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UNIVERSITY OF EDUCATION, WINNEBA
IMPROVING THE PERFORMANCE OF SECOND YEAR HND SECRETARYSHIP
AND MANAGEMENT STUDIES STUDENTS OF KUMASI POLYTECHNIC IN
MICROSOFT EXCEL APPLICATION PROGRAM
AKOM GEORGE
JULY, 2010
IMPROVING THE PERFORMANCE OF SECOND YEAR HND SECRETARYSHIP
AND MANAGEMENT STUDIES STUDENTS OF KUMASI POLYTECHNIC IN
MICROSOFT EXCEL APPLICATION PROGRAM
AN ACTION RESEARCH PRESENTED TO THE DEPARTMENT OF
INFORMATION TECHNOLOGY EDUCATION, UNIVERSITY OF EDUCATION,
WINNEBA IN PARTIAL FULFILMENT OF THE REQUIREMENT FOR THE
AWARD OF BACHELOR OF EDUCATION DEGREE IN INFORMATION
TECHNOLOGY
BY
AKOM GEORGE
(106015023)
JULY, 2010
DECLARATION
STUDENT’S DECLARATION
I hereby declare that this project work is the result of my own original research
except for the references from other people work, which have been cited and
acknowledged accordingly, and that no part has been presented for award of degree in
this University or elsewhere.
……………………….. ……………………
AKOM GEORGE 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 University of Education, Winneba.
……………………… …………………..
MR. G. O. AGYEDU DATE
DEDICATED TO
My Late Mother, Miss. Mary Gyebi, whose death has become a big blow in my
life, Mama may your soul rest in peace.
ACKNOWLEDGEMENTS
I give thanks to the Almighty God for the protection and guidance through out
the four years of my study of which without Him, life wouldn’t have been successful.
I owe many thanks to my project Supervisor, Mr. G. O. Agyedu, who has been
my Father, Uncle and everything to me during my study in the University. I thank him
for his encouragement and patience during the preparation of this project. I say God
bless him.
My profound gratitude goes to my mentor, Miss Mary Opokua Ansong, the
Head of Department, Statistics and Computer Studies Kumasi Polytechnic for the
motherly care she gave to me during my internship.
I cannot end my acknowledgement without thanking my Daddy and uncle, Mr.
Gyebi A. Donkor, former Head of Banking Department, Bank of Ghana and his wife,
Miss Susana Ohenewaa for the various forms of support in my education.
I would be ungrateful if fail to thank the SMS 1, SMS 2, and 3 students of
(2009/2010) academic year of Kumasi Polytechnic for responding to the
questionnaires and providing vital data for the study.
Finally, I thank my colleague, Samuel Adu, for the proof reading of the
manuscript.
ABSTRACT
This study was conducted in Kumasi Polytechnic in the Secretaryship and
Management Studies Department during the 2009/2010 academic year. The
Department runs both Diploma in Business Studies (DBS) and Higher National
Diploma in Secretaryship and Management Studies programs. At the time of the
research, the department had a student population of four hundred and forty-two (442)
students. Out of the total student population, two hundred and forty-two (242) were
HND students and two hundred (200) were DBS students. Out of 242 SMS HND
Students, 91 were first years, 75 were second years, and 76 were third years
respectively.
The whole student population of Second year SMS Students of Seventy-five
(75) offer Computer Applications I (MS Excel) as a major course. The study was
aimed at assisting the Second year Secretaryship and Management Studies Students in
Kumasi Polytechnic to improve on their performance in the study of Microsoft Excel
application program. To have diverse data, first and third year students were involved
in the data collection to solicit for their views on topic under consideration. Computer
Instructors and Lecturers were also involved in the data collection process.
This study became necessary as a result of the poor performance perceived and
evidenced by the researcher of most of the Second year HND Secretaryship and
Management Studies Students in the study of Microsoft Excel application program.
The researcher was guided by the following research questions:
1. What should be done to change the attitude and perception of students towards
learning MS Excel and to boost their interest in the subject?
2. How can the effective use of teaching and learning resources improve students’
learning in MS Excel?
3. To what extent will motivation help improve the performance of students in
MS Excel?
4. Can Demonstration and Activity Methods of teaching and learning enhance
understanding of concepts and acquisition of skills by students in MS Excel?
5. To what extent will the use of cooperative learning help improve students’
performance in MS Excel?
The study used the descriptive research design; that is survey type of research to
find the causes of the poor performance of the students in the study of Microsoft Excel
application program. The procedure used in choosing the sample unit was the Random
Sampling under which the Systematic Random Sampling Method was considered,
since the population was finite. The research questions of the study made it apparent to
bring into play a primary data collection through data collections methods such as
observation, unstructured interview and document analysis.
To check for the validity and the reliability of data collected, data collection
instruments such as questionnaires, interview schedule, observation checklist, and
document analysis checklist were used. Pre-Test and Post-Test were used as
assessment instruments to assess students’ level of performance during the diagnostic
and implementation stage respectively. Tables and charts were used to analyze the data
collected.
The findings of the study revealed that teaching methods used by the Lecturers
and Instructors were not effective to enable the learners understand concepts of MS
Excel very well. This led to the negative perception of the learners about the course
and finally led to the low performance. However, the implementation of the
intervention has helped to improve the performance of learners drastically from about
15% to over 80%.
The researcher then concluded that students’ poor performance as a result of
negative perception was due to the teaching strategies used and lack of teaching and
learning support materials. The use of demonstration and activity method, motivation,
teaching and learning materials and, group and cooperative learning in learning MS
Excel were considered to be the best approaches to improve the performance of
students.
TABLE OF CONTENTS
PAGE
ABSTRACT iii
LIST OF APPENDICES ix
LIST OF TABLES x
LIST OF FIGURES xii
CHAPTER ONE 1
INTRODUCTION 1
Background of the Study 1
Statement of the Problem 4
Purpose of the Study 5
Research Questions 5
Significance of the Study 6
Limitations of the Study 6
Delimitations 7
CHAPTER TWO 9
LITERATURE REWIEW 9
The Background of Application Software 9
The Background of Spreadsheets 10
The concepts of Microsoft Excel 12
The concept of Learning 13
The Effects of Teaching Methods and Techniques on Learning 15
Demonstration and Activity Method of Teaching 16
The Effects of Teaching and Learning Resources on Learning 17
Effects of Cooperative Learning on Students 19
Attitudes and Their Effects on Students Performance 20
Concept of Motivation on Learning 21
Empirical Review 25
Summary of Literature Review 25
Conclusions 25
CHAPTER THREE 27
METHODOLOGY 27
Research Design 27
Population and Sampling 28
Methods for Data Collection 29
Data Collection Methods 29
Instruments for Data Collection 31
Assessment Instruments for Data Collection 32
Implementation of Intervention Design 33
Using Demonstration and Activity methods for the Intervention Design 34
Practical Sessions during the Implementation of Intervention Design 43
Effective use of Learning Resources during the Implementation of Intervention
Design 43
CHAPTER FOUR 46
RESULTS OF THE STUDY 46
The Background Analysis of Data 46
Findings and Discussions 47
Analysis of Responses from Students and Instructors during the Pre-Intervention
Stage 47
Research Question 1 48
Research Question 2 53
Research Question 3 57
Research Question 4 58
Research Question 5 62
Analysis of Pre-Intervention and Post -Intervention Test Results 63
Analysis of Responses from Students during the Post –Intervention Stage 65
CHAPTER FIVE 67
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION 67
Summary of Findings 67
Conclusions 68
Recommendations 68
Suggestion for Research 69
LIST OF REFERENCES 70
LIST OF APPENDICES
APPENDIX A : Questionnaire for Students 73
APPENDIX B: Questionnaire for Computer Lecturers and Instructors 76
APPENDIX C: Pre- Intervention Test 78
APPENDIX D: Expected Answers to the Pre –Intervention Test 83
APPENDIX E: Post- Intervention Test 84
APPENDIX F: Expected Answers to the Post –Intervention Test 90
APPENDIX G: Sample of Pre-Intervention Test Scripts 93
APPENDIX H: Sample of Post –Intervention Test Scripts 95
APPENDIX I: Sample of Classroom Observation Checklist 97
APPENDIX J: Sample of Interview Schedule 99
APPENDIX K: Sample of Document Analysis Checklist 102
LIST OF TABLES
Table 1: Frequencies and Percentages of Age Range of Students 48
Table 2: Frequencies and Percentages of Student Gender 49
Table 3: Frequencies and Percentages of Students interest in MS Office Package 50
Table 4: Frequencies and Percentages of Students responses as to whether they would
have registered for Computer Application 1 (MS Excel) if it was an optional
course 51
Table 5: Frequencies and Percentages of Students level of difficulty in major MS
Excel topics 52
Table 6: Frequencies and Percentages of MS Office application Lecturers it 53
Table 7: Frequencies and Percentages of Students responses as to whether they have
computers 53
Table 8: Frequencies and Percentages of Students responses as to whether they did
learn any MS Office Packages before coming to Kumasi Polytechnic 54
Table 9: Frequencies and Percentages of the responses of Students have computers
and as to whether they have MS Office Suite Installed 54
Table 10: Students responses as to whether they have any reading material or text
book on MS Excel 56
Table 11: Frequencies and Percentages of Students’ responses as to whether teaching
and learning materials were used in teaching MS Excel 56
Table 12: Frequencies and Percentages of responses of Lecturers and Instructors as to
whether they used teaching and learning materials in teaching MS Excel 56
Table 13: Frequencies and Percentages of Students responses as to whether their
Lecturers and Instructors use any form of motivation during the teaching of
MS Excel 57
Table 14: Frequencies and Percentages of Lecturers’ responses as to whether they use
any form of motivation during the teaching of MS Excel 58
Table 15: Frequencies and Percentages of Students responses as to whether they Study
MS Excel at their own leisure time 58
Table 16: Frequencies and Percentages of Students responses to which approach of
learning MS Excel they prefer 58
Table 17: Frequencies and Percentages of Students responses as to whether more
practical work will make them like MS Excel and other Computer
Application program 60
Table 18: Frequencies and Percentages of responses from Students of the teaching
methods their Lecturers use in teaching MS Excel 60
Table 19: Frequencies and Percentages of Students responses as to whether they like
the way MS Excel is taught by their Lecturers 61
Table 20: Frequencies and Percentages of teaching methods used by Lecturers in
teaching MS Excel 61
Table 21: Frequencies and Percentages of Lecturers responses as to whether their
academic qualification is computer related 61
Table 22: Frequencies and Percentages of Lecturers responses as to whether how long
they have being teaching Computer Literacy 62
Table 23: Frequencies and Percentages of Students responses to the type of learning
they prefer 63
Table 24: Frequencies and Percentages of Lecturers and Instructors responses to kind
of assignments, exercises, and projects they give to their learners 63
Table 25: Frequency Distribution and Percentages of HND SMS 2 Pre-Test and Post-
Test Results in MS Excel Application Program 64
LIST OF FIGURES
Figure 1: How to launch MS Excel from start 35
Figure 2: Parts of MS Excel Worksheet interface 36
Figure 3: A Score Sheet of a School using the Nested IF function 38
Figure 4: The first step (Chart Type) of drawing a Chart 40
Figure 5: The second step (chart source data) of drawing a 3-D Pie Chart 40
Figure 6: Exploded 3-D Pie Chart 41
Figure 7: A dialog box of Page Setup 42
Figure 8: A dialog box of a Header and Footer 43
Figure 9: A bar Chart showing the relationship between Pre – Test and Post – Test
Results of HND SMS 2 of Kumasi Polytechnic 64
CHAPTER ONE
INTRODUCTION
Background of the Study
Information is vital for the growth and sustainability of any meaningful
institution and organization. In this era of technological and information
superhighway, institutions rely on credible information to set corporate organizational
goals and objectives to bring about innovations in order to gain competitive advantage
in the global market. As a result of this development, institutions attach great
importance to the keeping and management of records. The security, accuracy and
reliability of information are vital for the growth of any meaningful organization. This
has given rise to the development, management and administration of electronic
software and Database Management software to perform daily activities like
calculations, analysis, and storage. One of the most common application software used
by small, medium or large scale businesses and organizations in Ghana to perform
calculations, keeping of financial records and to perform analysis is the Microsoft
Excel. It is against this backdrop that MS Excel application has been introduced as a
course to the curricula in all tertiary institutions of Ghana of which Kumasi
Polytechnic is not an exception. MS Excel is one of the courses taught at Kumasi
Polytechnic at different levels and of varied scope of content across the sixteen
departments of the Institution. At the Secretaryship and Management Studies (SMS)
Department, it is taught in the first semester of year two (2) as part of the requirements
every student must fulfill in order to complete his/her course. The course Computer
Applications I (MS Excel) is structured to equip students with knowledge and skill to
design, manage and use MS Excel in coming out with a more robust document at the
various departments they would serve after the completion of the course. The course is
also aimed at preparing students to be able to handle information effectively in the
world of work as they are trained to provide middle-class manpower and management
needs in the society which is the primary and core objective of Polytechnic education
in Ghana.
