance learning programmes. The terms open and distance learning (ODL) represent approaches that focus on opening access to education and freeing learners from the constraints of time and place and offering flexible learning opportunities to individuals/groups of learners (UNESCO, 1997). The distant learner sees ODL as a way of increasing access, flexibility and combination to work and education or a more learner-centered approach, with new ways of interaction. According to (UNESCO 2002) report on trends, policy and strategy considerations, the term ‘distance learning is used as a synonym for the more comprehensive and precise term distance education’. The main aim of distance education is to create wide opportunities for learners to study regardless of their geographic, socioeconomic conditions or other constraints. Distance learning would usually have the learners become responsible for what and how they learn, and who to ask for help.
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    Open Access
    Access to ODL programmes at NAMCOL through Recognition of Prior Learning
    (2010-11) Afunde, Ndeshimona L
    The Namibian College of Open Learning (NAMCOL) aims to broaden access to education by providing alternatives to conventional means of education and training and facilitate life-long learning opportunities for Namibians. Recognition of Prior Learning (RPL) is the process of identifying, matching, assessing and crediting the knowledge, skills and experience that candidates have gained through formal, informal or non-formal learning. Comparing relevant prior learning and experience against the set learning outcomes. // Recognition of Prior Learning (RPL) is seen as having the capacity to widen access to education and training and to enhance the qualification status of historically disadvantaged adults and youth. By enabling people to apply what they already know and can do, RPL can reduce barriers and create opportunities that will lead to greater social and economic prosperity // As of 2008 NAMCOL committed itself to implement Recognition of Prior Learning (RPL) as a route to admit adult learners to its programmes. This paper is discussing the NAMCOL RPL case study, sharing the achievement, challenges and way forward in using the RPL for access to ODL programmes at NAMCOL.
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    Open Access
    The accessibility of ODL to the disadvantaged-teenage employees
    (2010-11) Khanyane, Marethabile M
    Most importantly, distance learning provides opportunity to those teenage employees, who could not continue with their education for various reasons. These include loosing parents due to HIV/AIDS, and having no one to take care of; parents being too poor due to being unemployed and therefore not having money to pay for their children for higher education. Some children do not perform well at primary school and therefore do not meet the minimum entry requirements for post-primary education. // In most cases, teenagers who end up not going further with education, due to various reasons mentioned above, go on to find employment, either as domestic workers, gardeners, herd boys, shopkeepers or labourers.
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    Open Access
    Assessment in Open and Distance Learning Institutions: Issues and Challenges
    (2010-11) Makamane, Bonang
    This paper investigates why the ODL institutions for teacher training are still using the traditional pencil and paper testing instead of employing alternative methods of assessment where students are involved in the their own assessment. The next section discusses assessment in teacher training and the importance of integrating performance based assessment order to improve teaching and learning.
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    Open Access
    Barriers to Learning: The Difference Distance Learning can make in Namibia
    (2010-11) Hummel, Ulrich I
    This paper will address the barriers to learning, including innovative structures and strategies put in place to overcome such barriers, with specific reference to rural distance education students in the Namibian context. Access to quality learning has been compromised for many years prior to the country’s independence in 1990. Distance education, having been around for a long time, has seen changes, innovations and vast improvements that contribute to enhancing quality learning. If we are to find means to improve the situation, it will be vital that everyone understand the importance of education- that it is not merely a means to obtain status in society, but rather, that it is the responsibility that society owes to itself. // The Polytechnic of Namibia, through its Centre for Open and Lifelong Learning (COLL), has recently fulfilled this responsibility to the rural society of Namibia when it established a network of Regional Centres across Namibia that has the function of coordinating and facilitating all the necessary instructional and support services to address the needs of distance education students throughout their learning process and to give them the academic tools they need to overcome unnecessary barriers in order to succeed. There are various drawbacks on the part of those who would like to pursue their studies through distance learning. Despite the fact that decentralisation of the support services has taken place through the establishment of the Regional Centres, all areas in Namibia are not covered and students face limitations due to factors like distance from the Centres, and affordability. // Making studying through distance education possible for more Namibians will require funding to students who are economically disadvantaged. eLearning is one way to bridge the gap and ensure easier access to education. Students become more pro-active in their pursuit of studying towards their desired qualification once the facilities that support their learning are brought closer to them. // The support services on offer through COLL, and in particular through the Regional Centres, ensure that barriers such as distance and affordability are overcome. Students, prospective students and the public should be educated about the facilities on offer, and how these can support their learning. They can then be encouraged to pursue studying on distance, knowing they have a good chance to succeed. In this case study, the strategies implemented to establish a well-functioning Regional Centre with good logistics and reliable infrastructure as an integral part of the delivery of Open and Distance Learning (ODL), including the support provided to rural distance education students are put forward.
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    Open Access
    The Botswana Experience in Developing the OERs
    (2010-11) Amey, F L O; Bagopi, M
    Botswana together with six other countries are taking part in the development of OERs for secondary level education through the William & Flora Hewlett Foundation /COL Partnership Project. A total of twelve officers are involved in the project (6 BOCODOL Staff members, 3 Curriculum Development Officers and 3 Secondary school teachers). // Botswana wants to share her experiences and in so doing, highlight what worked and what did not. Using non BOCODOL staff most of whom were being exposed to writing for distance learning for the first time, impacted on the project. Timely and regular access to computers as well as the workload also had an effect. That notwithstanding, the assumption is that the participants have gained valuable skills and knowledge. And if so, the major concern would be at the end of the Project, then what? // As a developing institution and country, we are happy with the opportunities that OERs presents to us. The OERs are making knowledge available to us as educators at a faster and more accessible manner than before. We are also aware of some of the concerns that affect this relatively new way of sharing. Some of the major concerns have to do with sustainability as opposed to the seemingly ongoing consumption. // The questions that this paper seeks to explore therefore are: • what skills and knowledge those that were involved have gained • how these skills and knowledge can be developed further in order to sustain growth in this new area. • What other uses can these be put to? • What are the quality imperatives associated with the development of OERs • to identify pre-requisites of a thriving OERs environment in terms of resources • what is the extent to which BOCODOL is amenable to thrive in this environment // The paper concludes by making a recommendation to the College to integrate technology to scale up its school equivalency programmes through the development of OERs.
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    Open Access
    Building Chinese Language Skills for Sino-African Cooperation through Open and Distance Learning
    (2010-11) Ambe-Uva, Terhemba N
    China’s influence and deep relationships in Africa are the result of many years of investment in building relations through aid, trade, and cultural and technical exchange. In international politics, this is regarded as “soft power”. Yet, an important area that has for a long time not being given the penetrating attention it deserves, relates to the fundamental need to bridge the language barrier between Chinese and Africans, so as to ensure meaningful cooperation and engagement between China, the country, and Africa, the continent. In order to address this problem, the National Open University of Nigeria (NOUN) in collaboration with Huaren Chinese Services is currently promoting the use of open and distance learning (ODL) for the provision of Chinese language education and training at the Proficient, Certificate and Executive levels. The new programme has the central objective of breaking the communication barrier between Nigerian and Chinese business partners through a Chinese language training programme that would empower learners to speak Chinese language within the shortest possible time. The University uses a variety of delivery methods and tools including face to face (f2f), text-based resources, CD ROMs and Web-based resources, and has managed to build capacity in the field of ICT, by empowering staff with functional skills. Within this context, the relationship between the major theme and cross cutting aspects of the Sixth Pan-Commonwealth Forum (PCF6) are discussed under “Skills Development for National Development” with particular reference to language as a necessary tool for international cooperation. This study concludes with the relevance of the application of ODL methodologies in educational delivery and as a means of enhancing international cooperation.
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    Open Access
    Capacity Building in Open and Distance Learning in the Southern African Development Community (SADC) Region
    (2010-11) Siaciwena, Richard
    The Southern African Development Community (SADC) recognises education and skills development as an important and integral part of regional economic integration. Consequently policy frameworks and strategies have been developed to promote regionally integrated and harmonized education and training systems, which can be credited for the considerable progress in education and training provision the region has made over the years, particularly at primary education level. // However, the region still faces a wide range of educational challenges. SADC Member States have therefore adopted open and distance learning (ODL) as a means of addressing some of these challenges. In spite of evident growth across sub-sectors throughout the region, ODL faces many challenges, which have necessitated the development and implementation of a Capacity Building in Open and Distance Learning (ODL) Project. // This paper provides some background to the implementation of the project. It highlights the nature and scope of ODL provision in the SADC region, presents the rationale for the project and describes its key components and activities. The paper also outlines achievements to date and discusses some challenges associated with project implementation. Lessons learned are outlined.