Kumasi Polytechnic is located at the heart of the Garden City of West Africa,
and Capital Town of the Ashanti Region – Kumasi, Ghana. It was first established as
Kumasi Technical Institute in 1954. The programmes of study were mainly craft
courses. In the wake of the educational reforms in the early 1990`s, the Polytechnic
Law 1992 (P. N. D.C. Law 321) was passed to upgrade Kumasi Polytechnic, among
others to a tertiary institution. In October, 1993, the institution was converted into a
Polytechnic under the auspices of the Ghana Education Service with the mission to:
1. Provide tertiary education through full time courses in the fields of
Manufacturing, Commerce, Science, Technology, Applied Social Science,
Applied Arts and such other areas as may be determined by the authority for
the time being responsible for higher education;
2. Encourage study in technical subjects at tertiary level; and
3. Provide opportunity for development, research and publication of research
findings.
The main programmes which were introduced included technician courses in
Engineering, Catering, Fashion Design, Royal Society of Arts (R.S.A.) and Diploma in
Business Studies (D. B. S.) Kumasi Polytechnic currently runs eighteen (18) full-time
Higher National Diploma Programmes and twenty-four (24) part-time programmes;
with a Student population of about ten thousand (10,000). Kumasi Polytechnic has five
faculties. Each faculty is made up of a number of departments which run a wide range
of courses. The faculties are Engineering, Applied Science, Business Management
Studies, Entrepreneurial & Finance and Business and Management Studies.
The researcher, during his one year Teaching Internship Programme at the
Department of Statistics and Computer Studies at the Kumasi Polytechnic was
assigned different courses at different departments, including the Department of
Accountancy and Secretaryship and Management Studies. The Department of
Statistics and Computer Studies was charged with the responsibility of handling most
of the Information and Communication Technology (Computer Literacy) and other
Computer related courses in the Polytechnic. The Computer Literacy course taught at
the Department of Secretaryship and Management Studies (SMS) where the research
was conducted was divided into five aspects: Introduction to Information and
Communication Technology, Microsoft Word and Microsoft PowerPoint are taught in
semester one and Microsoft Excel and Microsoft Access are also taught in semester
two at level 100 respectively.
Because of the nature of the course of SMS Students and the related clerical
work involve, Computer Application I which is mainly on MS Excel is studied as
course by all HND SMS 2 students to equip them with the prerequisite knowledge and
skills to use MS Excel effectively in all situations. MS Excel is an application program
which is used to perform major calculations and analysis. Due to the features it has,
many financial institutions have found the usefulness of it which they use to perform
varied scope of calculations and analysis.
Unfortunately, many students performed poorly and have difficulty in using
MS Excel to perform calculations and analysis. Statistics available at the Statistics and
Computer Studies Department and Secretaryship and Management Studies Department
respectively of Kumasi Polytechnic indicated that about Seventy percent (70%) of
HND SMS graduates from the School cannot use MS Excel effectively based on the
grades they obtained when they studied MS Excel as course. This poor performance in
the course would no doubt be transferred to their work places thereby leading to poor
performance and inefficiency on the part of the students.
The major concern now is how to improve students’ performance using
demonstration and activity method, motivation, learning resources, and cooperative
learning. It is against this background that a study into the problem has become major
issue to the researcher to find lasting solutions to remedy the situation to achieve the
aims and the objectives of the course.
Statement of the Problem
Despite the seriousness and importance given to the teaching and learning of
Information Technology at all levels of education especially at the tertiary levels, more
specifically in the Polytechnics, it is rather unfortunate that very few empirical
researches have been conducted at Kumasi Polytechnic on the poor performance of
students in the subject areas of Information Technology most specifically on MS
Excel. Available records indicated that since the course was introduced in HND SMS
Department at level 2, no student has had A+. It was also identified that about fifty
percent (50%) of the students who took Computer Application I (MS Excel) had D+
and below. Investigations through interviews with students and lecturers revealed that
the cause of the poor performance of students in MS Excel are the misconception of
students about MS Excel as being a difficult subject, the lecture method employed as
teaching strategy by lecturers, low motivation to study the subject, few computers in
the labs, and ineffective use of teaching and learning materials.
In view of the above mentioned causes as the main issues to the poor
performance of students in MS Excel, the main purpose of the study was whether the
use of cooperative learning, demonstration and activity method, motivation, and
effective use of teaching and learning materials can help improve the poor
performance of students in MS Excel application program.
Purpose of the Study
The purpose of this research is to use activity method, cooperative learning,
demonstration method, effective motivational strategies and effective utilization of
teaching and learning resources to improve the performance of Second Year HND
Secretaryship and Management Studies Students of Kumasi Polytechnic in MS Excel
application program. The research is also purposed to build the interest of the students
in question by adopting appropriate interventions to enhance their performance in the
course. Additionally, the research sought to obtain the views of both students and
lecturers of the subject area on the performance of students in MS Excel. It was also
purposed to seek investigation into the causes of negative attitude and perception of
students towards learning the subject, and how to improve students’ performance in
the subject. It also sought to find whether the views and contributions of course
instructors and students can be coordinated to find a lasting solution to the poor
performance of students in the subject.
Research Questions
A critical analysis of the above purpose indicated that the following research
questions were appropriate to form the focus of this study.
1. What should be done to change the attitude and perception of students towards
learning MS Excel and to boost their interest in the subject?
2. How can the effective use of teaching and learning resources improve students’
learning in MS Excel?
3. To what extent will motivation help improve the performance of students in MS
Excel?
4. Can Demonstration and Activity Methods of teaching and learning enhance
understanding of concepts and acquisition of skills by students in MS Excel?
5. To what extent will the use of cooperative learning help improve students’
performance in MS Excel?
Significance of the Study
The significance of this study is enormous. This study will be beneficial not to
the targeted students alone, but the Instructors of Computer Applications I (MS Excel),
the entire institution and as well as future researchers on the subject matter.
First, this study will help improve the grades of students of Secretaryship and
Management Studies Department of Kumasi Polytechnic in Computer Applications I
(MS Excel) to get the opportunity for further studies.
Second, the research will enable the students to acquire the skill to design and
apply MS Excel application programs in the organizations they will be employed in
after completing the HND Program.
Furthermore, the study will serve as a reference material for Computer
Application I Instructors to help address the unique needs of students in order to
improve their performance in MS Excel applications. This is because the study intends
to raise the consciousness of teachers on the effective use of instructional resources,
motivation and variation of teaching methods and techniques to facilitate
understanding.
Moreover, the study will make it imperative for the students to identify the
causes of their poor performance in MS Excel and to also design solutions to
overcoming those problems.
Finally, the study shall serve as a foundation and a guide for future research
works on this research topic or any related area of study.
Limitations of the study
Data collected for this study was limited to only the Computer Literacy
Instructors, first, second and third year Higher National Diploma (HND) students in
the Department of Secretaryship and Management Studies of Kumasi Polytechnic, a
population of two hundred and forty-two (242) due to time constraint. This sample size
decreased the generalization of the findings. The study would therefore not be
generalize to all HND Secretaryship and Management year two students from other
Departments or Polytechnics in Ghana or even elsewhere because it does not reflect
the entire corpus of performance of students in MS Excel Applications. The methods
and instruments used to collect data such as questionnaire; interview, observation, etc
were sometimes influenced by the structure and composition of questions and the
mood of the respondents. The instruments administered could not be repeated to obtain
consistency of responses due to the unwelcoming attitudes of some of the respondents.
Finally, statistical instruments such as frequency tables, bar charts etc, used to
analyze, interpret and represent the data obtained were quite abstract and could not
therefore represent the actual reality of the study.