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    Open Access
    Case Study: Developing Skills through the ‘Customer Care and Quality Management’ Course
    (2010-11) Jheengut, Isswar
    This course was developed in line with Government Policy ‘to put people first’ and at the request of the Ministry of Civil Service and Administrative Reforms. It was meant for continuous professional development of public officers in customer service excellence through Open Distance Learning (ODL) and was guided by the South African ‘Batho Pele Principles’.
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    Open Access
    Community Based Learning And Outreach For Development: Factors Influencing The Urbanite Woman Learner Participation In Mass Literacy Programme, Accra, Ghana
    (2010-11) Saah, Albert A; Mensah, Joseph A
    Adult learner participation is indispensable to the overall access and success of a community based learning and outreach for development programme. The University of Ghana, by policy, is promoting the formal, informal and the non-formal community based learning programmes. It collaborates with the Social Welfare and Ministry of Education’s Non-Formal Education Division (NFED) especially in the non-formal programme. Most of these community-based programmes are located in urban areas as the one in this study. In some communities, patronage of the programme is very high, whiles in some areas patronage is low. NFED is referred to as the Functional Literacy Agency (FLA) in this study. // This exploratory study, focusing on the non-formal programme, has for its objectives to capture and evaluate the internal and external factors that influence the Urbanite Woman Learner Participation (UWLP) in Mass Literacy Programmes (MASSLIP) run by NFED, further, use factors to create models for enhancing UWLP.
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    Open Access
    Competency Development for assuring Quality in Open and Distance Learning in Nigeria
    (2010-11) Peters, Olufemi; Ofulue, Christine I
    A major characteristic of the 21st century knowledge economy is an increasing demand for global standards and best practices. Within the education industry, and specifically in developing countries like Nigeria, the demand is more deeply felt as practitioners grapple with the growing demands for higher education on one hand, and with the demand from consumers of the products and services for improved quality on the other hand. While assuring quality is applicable to all educational delivery systems, Open and Distance Learning (ODL) differs quite substantially from conventional education systems in several ways, and one of which is the core competency requirements for academic staff. The success and sustainability of ODL systems is dependent on the availability of a critical mass of experts in the field. In Nigeria, the goal to achieve adequate levels of competency in ODL is yet to be realised. This study has two aims: One, it seeks to identify core competencies in key pedagogical thematic areas of the ODL system; and second, it seeks to use the findings to determine competency gaps of academic staff in an ODL system, the National Open University of Nigeria. The pedagogical areas are course material development, tutorial facilitation; assessment and evaluation; and research and evaluation. It is expected that this study will contribute to informing the design of training programmes that will bridge competency gaps and develop competencies to achieve sustainable good practices in ODL.
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    Open Access
    Contextual Background to supporting Learning in the Digital Age: A comparative Study of Botswana and Lesotho
    (2010-11) Kolosoa, Lineo C; Sebopelo, Phineas
    The government of Botswana in line with its Vision 2016, the National Development Plans – NDP-8 and NDP-9, developed a National ICT Policy which envisioned to position Botswana for sustainable growth in the digital age by serving as a key catalyst in achieving social, economic, political and cultural transformation within the country (Botswana National Information and Communications Policy V 2005, 8) A formal assessment on the current state of e-learning in Botswana preceded the introduction of the policy as it enabled the authorities to be in a position to determine the level of effort required to introduce this very important development. The results of the benchmarking and ereadiness assessments indicate that Botswana has a good infrastructure and supporting legislation in place, which provides the country with a solid foundation for accelerating an integrated National ICT agenda. (Botswana National Information and Communications Policy V 2005, 10) // In November 2007, the Tertiary Education Council facilitated a workshop the resultant of which was an intergraded tertiary education plan for the period 2009-2015. This white paper adopted a holistic view of how the tertiary education sector will deliver benefits by amongst others “the establishment of a sector wide tertiary education e-learning system that can be accessed by all the tertiary education institutions”. (Tertiary Education Council, formulating the NDP10 plan consultation paper, January 2008, 13) // Botswana College of Distance and Open learning (BOCODOL) has, ever since its inception had technology as one of the issues that were top on its agenda. For instance in the BOCODOL Strategic Business Plan 2000-2003, Planning for Progress and Excellence in Distance Education, the MultiMedia and ICT Department was mandated to support the introduction and strengthening of the ICT development through the review and development of the ICT strategy. In the strategic plan of 2003-2006, the College adopted the efficient and effective application of technology as one of the key result areas. The idea behind this was to harness technology for efficient and effective development and delivery of quality products and services. // As part of its strategic goals, BOCODOL is currently working towards developing ODL and ICT expertise, in order to progressively increase College bandwidth to facilitate delivery of on-line programmes and services. This is done to ensure that the College is in a position to respond more effectively to the needs of its learners in these matters. // Botswana College of Distance and Open Learning embraces the e-learning initiative not for its strategic growth in increasing access but also to position itself in a global market by reaching out far away learners. The effect of this would be to expand the market base and also inadvertently improve on quality of the service due to the external scrutiny the product will be subjected to internationally. // As part of ministry of Education and Training’s stress on practical programmes and the desire to bridge the ‘digital divide’ and achieve its strategic goal 1 of improving access and equity of education and training at all levels by 2015, the Kingdom of Lesotho intends to develop sufficient, skilled and motivated human resource for the education and training system through the use of ICT and implementation of ICT programmes for all institutions of learning. This will be done through increased utilisation of ICT in teaching and learning and the use of ICT as an important tool for expanding the learning environment (ESSP, 2005). According to the Education Sector Strategic Plan (2005), the government of Lesotho is aware of the existing knowledge or information gaps between itself and the advance world as a development impediment that needs to be addressed. // Lesotho College of Education in line with the ESSP (2005) recognises technology based learning and in its Strategic Plan (2006/7) clearly articulates the integration of technology in the teaching and learning of College programmes, the use of ICT to support learners through e-learning streamline administration and enhancement of communication skills development among staff and learners.
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    Open Access
    Creating awareness about Urban Planning to the community
    (2010-11) Baguant-Moonshiram, Y; Nowbuth, Manta D; Gunness, Sandhya
    One of the fundamental prerequisites for the achievement of sustainable development and sustainable planning is broad public and specially community participation in decision-making and involvement of all stakeholders specially the social groups and NGO’s. Furthermore, according to Agenda 21, new forms of participation have emerged and these include the need of individuals, groups and organisations to participate in decisions particularly those which potentially affect the communities in which they live and work. Individuals, groups and organisations should have access to information relevant to urban planning and development held by national authorities, including information on products and activities that have or are likely to have a significant impact on planning, and information on sustainable development. The government of Mauritius has embarked on a project called the ‘Maurice Ile Durable’ (MID) project which is a long term vision aimed at promoting sustainable development. The main aim of this project is to make Mauritius a role model of sustainable development. One of the key partners of the government in this endeavour is the University of Mauritius as one of the roles of the University is to educate the people about important issues and to encourage community development. As such, the university has to go forward and be a tool in creating awareness among the Mauritian people and to encourage community participation towards achieving sustainable development.
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    Open Access
    Design, Implementation and Institutionalization of Mobile Learning in Higher Education
    (2010-11) Onguko, Brown
    Among the sectors in which mobile phones have become very vital are banking, health management and education. In education, for example, as Houser, Thornton and Kluge (2002) have noted, mobile learning (i.e. learning with mobile devices) will extend what web-based learning delivered namely study beyond physical classrooms towards anywhere; anytime learning. Mobile devices are generally very small and hence portable making them very user friendly. This paper presents an initiative on mobile learning implemented at the Aga Khan University, Institute for Educational Development in East Africa. The details of the program are presented in the following sections.