Delimitations
All HND Secretaryship and Management Student students in all Polytechnics
in Ghana offer Computer Application I (MS Excel) as a course. However, this study
was narrowed down in scope to only the second year HND Secretaryship and
Management studies Students of Kumasi Polytechnic due to time and financial
constraints. Also, sampling was used to collect data from students which do not cover
the entire student population of the Department. The scope of content was also
restricted to the history, entering and editing, formatting, formulae and functions,
sorting and filtering, integration, charting, and printing of a worksheet in MS Excel
due to students’ background as non-IT students. The more technical aspects such as
macros, lookup and pivot tables etc were left out. These imply that for a more
comprehensive and complete research-based approach to a problem of this nature, the
views and support of other stakeholders of the Polytechnic in question should be
considered.
CHAPTER TWO
LITERATURE REVIEW
This chapter takes in depth review on what people and researchers have said
about the topic under consideration ; improving performance of HND Students in MS
Excel. The chapter looks at related literature under the following themes or sub
headings: the background of application software, the background of Spreadsheet, the
concepts of MS Excel, the concept of learning, the effect of teaching methods and
techniques on learning, demonstration and activity method of teaching, effect of
teaching and learning resources on learning, effect of cooperative learning, attitudes
and their effect on students performance, the concept of motivation on learning, and
the summary of the literature review.
The Background of Application Software
Computer is an electronic device capable of accepting inputs, processes , and
gives output for decision making. According to Microsoft Encarta (2007), Computer is
a machine that performs tasks, such as calculations or electronic communication, under
the control of a set of instructions called a program. Since its inception, it has been
used in different fields like education, health, security, entertainment and weather etc
for varied activities. Computer system is made up of two parts; software and hardware.
Hardware is the physical components of a computer.
Shelly, Cashman, Vermaat (2006) defined hardware as electric, electronic and
mechanical components of a computer. Software is explained as a set of instructions
that tells the computer what to do. Microsoft Encarta (2007) explains software as
instructions that cause the hardware to do work. Shelly, Cashman, Vermaat (2006),
explained software as a series of instructions that tells the computer what to do.
Software can be divided into two (2) types; system and application software.
System software consists of the programs that control or maintain the
operations of the computer and its devices (Shelly et.al, 2006). System software which
you will find already installed if you buy a new computer, enables the application
software to interact with the computer and helps the computer manages its internal and
external resources (Williams and Sawyer). Examples of system software include
operating system, device drivers and utility programs. The background of application
software in the chapter under review according to Shelly, et al. (2006), discuss
application software as programs designed to make users more productive or assist
them with personal task.
Williams and Sawyer further report that application software is software that
has been developed to solve a particular problem, to perform a useful work on specific
task. They further explain that application software can be divided into entertainment,
personal, education and reference, specialty and productivity software. With reference
to this research, more attention is drawn to the productivity application software.
According to Williams and Sawyer, productivity application software such as
Word processing, Spreadsheets, and Database managers make users more productive
at a particular task. Some productive application software comes in the form of an
office suite, which bundles several applications together into a large package.
Microsoft Office 2000, 2003 and 2007 for example, includes among other packages
Word, Excel, and Access, a Word processing, Spreadsheet, and Database programs
respectively. Each of the office suites has its own special uses, strengths and
weaknesses.
Application software is mostly off- the –shelf software which can be purchased
from shops or vendors to perform wide varied tasks. Microsoft Office suite is general
purpose application software which contains many application packages.
The Background of Spreadsheets
Spreadsheet is one of the application software the enables users to become
productive and perform specific task like calculations and mathematical analysis.
Dale and Lewis explained a Spreadsheet as application software that allows the
user to organize and analyze data using a grid of labeled cells.
William and Sawyer explained Spreadsheet simply as a grid of rows and
columns, printed on special light –green paper that was used to produce financial
projections and reports.
In the late 1970s, Daniel Bricklin was a student at the Harvard Business
School. One day was starring at columns of numbers on blackboard when he got the
idea for computerizing the Spreadsheet. He created the first electronic Spreadsheet and
named it as VisiCalc (visual calculator) now called simply a Spreadsheet. The
Spreadsheet allows user to create tables and financial schedules by entering data and
formulas into rows and columns. Before long, the electronic Spreadsheet was the most
popular small-business program. Unfortunately for Bricklin, his version called
VisiCalc was quickly surpassed by other improved versions. Today the principal
Spreadsheets are Microsoft Excel, Corel Quattro Pro, and Lotus 1-2-3.
Microsoft Encarta (2007) explains Spreadsheet as an application program
commonly used for budgets, forecasting, and other finance-related tasks. In a
Spreadsheet program, data and formulas to calculate those data are entered into ledger-
like forms (Spreadsheets or worksheets) for analysis, tracking, planning, or “what-if”
evaluations of the impacts of real or proposed changes on an economic strategy.
Spreadsheet programs use rows and columns of cells; each cell can hold text or
numeric data or a formula that uses values in other cells to calculate a desired result.
To ease computation, these programs include built-in functions that perform standard
calculations. Depending on the program, a single Spreadsheet can contain anywhere
from thousands to millions of cells. Some Spreadsheet programs can also link one
Spreadsheet to another that contains related information, and can update data in linked
Spreadsheets automatically. Spreadsheet programs may also include macro facilities,
and some can be used for creating and sorting databases. For printed output,
Spreadsheet programs usually provide graphing capabilities and a variety of formatting
options for printed pages and text, numeric values, and captions and legends in graphs.
The Concepts of Microsoft Excel
Microsoft Excel is an example of a Spreadsheet. It is an application program
used to perform calculations and analysis. It is a program that allows the user to
organize and analyze data using grid of rows and columns called cells (Dale and
Lewis).Microsoft Excel is one of the improved versions of Spreadsheets which are
found in the Microsoft Office Suite. It has user friendly window interface to enable
users interact with the software without any difficulty. It is made up of columns and
rows with columns represented by letters vertically and rows represented by numbers
horizontally. It is made up of a workbook which contains related files called
worksheets. It has many tool bars containing different commands for performing
varied actions. Excel program uses rows and columns of cells; each cell can hold text
or numeric data or a formula that uses values in other cells to calculate a desired result.
To ease computation, these programs include built-in functions that perform
standard calculations. Depending on the program, a single Excel can contain anywhere
from thousands to millions of cells. MS Excel program can also link one excel file to
another that contains related information, and can update data in linked excel files
automatically. MS Excel program may also include macro facilities, and some can be
used for creating and sorting databases. For printed output, MS Excel program usually
provide graphing capabilities and a variety of formatting options for printed pages and
text, numeric values, and captions and legends in graphs. There are different versions
of MS Excel which includes MS Excel 1998, MS Excel 2000, MS Excel 2003, and MS
Excel 2007. Each newer version has additional functionalities than the older version.
Old and new versions are compatible with each another.
The Concept of Learning
Learning has been defined as the relative permanent change in behavior or
behavioral potentiality as a result of the learner’s experience and interaction with the
world (Driscoll, 2005).
Farrant (2000) perceive learning as the process by which we acquire and retain
knowledge, attitude, understanding, skills and capabilities that cannot be attained
through inherited behavior patterns or physical growth.
Santrock (2001) further explained learning as relative permanent change in
behavior that occurs through experience. This implies that learning doesn’t take place
in a vacuum but rather involves relative permanent influence on behavior, which
comes about through experience. Learning experiences may simply be said to be the
physical and mental activities that the learner engages in which results in desirable
changes in his behavior. Since learning experiences constitute the means through
which learning takes place, it is only reasonable that proper care is exercised in
selecting learning experiences (Adentwi, 2005).
Wheeler (1983) outlines some of the principles of learning on which educational
outcomes should be based on as follows:
1. Learning is an active process in which the learner must be involved.
2. Learning proceeds more effectively if, as well as being an active participant,
the learner understands what he or she is learning.
3. Learning is considerably affected by individual goals, values and motives.
4. Frequent repetition of responses to a class of situations is important in learning
skills.
5. Immediate reinforcement promotes learning
6. Behavior is a function of the learner’s perception.
7. Similar situations may elicit different reactions from different learners.
8. Group atmosphere affects both learning product and accrued satisfaction
9. Individual differences affect learning. Such differences are both biogenic and
socio-cultural.
10. All leanings are multiple. Though focus may be on one particular outcome,
other learning take place simultaneously.
Tyler (1949) also defines learning as “the interaction between the learner and the
external conditions in the environment to which he can react”. He further stresses the
need to emphasize learning experiences in the curriculum process. He makes the
important point that learning takes place through the experience which the learner has
and not through what the teacher does; and that emphasis needs to be placed on the
active interaction of the learner with his learning environment in order for him to
experience, and learn through his experience whatever is there to lean. The teachers’ as
a facilitator in this case, is to set up the learning opportunities (Adentwi, 2005).
According to Bloom, et al. (1956), learning can be categorized into three (3)
domains. They are cognitive, affective and psychomotor domains.
The cognitive domain, the best known and the most widely used domain of
learning is concerned with knowledge, knowing and understanding how and why, thus
the thinking skills. In using MS Excel effectively to create a robust document, one
must know and understand the concepts of MS Excel.
The affective domain is much less popular and is not used as often as the
cognitive domain but it appears to be more interesting and more provocative (Adentwi,
2005).It describes changes interest, attitudes, and values and the development of
appreciations and adequate adjustments. In other words, it is concerned with one’s
feeling. Because attitudes affect learning, it must not be underestimated in learning MS
Excel. For learners to understand the concepts of MS Excel better individual attitudes
towards the learning of the course must be positive.
The psychomotor domain is the most recent, the least known and perhaps the
least useful of the domains. It deals with learning which describes physical action or
skills involving the exercise of the muscles, or acts requiring neuromuscular
coordination (Simpson, 1966). Although learning MS Excel doesn’t involve much of
the psychomotor domain, but one has to have physical dexterity of handling mouse and
using the keyboard effectively and with ease.
The Effects of Teaching Methods and Techniques on Learning
Teaching comes from the old English word “taecan” meaning to show.
Teaching operationally, can be explained as imparting knowledge and skills to
individuals or groups which at end the individuals or the groups learn something new.
Method is a way of doing something or carrying something out (Microsoft Encarta
2007 Dictionaries). Teaching methods therefore, are ways of imparting knowledge and
skills to individuals or groups.
Nacino-Brown, et al. (1982) defined 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 have been called
“Traditional time tested methods” because they have stood the test of time. These
methods can be used well by skilled teachers of today, but it would be short-sighted to
try to use them all the time. This method includes the lecture method, discussion
method, demonstration method, project and group methods, and study trip method.
Nacino-Brown, et al. (1982) further explained teaching techniques as the way
in which one handles the different aspects or phases of one’s instructional method or
procedure. Choosing a particular method is not always effective. A teacher must
therefore use special techniques and varieties to ensure effective learning. For instance,
in using the “Discussion methods”, the manner in which the teacher asks the questions
make students always involve in the lesson. They asserted that “there are some
important activities in the classroom that are almost always used in every day lessons”;
review, drill practice, assignment and questioning. Because they are always used, they
are taken for granted no much attention is paid to prepare them. We fail to recognize
that the success of a good teaching and learning process depends on how well we
perform these activities. Although some instructors use one or more teaching
techniques in the classroom but, the extent of using the technique well becomes a
problem.
Demonstration and Activity Method of Teaching
Amoakohene, et al. (1998) said,” Demonstration is a means by which a learner
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.
The students are allowed to ask questions to clarify points they did not understand as
the demonstration goes on and then given the opportunity to practice the new skill
while teacher observe and make corrections where necessary. For effective
demonstration, it must be accompanied by clear explanations by the teacher of how the
skills are being demonstrated.
Olaitan and Agushibo (1982) explained demonstration method as “a method of
teaching, in which sight rather than hearing is the major means of communication;
though the two are often combined”. It is effective method because most people more
easily remember what they see than what they only hear or read. At its simple best, it
may only show an actual object, a model, a picture or a diagram.
Sarfo (2005), described demonstration as a method of teaching whereby the
leaner views a real or lifelike example of skill or procedures, which can be executed by
the learner or by the teacher. He went further to explain that it can be delivered by the
media such as computer, video, film and audio cassette player if the skills to be
practiced are verbal.
Activity Method on the other hand is a method of teaching whereby the learner
is involved in the teaching and learning process to perform an action. This method of
teaching is mostly used during practical lessons. It is used as supplementary teaching
method to other teaching methods like demonstration and group methods.
This method is normally used when students interest are to be aroused. At its simplest
best, it eases boredom on the part of students and engages learners in teaching and
learning process.
The Effects of Teaching and Learning Resources on Learning
Sarfo (2007), explained teaching and learning resources as instructional media,
hardware or audiovisual used in the way of solving complex problems. He further
emphasized that instructional media are hardware or audiovisual media used to deliver
instruction in education. He categorized the instructional media as mode and media.
Mode is the stimulus presented to the learner. Examples include written
symbols, printed text, and sounds.
Medium (singular) refers to anything that carries information from a source to a
receiver. Examples include film, television, diagrams printed materials, computer, and
an instructor. He went on to explain that learning materials refer to printed or other
media intended to convey event of instruction to facilitate learning which includes
textbooks, television, and a computer. Teaching materials on other hand refer to media
or materials intended to be used by the instructor or the teacher to facilitate teaching.
Examples include maps, projector, computer, TV, work sheets, charts, booklets, and
real objects.
From system perspective, Leshin, Pollock and Reigeluth (1992) classified
teaching and learning resources as the following:
1. Human based system (instructor tutor, role –plays etc).
2. Print-based systems (text books, manuals, workbooks, handouts etc).
3. Visual –based system (charts, books, maps, graphs etc).
4. Audiovisual –based system (video, film, slide-tape etc).
5. Computer –based system (computer- based instruction, hypertext, computer
based interactive video)
Uljens (1997) posits that to teach means to show someone something through
signs and symbols. Knowledge is in the mind of knower. The expert can only transfer
or teach the novice or dispense knowledge and skills to the novice through signs and
symbols. This suggest that the concept of knowledge can be defined more precisely
when taking into consideration the signs and symbols that represent them.
However if the analysis of this basic assumption is carried further, the basic
stimulus and responses requirement to support teaching and learning seem to have
some effects on the learner as follows:
1. Gain students attention and engage their motivation,
2. Stimulate previous lesson,
3. Provide learning objective,
4. Activate students in learning process,
5. Give speedy feedback,
6. Encourage appropriate practice.
Quality education rests on quality and effective teaching and learning. Therefore,
effective teaching and learning can be achieved if teachers make good use of learning
resources.
Amankra (1993) stated that most schools lack basic teaching and learning
resources and even where they are available; teachers do not often use them
effectively. Lack of teaching and learning resources is one of the problems facing
many schools in Ghana.
Campbell (1997) stressed that knowledge and skills are central to adequate
instructions; however teachers can even do better when they are provided with
appropriate resources.
Bloom, et al. (1956) posits that “Teaching and learning resources aid teaching
to be more effective and make learning easier”. They went further to say that learners
learn by doing and observing, and this calls for real life situations in the classroom.
Tamakloe, et al. (1981) explained that instructional materials are effective
mechanism of helping students to build clear accurate concepts in learning. Moreover,
materials are capable of widening students’ horizon and range of experience when
judiciously utilized.
Effect of Cooperative Learning on Students
Cooperative learning is method of learning whereby a group of learners work
together to maximize their own and each other’s learning (Johnson et al., 1985). Three
or four students working on a project learn more as they carry on discussion while
working through on assigned problem. Cooperative learning is not the same as group
learning. Because in group work, groups of students work together and working
together does not necessary mean “cooperation” –the basic ingredient that fosters
cooperative learning. Teachers should reinforce cooperative learning because learners
need to develop skills in working and learning together because the eventual
workplaces will require team work. However, at times competition in the classroom
interferes with students learning from each other.
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).
There are several approaches used to form cooperative groups in learning. Some
studies use heterogeneous groups with high ability, medium ability and low ability
students membership (Slavin, 1980).
Keeler (1995) concluded that mixed ability groups are preferred over
homogeneous groups in ability. This enables members to communicate with each other
as they work on a common task.
McGregor (1998), an expert in organizational communication, explained group
as a collection of people. He further stressed that it is not just random assembling of
independent individual, but rather ,it is composed of individual who interact verbally
and non verbally ,occupy certain roles with respect to one another and co-operate to
accomplish a common goal. It is therefore undeniable fact that HND in Secretaryship
and management Students will perform well in using MS Excel effectively to create a
more robust document when they are engaged in small groups.
Attitudes and Their Effects on Students Performance
Attitude is explained as a mental and neutral state of readiness, organized
through experience, exerting a directive of dynamic influence upon the individual
responses to all objects and situation with which it is related (Santrock, 2001).
Rokeach (1948) also sees attitude as 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 perceives and judges the
world. Attitude influences the individual ultimate results. Attitude therefore has a great
influence on the individual’s ability to perform positively or negatively. Some
individual 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).
Annor (1995) stressed that the culture of a society defines what the curriculum
of education should be. This implies that a student’s interest in a given subject would
be lacked if his culture doesn’t cherish it. In socio-economic status as a factor affects
students’ attitude towards learning.
Moreover, Rogers (1986) explained 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 their skills they need after school.
According to Annor (1995), peer group can influence student’s choice of
subject and courses without taking into consideration of their abilities, aptitudes and
interest in their field or course. Students who do well in certain subjects increase their
interest in learning the subject well and so improve performance. On the other hand,
the first performance in a subject by a student in which he performs poorly kills his or
her interest.
The above writings by the authors clearly attest to the fact that attitude play
very crucial and vital role so far as individual’s behavior of learning in a given
situation is concerned. Based on assumptions and assertions of the authors, the
researcher considers it more prudent and appropriate to examine students’ attitude
towards a particular subject using the dimensions of attitude as a guide. Students
attitudes to learning of a particular subject may be due to factors like; family culture,
socio-economic status, teachers, peers, and level of performance in the subject. The
above factors can have a negative effect in learning MS Excel, for instance when the
required material needed by the student for studies are not given.
The concept of Motivation on Learning
Motivation has been a central construct in both educational and psychological
research for the past sixty years and plays a significant role in several theories of
human development and learning (Weiner, 1990).
Elliot, et al. (2000), defined motivation as an internal state that arouses us to
action, pushes us in particular directions, and keeps us engaging in certain activities.
To be motivated therefore means to be moved to do something. A person who feels no
impetus or inspiration to act is thus characterized as unmotivated, whereas someone
who is energized or activated towards an end is considered motivated. Learning and
motivation are equally essential for performance. Learning enables us to acquire a new
knowledge and skills, and motivation provides the impetus for showing what we have
learned. In general, more-motivated people achieve much.
Motivation is an important psychological construct that affects learning and
performance in at least four ways (Owusu-Banahene, 2008):
1. Motivation increases an individual energy and activity level.
2. Motivation directs an individual towards certain goals.
3. Motivation promotes initiation of certain activities and persistence in those
activities.
4. Motivation affects the learning strategy and cognitive processes an individual
employs.
To motivate students to learn effectively to improve performance, the
following under-listed techniques of motivation should be used (Owusu-Banahene,
2008):
1. Make students active participants in learning.
2. Tell students what they need to do to success in your course.
3. Avoid creating intense competition among students.
4. Be enthusiastic about your student.
5. Vary your teaching methods.
6. Give students feedback as quickly as possible.
7. Reward success.
8. Avoid demeaning students’ comments.
9. Hold high but realistic expectation for your student.
10. Let your students know the value or worth of the concept or subject you are
teaching.
Empirical Review
Although, no empirical research work has been conducted on improving
students’ performance in MS Excel in Kumasi Polytechnic, a similar action research
has been conducted by Ayawli, B.B.K. on improving the performance of SMS 2
Student of Sunyani Polytechnic in MS Access.
According to Ayawli, B.B.K. (2008), demonstration, activity method,
motivation, teaching and learning materials, and group and cooperative learning help
to improve the poor performance in learning MS Access based on the results of the
action research he conducted at Sunyani Polytechnic on improving Students
performance in MS Access. He went further to say that step by step approach of
instructional delivery enables learners understand concepts and skills in a course very
well. His research was able to improve the performance of students in MS Access from
about 10% to over 60%. He further concluded that motivation , effective use of
demonstration and activity method ,effective use of teaching and learning materials,
and cooperative and group learning help to improve students learning in computer
related courses most specifically computer application programs.
Summary of Literature Review
This theme or sub heading gives briefly a summary from the entire literature
review. According to Microsoft Encarta (2007), Computer is a machine that performs
tasks, such as calculations or electronic communication, under the control of a set of
instructions called a program.