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    Open Access
    Designing a PBL and TBL Curriculum that Enhances Education Opportunities for General Medical Practitioners in Mozambique
    (2010-11) Billings, Heather J; Gomes, Aurelio; Inroga, Monica; Pearson, John; Walker, Elizabeth R
    West Virginia University and the Catholic University of Mozambique have established a partnership for improving medical education in Mozambique. The Catholic University of Mozambique Faculty of Medicine was established relatively recently in Beira, Sofala Province in 2000. The first class of physicians graduated in 2007. // The initial curriculum was established in cooperation with the University of Maastricht in the Netherlands as a problem-based learning (PBL) curriculum. In this curriculum, students learn the basic science subjects by working through cases based on local epidemiological profiles. While this type of PBL curriculum has been successful in the Netherlands, as well as elsewhere in the world, it has not been as effective at Catholic University of Mozambique based on student performance on standardized tests provided in both the Netherlands and Mozambique. These standardized test results particularly identified weaknesses in anatomical knowledge of the Catholic University of Mozambique students when compared with performance of the students at University of Maastricht. // To identify the source of these weaknesses, members of the anatomy faculty at West Virginia University traveled to Mozambique to evaluate the current curriculum at the Catholic University of Mozambique Faculty of Medicine. For comparison, and to better understand the student population and resources available elsewhere in the country, we also met with and interviewed faculty at the government-run Universidad Eduardo Mondlane, which uses a more traditional lecture-based curriculum of basic sciences education. Faculty at the Universidad Eduardo Mondlane have begun to implement some PBL classes as well, but not as the primary teaching method.
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    Open Access
    Designing quality materials for teacher education
    (2010-11) Reed, Yvonne
    I also read Norton’s (2000) longitudinal case study of immigrant women learning English in Canada in which she argues that it is important to consider the ‘investment’ of these women in language learning: … when language learners speak, they are not only exchanging information with target language speakers, but they are constantly organizing and reorganizing a sense of who they are and how they relate to the social world. Thus an investment in a target language is also an investment in a learner’s own identity, an identity which is constantly changing across time and space ( Norton, 2000: 10-11). // In reviewing a range of international and local publications on designing and evaluating distance learning materials (e.g. Evans, 1994; Lockwood, 1992, 1994, 1995; Mills and Tait, 1996; Race, 1989, 1992; Rowntree, 1990, SAIDE, 2002; Commonwealth of Learning, 2003; NADEOSA, 2005) I found helpful guidelines for some aspects of mediating knowledge and skills on the page or screen, but little or no reference to issues of identity and investment. None of these authors or organizations really address what I consider to be one of the key questions for designers and evaluators of materials for teacher education: What subject positions are constituted for learner-teachers (as students and as future teachers) or for teacher-learners (as professionals in the classroom and as students) when knowledge is mediated in particular ways on the page or screen? // To respond to this question I have drawn on the extensive literatures on pedagogy, teacher education, mediation, subjectivity, systemic functional linguistics and social semiotics to devise a framework for what I term critical pedagogic analysis of distance learning materials for teacher education. In this paper I outline elements of this framework and illustrate (very briefly) how I have used it to analyze some South African teacher education materials. These are Learners and Learning (designed for a national readership of preservice and in-service, primary and secondary school teachers); Language in Learning & Teaching (LILT) (designed for a national readership of primary and secondary school inservice teachers); Language Literacy and Communication, Imithamo 1-6 (designed for inservice primary school teachers in the Eastern Cape province ). All have received either an award or commendation for excellence in distance education materials design.
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    Open Access
    Developing Practice: Teaching Teachers Today for Tomorrow
    (2010-11) Mays, Tony J
    A call for more and better teachers // A recent policy statement from the Department of Education in South Africa (RSA 2007) calls for ‘more teachers, better teachers’ (emphasis added) and the NEPAD education desk (NEPAD c.2006:2) has identified a number of challenges facing teacher education in Africa more generally while also expressing concern about numbers and quality. // The central defining role of a teacher as a knowledge worker, able to organise knowledge and learning in a systematic way, needs to be foregrounded (Morrow 2007). Nurturing a commitment and ability regarding lifelong learning and the appropriate use of appropriate technology to attain educational goals would seem to be pre- and co-requisites given the current explosion of access to information. // The new teacher education policy framework in South Africa (RSA 2007) meanwhile makes teaching practice a central focus of an Initial Professional Education and Training programme and national accreditation requirements (CHE 2008) expect direct institutional involvement in the placing and supervision of student teachers on teaching practice.