Shelly, Cashman, Vermaat (2006) defined hardware as electric, electronic and
mechanical components of a computer. System software consists of the programs that
control or maintain the operations of the computer and its devices (Shelly et.al, 2006).
According to Williams and Sawyer, productivity application software such as
word processing, Spreadsheets, and database managers make users more productive at
a particular task. Some productive application software comes in the form of an office
suite, which bundles several applications together into a large package. Microsoft
Office 2000,2003 and 2007 for example , include among other packages word, excel,
and access ,a word processing, Spreadsheet , and database programs respectively.
Dale and Lewis explained a Spreadsheet as application software that allows the
user to organize and analyze data using a grid of labeled cells. Microsoft Excel is an
example of a Spreadsheet. It is an application program used to perform calculations
and analysis. It is a program that allows the user to organize and analyze data using
grid of rows and columns called cells (Dale and Lewis).
Farrant (2000) and other authors attest to the fact that learning should include
the development of attitude, knowledge and skills (the three domains of learning).
Nacino-Brown, et al. (1982) stated that the choice of teaching methods and
techniques can affect teaching and learning either positively or negatively.
Amankra (1993), Bloom, et al (1956), Tamakloe, et al. (1996) and other authors
stressed on the effective teaching methods and their influence on students learning.
According to Kroll (1991), students develop more positive attitudes towards
the study of skills in cooperative group. Keeler (1995) stated that mixed ability groups
are preferred over homogenous ability group.
Rokeach (1948) and other authors confirmed that attitude provides a tendency
for people to respond favourably or unfavourably to an object and has great influence
on the individual’s ability to perform in a given situation.
According to Annor (1995), peer group can influence student’s choice of
subject and courses without taking into consideration of their abilities, aptitudes and
interest in their field or course.
Elliot et al. (2000), defined motivation as an internal state that arouses us to
action, pushes us in particular directions, and keeps us engaging in certain activities.
To be motivated therefore means to be moved to do something.
According to Ayawli, B.B.K. (2008), demonstration, activity method,
motivation, teaching and learning materials, and group and cooperative learning help
to improve the poor performance in learning MS Access.
Conclusions
The overview of the concept of MS Excel traced back from late 1970,s when
Daniel Brickling of Harvard Business School had the idea of computerizing
Spreadsheets electronically. Since its inception, it has been used in many organizations
for performing calculations and financial analysis. Due to its usefulness it was
introduced as course at most tertiary education level especially in Polytechnics. In
Kumasi polytechnic, it is being pursue as major course by students of HND
Secretaryship and Management Studies Department. The aim is to offer the students
the opportunity to acquire knowledge and skills to use MS Excel effectively after the
completion of the course.
Despite the importance attached to the course, no empirical research has been
conducted into why students who pursue the course perform poorly. The literature
review seems to point to apparent lack of studies in the above research questions;
changing students’ attitude and perception towards the study of MS Excel, effective
use of teaching and learning resources to improve teaching and learning MS Excel, the
use of demonstration and activity method to improve performance in MS Excel,
cooperative learning and the use of motivation to improve and enhance students
learning in MS Excel.
But according to Ayawli, B.B.K. (2008), demonstration, activity method,
motivation, teaching and learning materials, and group and cooperative learning help
to improve the poor performance in learning MS Access based on the results of the
action research he conducted at Sunyani Polytechnic on improving Students
performance in MS Access. He went further to say that step by step approach of
instructional delivery enables learners understand concepts and skills in a course very
well.
CHAPTER THREE
METHODOLOGY
This chapter of the research report deals with the methods and instruments used
in collecting data for the study. It provides a clear description of how data were
collected to enable the reader replicate the study. The chapter will include such themes
or sub headings as, the research design, the population, methods used in data
collection, the data collection instruments, and analysis of the data, and the
implementation of intervention design.
Research Design
There are several types of research designs used in carrying a research.
The purpose of this study was to find possible ways of improving the performance of
Second year HND Secretaryship and Management Studies Students of Kumasi
Polytechnic in MS Excel.
To achieve this, the researcher made use of the survey design as the framework
to identify the causes of the poor performance in the course. Survey design which is a
descriptive research design is a planned attempt to analyze and interpret the current
status of a thing or object, people or institution. It provides analyzed and interpreted
data for the guidance of the future course of action. Fact finding in nature, the survey
design describes the prevailing situation and suggests remedial measures or alternative
course of action. Learners’ lack of interest and misconception about the course,
inappropriate teaching methods and strategies, inadequate teaching and learning
resources, lack of motivation, and individual learning were evidenced to be the causes
of the poor performance of the students in the course. These prompted the researcher
to conduct this study to identify the appropriate measures to promote effective teaching
and learning of MS Excel application program among the Second year HND SMS
students in Kumasi Polytechnic, thereby improving their performance in the subject
area.
Population and sampling
The research was undertaken in the Secretaryship and Management Studies
Department of Kumasi Polytechnic. The Department runs both Diploma in Business
Studies (DBS) and Higher National Diploma in Secretaryship and Management
Studies programs. At the time of the research, the department had a student population
of four hundred and forty-two (442) students. Out of the total student population, two
hundred and forty-two (242) were HND students and two hundred (200) were DBS
students. Out of 242 SMS HND students, 91 were first years, 75 were second years,
and 76 were third years respectively. The whole student population of Second year
SMS students of seventy-five (75) offer Computer Applications I (MS Excel) as a
major course. They were the target for the study because they were the class from
which the researcher perceived and evidenced the problem of the poor performance in
MS Excel.
But random sampling was employed as the sample framework to collect data.
Forty (40) first year students were involved in the in the data collection to have their
views on the course, because they were to be the next group to study the course. In
addition, Fifty (50) third year HND SMS students were also included in the data
collection during the study since they had already taken Computer Application I (MS
Excel) as a course in the previous academic year in the first semester. Hence the total
number of 165 formed the population of students involved in the data collection.
Since instructors also form core factor in teaching and learning process, eight
(8) Information Technology Instructors who handle Computer Literacy were also
included in the study’s population to ascertain their views on the performance of
students in MS Excel. Therefore, the total population for the data collection was one
hundred and seventy - three (173).
Methods for Data collection
In order to ensure broader perspective analysis and provide adequate and
accurate supporting data, the framework for the collection of data in the study was
triangular. The purpose of triangulation is thus to provide a basis for convergence on
the truth.
Data Collection Methods
In the process of this study, the following data collection methods were used to get
information, and assess the progress of the students to support the interventions, and to
assess the outcome of the research:
Observation
Interview
Document analysis
Observation
Observation is using one’s sense to see, smell, touch, occasionally and to listen
to what is going on in a given social setting. In this research, non- participant
observation was used. With non-participant observation, the researcher is physically
present but only as a spectator who does not become directly involved in the activities
of the people who are being studied. The researcher’s presence allows a wide range of
observation to be made. In undertaking the observational study of the students, the
following were taken into considerations as the key factors;
The observational method if properly used overcomes the limitations of the
other methods, which mostly depend on self-support which makes the respondents bias
about the information they give.
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.
The observation method was used at both the diagnostic stage and the
implementation stage .At the diagnosis stage, it was used to observe the practical work
of students in MS Excel to identify their level of performance in the subject area. In
addition, the method of teaching was also assessed to find how students would respond
to the teaching method. At the implementation stage, the researcher observed students
to find their performance, involvement, and the interest in the MS Excel.
Interview
Interview is face -to -face meeting between a questioner and a respondent or
oral presentation of an opinionaire or attitude scale. It is often used in collecting data
for descriptive studies, action research, evaluation and sometimes correlation studies.
Interview as a research method is unique in the sense that it involves the collection of
data through direct verbal interaction between individuals. To ensure effective data
collection using interview as a technique, unstructured type of interview was used at
both the diagnostic stage and after implementation stage.
At the diagnostic stage, instructors who teach computer Literacy were
interviewed to find the causes of the poor performance of students in MS Excel.
Students were also interviewed to assess their views about their inability to perform
well in computer related courses and more particularly in MS Excel.
After the implementation stage, students were also interviewed to ascertain the
effectiveness of the various interventions used during the research and how they have
improved their performance in MS Excel.
Documents Analysis
To get more relevant and authentic information for the research, a thorough
document search was conducted, and the following were the sources where the
documented information was obtained from:
Statistics and Computer Studies Department
Secretaryship and Management Studies Department
The School Library
Educational materials such as students note books, test papers, and reference materials
cited.
Instrument for data collection
Questionnaires
Observation checklist
Interview schedule
Document analysis checklist
Questionnaires
Questionnaires are written instrument that contain a series of question or
statements called items that attempt to collect information on a particular topic. It is
useful for large scale surveys involving collection of data from literate respondents, as
respondents are required to answer in writing. Questionnaires were used at diagnostic
stage to get information from both Students and Instructors
During the diagnostic stage, questionnaires (Appendix A) were administered to
students to provide facts in order to assess the interest, perception, and performance in
MS Excel. Sampling technique was used during the time when questionnaire was
administered as a data collection tool. Forty first years, seventy five second years, and
fifty third years were involved respectively. Questionnaires (Appendix B) were also
given to eight (8) Instructors who teach Computer Literacy and Information
Technology during the diagnostic stage to generally assess the methods used in
teaching MS Excel and the possible causes of poor performance of students in MS
Excel.
Observation Checklist
Observation checklist (Appendix I) was used to observe sampled students at
the implementation stage as a supplementary instrument to cross check the truth, the
validity, and the reliability of the non-participant observation method on how students
have improved on their performance in the course
Interview Schedule
Interview schedule (Appendix J) was designed for sampled students as a data
collection instrument to support and cross check the validity and the reliability of the
unstructured interview during the diagnostic stage to ascertain information from the
sampled students to get their views on the problem under study.
Document Analysis checklist
Document analysis checklist (Appendix K) was used to support document
analysis of the study to find the various places where documented information was
obtained and the kind of document being obtained during the research.
Assessment Instruments for data collection
Class Exercise
Class exercise (Appendix G) was used by the researcher as a useful tool to
collect information on the individual performance at the diagnostic stage. At the
diagnostic stage, class exercise was given to the individual students to help the
researcher identify peculiar problems of the students in the subject area as primary
data.
Class test
Class test (Appendix H) was used after the implementation stage to assess the
general skills students have acquired in using MS Excel effectively to come out with a
more robust Excel document.
Data Analysis
The researcher made use of statistical methods and tools to analyze the data
collected. Major and relevant questions of the study on the questionnaire were
analyzed and the number of respondents who gave particular response was also
recorded. Tables, charts and, graphs were used to analyze the questions answered by
the respondents. Figures were also used to support and illustrate and interpret the
findings.
The following research questions became necessary, and were considered for
appropriate interventions to be designed for the study.
1 What should be done to change the attitude and perception of students towards
learning MS Excel and to boost their interest in the subject?
2 How can the effective use of teaching and learning resources improve students’
learning in MS Excel?
3 To what extent will motivation help improve the performance of students in
MS Excel?
4 Can the Demonstration and Activity Methods of teaching and learning enhance
understanding of concepts and acquisition of skills by students in MS Excel?
5 To what extent will the use of cooperative learning help improve students’
performance in MS Excel?
Implementation of Intervention Design
To answer the above research questions for the study, the following activities
were carried as the implementation of intervention design. The interventions used were
demonstration and activity method, practical session, group project work, and effective
use of teaching and learning resources.
To make students learn MS Excel more effectively, the intervention design
made use of phases approach by breaking the course into topics for easy
understanding. Each topic consisted of different subtopics to enable the learners grasp
more concepts in MS Excel. Each topic was learnt twice a week within a time frame of
one hundred and twenty minutes (120 minutes) and sixty minutes (60 minutes)
respectively. The one hundred and twenty minutes was used for demonstration and
student activities during teaching and learning process and the sixty minutes was used
as practical session to enable the students put into practice what they have learnt
during the one hundred and twenty minutes lessons. Group assignments and
presentations were also given to student to ascertain their learn skills and level of
improvement. Learning resources were effectively used to support teaching and
learning. The following under-listed topics were covered under the implementation of
intervention design within the various weeks.
1. History of Spreadsheets
2. Exploring through MS excel
3. Entering and editing of data in the worksheet
4. Formatting of worksheet
5. Formulas and functions
6. Integration of Excel with other programs
7. Charts
8. Sorting and filtering of list
9. Preparing worksheet for printing
Using Demonstration and Activity Method for the Intervention Design
Week One
Topic1: History of Spreadsheets
The history of Spreadsheet was discussed with students for them to recognize
how MS Excel emerged from Spreadsheet. The various types of Spreadsheets were
also mentioned to students. Advantages and disadvantages of Spreadsheet were
discussed among students. Assignment was given to students to find more advantages
and disadvantages of MS Excel. The assignment was discussed during the sixty
minutes lesson to finally come out with the advantages and the disadvantages of using
MS Excel.
Week Two
Topic 2: Exploring Through Ms Excel
Learners were taken through how to launch MS Excel from all programs in the
start menu through demonstration from a projected screen. The various parts of MS
Excel interface were identified from a projected screen, and their functions discussed
with students. For example cell, sheet tabs, various bars, commands, worksheets,
workbook, task pane, scrollbars, formula bar, name box etc. They were also taken
through the steps of creating a folder and saving a workbook in a folder.
Figure 1: How to launch MS Excel from the Start
Figure 2: Parts of MS Excel Worksheet interface
Week Three
Topic 3: Entering and Editing of Data in a Worksheet
The students watched demonstration from a projected screen on how to enter
data in a worksheet. Emphasis was placed on text and figure alignment in worksheet.
Learners were also given the opportunity to enter data in the worksheet.
They were also taken through how to edit data in the worksheet using the delete and
backspace keys appropriately through demonstration. For instance, the backspace key
deletes a text or figure from right to left and the delete key deletes from left to right.
They were taught how to use the edit mode to edit data by using the F2 key. The
students were given the opportunity to enter and edit a given data in the worksheet.
Week Four
Topic 4: Formatting of a Worksheet
The researcher took learners through the various formatting options through
demonstration using a projected screen. The formatting options included font types,
bold, colours, renaming sheet tabs, freezing, hiding and unhiding of worksheet and
workbook, splitting, number formats, protecting and unprotecting workbook. Learners
were also given the chance to practice all the various formatting options after
demonstration. Learners were also taken through errors in MS Excel, and the various
ways of correcting them were also discussed through demonstration. Examples
included #####, #DIV/0, #VALUE, #REF!, #NAME, #NUM.
Week Five
Topic 5: Formulas and Functions
The researcher used three weeks for teaching and learning of formulas and
functions because, it was the topic which most students found as the most difficult.
Learners were taken through the basic mathematical, logical, and relational operators
in the first week using demonstration method to enable them familiarize themselves
with the operators and use them appropriately in formulas like Sum, Difference,
Product, Average, Maximum, Minimum, and Count. Learners were given enough time
to use the operators to perform different calculations during the student activity
session.
Week Six
Topic 6: Formulas and Functions
In week six, learners were taken through the other in built functions. More
emphasis was placed on the IF function to enable learners use it to perform analysis.
The use of nested IF function was demonstrated to students to come out with an
examination score sheet of a given school. Learners were made to practice using the
Nested IF function to perform analysis based on given information.
Figure 3: A Score Sheet of a School using the Nested IF function
Week Seven
Topic 7: Financial and Time Functions
In week 7, financial and time functions were continued. Learners were taken
through some financial in built functions in MS Excel. More emphasis was placed on
PMT, IPMT, DDB, FV and PPMT functions as they are being used in MS Excel to
perform financial calculations. In addition, time and date functions were also taught
through demonstration from a projected screen. Learners were also allowed to practice
using computers at the lab.
Week Eight
Topic 8: Integrating Ms Excel with Other Application Programs
The researcher took learners through the various ways of integrating MS Excel
with other application programs like MS PowerPoint and MS word. The three methods
of integration; copying and pasting, linking, and embedding were discussed with
learners and examples given through demonstration from a projected screen. The
importance of integration was thoroughly discussed with students in groups. Learners
were made to practice using the computers at the lab. Group’s assignment was given to
each group to come out with integrating MS Excel file with any application program of
their choice. After the presentation of the group assignment, the steps of linking MS
Excel with other application programs were thoroughly discussed with students since
most of them found it difficult to understand.
The steps were as follows:
1. Launch the two programs
2. Select the source document
3. Go to the edit on the menu bar and choose copy
4. Launch the destination document
5. Go to the edit command on the menu bar and choose paste special
6. Select paste as link from the dialog box that appears, and click OK.
The researcher also took learners through how to create a hyperlink in MS Excel. More
practical work was done which aroused the interest of the students because they were
able to understand the lesson easily and also felt the reality of the topic.
Week Nine
Topic 9: Charting in MS Excel
Using demonstration and activity method, learners were taken through the process
of drawing charts in MS Excel based on a given data. Various chart types were
discussed with learners. The four steps of drawing charts were discussed with students
as follows:
1. Click on chart wizard and select chart type
2. Select chart source data
3. Select chart option
4. Select chart location
Figure 4: The first step (chart type) of drawing a chart
Figure 5: The second step (chart source data) of drawing a 3-D Pie Chart
Using demonstration and activity method, learners were helped to explode and
de-explode a pie chart to lay emphasis on the various sectors of it.
Figure 6: Exploded 3-D Pie Chart
The researcher also taught students how to draw different types of charts following the
steps. Students were put into groups to draw different types of charts based on a given
data.
Week Ten
Topic 10: Sorting and filtering in MS Excel
In week ten, the researcher discussed sorting and filtering of information in MS
Excel with learners. Learners were made to understand the meaning of sorting and
filtering. Using demonstration and activity method, learners were taken through sorting
of information either in ascending or descending order. In addition, through
demonstration, they were helped to filter for information using the search features like
auto filter, find and replace, and a form. Learners were given a list to filter based on
given criteria. Learners were grouped to filter given information using a specified
search feature.
Week eleven
Topic 11: Preparing Worksheet for Printing
Week eleven which was the last week of the implementation of the intervention design
was assigned for preparing a worksheet for printing. Using demonstration and activity
method, the researcher took learners through the print options of printing MS Excel
document. The options included hiding of grid lines, page orientation
(portrait/landscape), margins, printer selection and print area options, number of copies
and, pages to be printed.
Learners were also taken through header and footer through demonstration. Learners
were given enough time to practice using the computers at the lab.
Figure 7: A dialog box of Page Setup
Figure 8: A dialog box of a Header and a Footer
Practical Sessions during the Implementation of Intervention Design
Because students learn best when they are involved in teaching and learning
process, learners had practical sessions for sixty minutes (1hour) of every topic treated
to enable them put into practice all the lessons they have learnt during the one hundred
and twenty minutes (2 hours) lecture. This practical session helped the learners to
remedy some of the difficulties they have had during the normal teaching and learning
process. It also gave some learners the opportunity to learn at their own pace due to
individual learning differences. Learners also used the practical session to complete
group and individual assignment since most of them were not having their own
computers. During the practical session, individuals were assisted by the researcher
and other colleague students who had already grasped the concept of the topic under
consideration. Since students always had the opportunity to practice, it boosted their
interest and the desire of learning MS Excel.
Presentation of Group Work and Projects during the Implementation Design
During the implementation design, learners were grouped to present group
work and projects. This grouping helped to enhance cooperative learning and to find
how learners have grasped the various concepts taught. The topics were given to
learners to come out with their findings and present to the class in every two weeks
under the supervision of the researcher and other college lecturers.
The purpose of the group projects was to help assess the practical and real problem
solving skills of the learners in using MS Excel to solve real life situations. It was also
used to enhance team work among learners in solving real life problems since they will
be working as a team at their various places of work after completion of the course.
Moreover, the group projects were used to help eliminate the misconception
that MS Excel was a difficult subject and was made for Accountants and IT
Professionals.
Some of the topics that learners presented in groups as projects included the history of
MS Excel, using the nested IF to generate a score sheet of a given School, sorting and
filtering of information, and charting in MS Excel.
Effective Use of Learning Resources during the Implementation of Intervention
Design
The researcher made good use of teaching and learning resources effectively
during the implementation of intervention design. The existing teaching and learning
resources in the Polytechnic were put to good use to enhance learners understanding of
concepts. Learners learn best when they interact with teaching and learning support
materials, and for that matter, resources which included 45 computers stocked in the
laboratory, electronic projector and the white marker board available were used during
lectures. Due to the presence .of electronic projector, the researcher prepared and used
PowerPoint presentations to present lessons which were able to serve the entire
population of the class. In addition, the electronic projector helped the researcher to
effectively use demonstration and activity method to present lessons to learners to
involve them in teaching and learning process.