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    Open Access
    Distance Education not a “Prison Sentence”: A Case Study of Student Support for Prisoners at the Windhoek Central Prison
    (2010-11) Kangandji, Leena
    The Polytechnic of Namibia is one of Namibia’s tertiary institutions. It is situated in Windhoek, the capital city of Namibia. It is a dual mode institution with distance education offered by the Centre for Open and Life Long Learning (COLL). It comprises of five schools namely the School of Business and Management, School of Engineering, School of Information Technology, School of Health Sciences and School of Communication. It has ten centres including Windhoek and provides support for 2359 students which is this year’s enrolment number. The majority of COLL’s students fall under the School of Business and Management. COLL is made up of three interrelated subsystems namely materials development subsystem, student support subsystem and an administrative subsystem. The services provided by the student support subsystem are: // • Training of tutors • Tutor-marking • Telephone tutoring • Vacation schools • Orientation Seminar • Face-to-face tutorials • Radio tutorials // The aim of this study is to assess the effectiveness of the student support services to distance students studying from prison. While distance students usually cannot come to campus to study due to their various responsibilities they have freedom to come and go as they please. Students who are in prison do not have such freedom. They experience more isolation and remoteness than other distance students and would find it difficult to find a quiet place to study (Worth, n.d). They require more support in order for them to be able to complete their studies successfully. It is against this backdrop that this study was undertaken. The central question the paper tries to answer is “how well has COLL adapted the student support services to accommodate the learning needs of the students in prison?”
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    Open Access
    An Effective Learner Support Services and Systems at the Namibian College of Open Learning (NAMCOL)
    (2010-11) Haufiku, Ndinomayele D
    This article examines alternative ways of developing a framework for Secondary Education learners and Professional students support services systems for NAMCOL. Whereas distance education learners in Namibia are scattered in various parts of the country, there are shortcomings in adequate and systematic support for them. The question of the study is: What support systems would be appropriate for these distance education learners? A qualitative survey will be conducted using questionnaire, interviews, focus group discussions, participatory experience observation checklists and documentary checklists to find out how support systems as part of a larger distance education whole system, should be integrated within the learning experience of distance education at NAMCOL. Although currently we have tutoring centres activities and interactive learning, it has been observed that the activities already in existence if organized systematically, would improve the organization and implementation of support for the distance learner. // A system is recommended that shows the systematic ways in which support for students would be organized, planned and implemented to suit students and tutors requirements and one that would fit within the existing socio-economic environment in Namibia. A distance education programme must design and apply effective learner support services and systems. // The aim of this study is to review and determine the applications and important problems of the learner support services and systems and present a number of suggestions to enhance learner support in the Namibian distance education system.
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    Effects of Videotape Instructions on Primary School Pupils Achievement in Social Studies Owerri, Nigeria
    (2010-11) Igwe, Nnenna C; Odor, King O
    Learning is an activity that starts at birth and continues throughout lifetime in classrooms and training centres. Facilities and personnel are employed to provide education for classroom learning, which aims at preparing students to contribute meaningfully to the society they live. However, empirical studies in Nigeria involving video- taped instructional strategy have been limited to the teaching and learning of science-based subjects. This study therefore, attempts to determine the effect of video-tape instruction on teaching of social studies in Nigeria Primary Schools. // A total of 102 students in two intact classes were the study participants. Three null hypotheses were formulated and tested. Four instruments namely: video-tape recorder of lesson used for the study, pupils’ attitudinal scale, the social studies achievement test (SSAT); and Teachers’ Guide for conventional teaching were used for the study. // The results revealed there was significant main effect of treatment on students’ achievement. Also, it showed that there was significant main effect of treatment on student’s achievement in social studies. (F(1,97) = 145.474’ P<.05). There was a significant main effect of treatment on the attitude of pupils to social studies (F(1,97) = 127.877 P<.05). However, there was no significant main effect of gender on pupil academic achievement in primary social studies (F(1,97) = 0.839, P>.05). There was also no significant main effect of gender on pupils’ attitude to social studies (F(1,97) = 0.640; P>.05). There was no significant 2-way interaction effect of treatment and gender on pupils’ attitude (F(1,97) = 2.041; P>.05). // Based on these findings, government should equip public primary schools with necessary hardware and software facilities, primary school teachers should be encouraged to uptake the challenge of using this strategy and learn how to use it through in-service training. Above all, seasonal educationists should develop video instrumental packages to be used in schools.