Moreover, computers which were available at the laboratory helped learners to
practice demonstration and also put into practice what they have learnt during and after
lessons. The computers also helped the learners to do individual assignments and
projects since most of them were not having their own computers.
Learners also used the electronic projector to present their project work and
assignment in PowerPoint. The researcher also used a printer as a learning resource
during the lesson on preparing a worksheet for printing to demonstrate to learners how
to print a worksheet.
CHAPTER FOUR
RESULTS OF THE STUDY
This chapter looks at and considers the in depth critical analysis of the entire
data collected and the feedback of the research.
The chapter is made up of two major sub thematic sections which are: The Background
Analysis of Data, and Findings and Discussions.
The Background Analysis of Data
This sub sections takes a critical look at the population and data collection
procedures used in the research. The researcher undertook the study in Secretaryship
and Management Department to improve the performance of SMS Second year
Students in MS Excel application program. The population for the research covered
only the HND SMS students in year one, two and three with a total population of Two
hundred and forty –two (242) and eight instructors that teach computer related courses.
Although, the target group for the research intervention was HND SMS year
two students of Kumasi Polytechnic because they were the group which the problem
was perceived, observed, and evidenced, but HND SMS year one and three were
involved in data collection because, they were the next group to take Computer
Application I as course and also the group that had just taken the course in the previous
academic year respectively.
Post –Test were administered to only the SMS 2, the intervention group,
because they were the group which the problem was observed. Questionnaires were
given to the first, second and the third year groups to solicit for their views for proper
and critical analysis of the data for the research intervention. Unstructured Interviews
were also granted to both I.T instructors and the second year group. Class test and
exercise, and observation were also used during the data collection process to ascertain
more information from the learners to seek for proper intervention procedures. The
average age for the target group was 23 years and that of instructors was 32 years
respectively. The gender composition for the target group was seven (7) for male and
sixty eight (68) for female respectively.
Findings and Discussions
This sub section takes a critical look at data collected from the population for
the research intervention and the feedback from the data collected. It represents the
data statistically ascertained through questionnaires, interviews, tests, exercises, and
observations during the study. The information obtained have been qualitatively and
quantitatively analyzed for a more comprehensive and realistic results. The
questionnaires that were given and interviews granted to both Students and Instructors
have been critically analyzed and their outcomes presented in tables in the chapter.
Results from and post test have also been analyzed and presented in tables and in
graphs for easy understanding and for further analysis.
The analysis of the results of the study has been divided into the following sections:
1. Analysis of the responses from students and instructors during the pre
intervention stage
2. Analysis of pre and post 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 sampled first, second and third year students
numbering one hundred and sixty-five(165) and 8 Information Technology and
Computer Literacy Instructors to help collect data to facilitate the research. The
answers and responses from the questionnaires were critically analyzed as follows
under the various research questions of the study:
Research Question 1
What should be done to change the attitude and perception of students towards
learning MS Excel and to boost their interest in learning the subject?
Table 1: Frequencies and Percentages of Age Range of Students
Age
range
(Years)
Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
17-20 6 15.0 21 28.0 4 0
21-25 30 75.0 41 55.0 38 76.9
26-30 2 5.0 9 12.0 5 23.1
31 and
above
2 5.0 4 5.0 3 0
Total 40 100 75 100 50 100
From table 1, majority of the respondents were between the ages 21-25 years.
More specifically, majority of the respondents in SMS 2 which the intervention was
meant for were between the ages 21-25 years representing a percentage of 55.0. Since
age has a relationship with learning, intervention to change students’ attitude positively
and develop their interest in learning MS Excel, the age range of 21-25 should be the
benchmark to properly address the individual needs. In addition, the 21-25 age groups
should be considered critically when deciding to change the attitude and perception of
students in learning MS Excel.
Table 2 indicates that majority of the respondents are females for the three
levels. More specifically, majority of SMS 2 respondents are female and represents a
percentage of 90.7.
According to Risberg, et al. (2008),”Female Students often underestimate
themselves. This indicates that when tutoring, you have to instruct female students
‘how to fly’ and male students ‘how to land’.” It has also been found out that female
students don’t like courses that involve tools and machines. Gender differences
therefore need to be taken into consideration when designing instructional and learning
strategies. Moreover, in changing the perception and arousing the interest of students
in MS Excel, since gender has influence on learning and more female students are
involved in this study, their interest and individual needs should be critically
considered.
Table 2: Frequencies and Percentages of Students Gender
Response Frequency
(SMS1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
Male 5 12.5 7 9.3 5 10.0
Female 35 87.5 68 90.7 45 90.0
Total 40 100 75 100 50 100
Table 3 indicates the interest SMS Students have in the various packages in
Microsoft Office Suite. From the table, it is evident that most students don’t have
interest in learning MS Excel. From the table, the frequency of SMS 2 students’
interest in MS Excel represents a percentage of 5.0 as against the other MS packages.
This means that most of the learners have negative perception towards the course with
diverse reasons such as; MS Excel is difficult and is for IT Professionals and
Accountants, and involves a lot of calculations.
Boateng (1998), further stressed that attitude affects the way a person
conceives and judges the world, and for that matter, learners’ attitude towards a subject
must be positive for better understanding of concepts in the subject.
Table 4 shows the frequencies and percentages of SMS students’ responses as
to whether they would have registered for Computer Application 1 (MS Excel) if it
was an optional course clearly indicates that majority of the students wouldn’t have
registered for it. It was evident that majority of the respondents chose the option “NO”
meaning they had initial negative perception about the course.
The response from HND SMS year two group which the study was carried on
represents 93.0% for the option “NO” as against 7.0% for the option “YES” indicates
that they have negative perception towards MS Excel, therefore with interest in the
course.
Table 3: Frequencies and Percentages of Students Interest in MS Office Packages
Response Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
MS Excel 3 7.5 4 5.0 8 16.0
MS Word 30 75.0 53 71.0 29 58.0
MS Access 2 5.0 3 4.0 5 10.0
MS
PowerPoint
5 12.5 15 20 8 16.0
Total 40 100 75 100 50 100
With reference to table 5 which shows the frequencies and percentages of HND
SMS Students responses to the difficulty level of some major topics in MS Excel, all
the respondents chose formulae and functions as the most difficult topic in MS Excel
and represented 100%. This indicates that females don’t like subjects that involve
mathematics because; gender demography of the population for the study is dominated
by females. In view of this, teaching strategy for this topic should be carefully
designed to address individual needs of the learners.
Table 5 shows that formula and functions are the most difficult MS Excel topic
and represented 100% as against other MS Excel topics. This means that when
teaching the topic, more demonstration and students activity should be more
emphasized. In addition, more practical exercise should be given to students to enable
them solve more problems.
Table 4: Frequencies and Percentages of Students responses as to whether they would
have registered for Computer Application I (MS Excel) if it was an optional
course
Response Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
Yes 2 5.0 5 7.0 4 8.0
No 38 95.0 70 93.0 46 92.0
Total 40 100 75 100 50 100
Table 6 shows the MS Office applications which Lecturers enjoy teaching it. It is clear
that majority of the Lecturers don’t like teaching MS Excel. The interest majority of
the Lecturers have in MS Excel represents 12.5% as against the other applications.
Because of the low interest they have, it will be translated into their teachings which
would not boost students’ interest in the subject.
Table 7 clearly indicates that majority of the respondents do not have
computers. It is evident that 67 out of 75 respondents of HND SMS 2 do not have
computers and represents 91.0%. This means that students cannot practice after school
hours, and for that matter cannot put into practice what they have been taught by the
Lecturer.
Table 5: Frequencies and Percentages of Students level of difficulty in major MS
Excel topics
Response Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
Formatting 0 0 0 0 0 0
Charting 0 0 0 0 0 0
Sorting
and
Filtering
0 0 0 0 0 0
Formulae
and
Functions
40 100 75 100 50 100
Total 40 100 75 100 50 100
Table 8 clearly shows that majority of the respondents did not have any
knowledge in any of the MS Office Packages. Majority of HND SMS Two students
which the research was conducted on chose the option “NO” and represented 91.8% as
against the option “YES” which represented 9.0%.
From table 7 and 8, it is clear that because majority of the respondents did not
have computers, they did not get the opportunity to learn any of the MS Office
Packages before being admitted into of Kumasi Polytechnic, hence don’t have any
relevant previous knowledge in MS Excel.
Table 6: Frequencies and percentages of MS Office Applications Lecturers enjoy
teaching it
Response Frequency Percentage (%)
MS Word 3 37.5
MS Excel 1 12.5
MS PowerPoint 2 25.0
MS Access 2 25.0
Other 0 0.0
Total 8 100
Research Question 2
How can the effective use of teaching and learning resources improve students’
learning in MS Excel?
Table 7: Frequencies and percentages of Students responses as to whether they have
Computers
Response Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
Yes 4 10.0 8 11.0 9 18.0
No 36 90.0 67 91.0 41 82.0
Total 40 100 75 100 50 100
Although, table 9 shows that 40 out of 45 representing 88.9% of the
respondents who have computers and also have MS Office suite installed on their
computers was proportionally greater than those who have computers but do not have
MS Office Suite installed. It is clear from table 8 that they could not make good use of
the computers because; they did not have any knowledge in any of the MS Office
packages.
Table 8: Frequencies and Percentages of the responses of Students as to whether they
did learn any MS Office package before coming to Kumasi Polytechnic
Response Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
Yes 9 23.0 7 9.0 4 8.0
No 31 87.0 68 91.0 46 92.0
Total 40 100 75 100 50 100
Table 9: Frequencies and Percentages of the responses of students who have
computers and as to whether they have MS Office Suite installed on their
computers
Response Frequency Percentage (%)
Yes 40 88.9
No 5 11.1
Total 45 100.0
As indicated in table 10 which shows the frequencies and percentages of HND
SMS students responses as to whether they have any reading material or text book on
Ms Excel. It is clearly evident that majority of the respondents do not have any reading
material on MS Excel. More specifically, only 8 out 67 representing 11.0 % of HND
SMS 2 students have reading material on MS Excel. Moreover, those who have,
bought the materials on their or received them as gifts from their friends and family
members.
On the contrary, 86.4% of HND SMS 2 students do not have any form of
reading material on MS Excel. This will make it difficult for learners to carry further
studies and to do individual practice after normal lecture hours.
It is indicated from table 11 that majority of the respondents chose the option
“NO”, meaning that teaching and learning materials usage was very low at the various
levels in teaching MS Excel. Although, some teaching and learning materials were
used representing 17.5% for SMS 1, 11.0% for SMS 2, and 22.1% for SMS 3
respectively. This means that individual respondents saw the effectiveness of the
various materials differently.
It is also evident from the table 11 that HND SMS 2 where the problem was
perceived and observed, majority of them chose the option NO which represented
89.0% as against the option Yes which represented 11.0% respectively, indicating that
majority of the respondents perceived that no teaching and learning materials were
used. It is therefore concluded that the various teaching and learning materials were
not effectively used in teaching and learning MS Excel. Some of the teaching and
learning materials mentioned by those who chose the option yes included; computers
at the laboratory and projector.
Table 12 shows the frequencies and percentages of responses of Lecturers and
Instructors as to whether they use teaching and learning materials in teaching MS
Excel representing 100% of the option “YES” clearly indicates that all the Lecturers
and instructors use teaching and learning materials in their teachings.
On the contrary, table 11 shows the responses of students as to whether
Lecturers and Instructors use teaching and learning materials indicates that the use of
teaching and learning materials is very low. Comparing the two tables 11 and 12, it is
evident that the teaching and learning materials which the Lecturers and Instructors
claimed they used were either not understood by the learners, not relevant, or not
effectively used in teaching and learning MS Excel.
Table 10: Students responses as to whether they have any reading material or text
book on MS Excel
Response Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
Yes 6 15 8 11.0 7 14.0
No 34 85.0 67 89.0 43 86.0
Total 40 100 75 100 50 100
Table 11: Frequencies and Percentages of students’ responses as to whether teaching
and learning materials were used in teaching MS Excel
Response Frequency
(SMS 1)
Percentage
%
(SMS 1)
Frequency
(SMS 2)
Percentage
%
(SMS 2)
Frequency
(SMS 3)
Percentage
%
(SMS 3)
Yes 7 17.5 8 11.0 11 22.0
No 33 82.5 67 89.0 39 78
Total 40 100 75 100 50 100
Table 12: Frequencies and Percentages of responses of Lecturers and Instructors as to
whether they use teaching and learning materials in teaching MS Excel
Response Frequency Percentage (%)
Yes 8 100.0
No 0 0.0
Total 8 100.o
Research Question 3
To what extent will motivation help improve the performance of students in
MS Excel?
Table 13 shows that majority of the respondents do not get any form of
motivation from their Lecturers and Instructors during their teachings and represented
94.5% as against 5.5% of the option No. But for effective teaching and learning,
motivation becomes a key factor that is why many researchers on learning put much
priority on motivation.
According to Farrant (1980), motivation is the force that determines how much
effort an individual puts into his or her learning. Moreover, Annor (1997), Coombs
(1995), Kasambira (1993), and Blege (1986) , all point out that without motivation ,
there cannot be effective learning because, motivation is a factor which makes the
learner anxious to learn.
Despite the responses of students in table 13 indicating a higher proportion of
no motivation from Lecturers and Instructors, table 14 indicates that all the eight (8)
lecturers representing 100% use motivation in their teachings. This means from table
14 that the learners did not have any direct impact from the kind of motivation the
lecturers claim they use in their teachings.
Table 13: Frequencies and percentages of students’ responses as to whether their
Lecturers and Instructors use any form of motivation during the teaching of
MS Excel
Response Frequency Percentage (%)
Yes 9 5.5
No 156 94.5
Total 165 100.o
Table 14: Frequencies and Percentages of Lecturers’ responses as to whether they use
any form of motivation during the teaching of MS Excel
Response Frequency Percentage (%)
Yes 8 100.0
No 0 0.0
Total 8 100.o
As shown in table 15, only 8 respondents representing 5.0% study MS Excel at
their own leisure time. The remaining respondents of 157 representing 95.0% do not
study MS Excel at their own leisure time. This implies that learners are not being
motivated to enable them have the pleasure and the interest to study the subject.
Table 15: Frequencies and Percentages of Students responses as to whether they study
MS Excel at their own leisure time
Response Frequency Percentage (%)
Yes 8 5.0
No 157 95.0
Total 165 100.o
Research Question 4
Can Demonstration and Activity Method of teaching and learning enhance
understanding of concepts and acquisition of skills by students in MS Excel?
Table 16: Frequencies and Percentages of Students responses to which approach of
learning MS Excel they prefer.
Response Frequency Percentage (%)
Theory 5 3.0
Practical 150 91.0
Both 10 6.0
Total 165 100.0
Although, some students prefer learning MS Excel by theory or both practical
and theory which represents 3.0% and 6.0% respectively, it is evident that majority of
the respondents prefer learning MS Excel by only practical means representing 91.0%.
On the contrary, majority of students who were interviewed during the
diagnostic stage stated that they learned MS Excel by only theory. But to make
learning more easier and understandable, learners must be involved and put into
practice what they have learnt. It is evident from the table 16 that respondents prefer
practical approach of learning to theory and for that matter, learning by theory will not
encourage them to learn the concepts of the subject well.
From table 17, it is clear that almost all except 5 out of 165 representing 3.0%
of the respondents are of the view that more practical work will make them understand
and like MS Excel and other computer application program. It is also evident from the
table that respondents prefer practical approach of learning to theory and for that
matter, learning by theory will not make them like learning the concepts of the subject
well. Based on this, more practical approach should be the central focus in teaching
and learning MS Excel.
Table 18 indicates clearly that the teaching strategy used by the Lecturers most
often is the lecture method, which represents 91.0% as against Peer Teaching,
Discussion Method, and Demonstration and Activity Method which represent 1.0%,
5.0%, and 4.0% respectively. This means that students are not involved in teaching and
learning process. But according to Bloom et al. (1956), children learn by doing and
observing and this calls for real life situations in the classroom.
It appears in table 19 that majority of the respondents representing 95.8%
responded that they do not like the way MS Excel are taught by their Lecturers as
against 4.2% of the respondent who responded that they like the way MS Excel is
taught by their Lecturers. As the majority of the respondents are of the view that they
don’t like the way MS Excel is taught by their Lecturers, it means that the right
teaching strategies are not being employed by the Lecturers as indicated in table 18,
hence not enhancing the learners understanding of the concepts of MS Excel.
Table 17: Frequencies and Percentages of Students responses as to whether more
practical work will make them like MS Excel and other computer application
programs.
Response Frequency Percentage (%)
Yes 160 97.0
No 5 3.0
Total 165 100.0
From table 20, 6 Lecturers representing 74.5 % responded using lecture method
in their teaching and learning process. Only 2 responded for using discussion method
representing 25.5% in teaching MS Excel. None of the respondents chose
demonstration and activity method as a teaching method that they use in teaching MS
Excel.
According to Nacino Brown, et al. (1982), teaching method is the manner in
which the content of a program is presented to students or learners. He therefore calls
for teachers to use special techniques to ensure effective learning atmosphere.
Table 18: Frequencies and Percentages of responses from Student of the teaching
methods their Lecturers use in teaching MS Excel
Response Frequency Percentage (%)
Lecture Method 150 91.0
Peer Teaching 1 1.0
Discussion Method 8 5.0
Demonstration and Activity
Method
6 4.0
Total 165 100.0
Table 19: Frequencies and Percentages of Students responses as to whether they like
the way MS Excel is taught by their Lecturers.
Response Frequency Percentage (%)
Yes 7 4.2
No 158 95.8
Total 165 100.0
Table 20: Frequencies and Percentages of teaching methods used by Lecturers in
teaching MS Excel
Response Frequency Percentage (%)
Lecture Method 6 74.5
Discussion Method 2 25.5
Demonstration and Activity
Method
0 0
Total 8 100.0
Table 21: Frequencies and Percentages of Lecturers responses as to whether their
academic qualification is computer related
Response Frequency Percentage (%)
Yes 3 37.5
No 5 62.5
Total 8 100.0
Table 21 shows the responses from lecturers as to whether their academic
qualifications are computer related. It is evident that the majority of the respondents
don’t have their academic qualifications in computer related course representing
62.5% as against 37.5% of those who have their academic qualifications in computer
related courses.
Since majority of the respondents do not have their academic qualifications in
computer related courses, most of them may be lacking ideas on some concepts and
cannot teach the topics well or skip some of them.
Table 22: Frequencies and Percentages of Lecturers responses as to how long they
have being teaching Computer Literacy
Years range Frequency Percentage (%)
1-3 6 75.0
4-10 2 25.0
11 and above 0 0.0
Total 8 100.0
From table 22, majority of the respondents have being teaching computer
literacy within the year range of 1-3 representing 75% as against 25% of those who
have being teaching within the year range 0f 4-10. None of the respondents have being
teaching between the year range of 11 and above representing 0%.
It says that “Experience is the best teacher”, but from the table, it is evident that
those who have being teaching the course for fewer number of years are more than
those who have being teaching the course for many years, and this will by all means
affect their teaching, and the kind of teaching technique to use to address the
individual needs.
Research Question 5
To what extent will the use of cooperative learning help improve students’
performance in MS Excel?
It is evident from table 23 that majority of the respondents prefer group
learning to individual learning. Those who prefer group learning represented 86%as
against those who prefer individual which represented 14.0%.
Based on this, the kind of students learning should be based on group than individual.
Table 23: Frequencies and Percentages of Students responses to the type of learning
they prefer
Response Frequency Percentage (%)
Individual 23 14.0
Group 142 86.0
Total 165 100.0
Table 24: Frequencies and Percentages of Lecturers and Instructors responses to the
kind of assignments, exercises, and projects they give to their learners
Response Frequency Percentage (%)
Individual 6 75.0
Group 1 12.5
Both 1 12.5
Total 8 100.0
Table 24 indicates that majority of the respondents give exercises, assignments,
and project on individual bases as against group or both.
Although, it says that students do copy work when they are made to do assignment in
groups than on individual bases, Steinhorst (1995), hold the view that 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 cooperative small group learning to competitive or individual learning.
The result from table 24 indicates that 75% of the respondents prefer giving
assignments on individual basis to group work which represents 12.5%.
On the contrary, table 23 indicated that learners prefer group work to individual work.
This implies that Instructors hardly use group method of learning but prefer the use of
individual method of giving assignments or projects to learners.
Analysis of Pre –Intervention Test and Post –Intervention Test Results
Table 25: Frequency Distribution and Percentages of HND SMS 2 Pre –Intervention
Test and Post Intervention Test Results in Ms Excel Application Program
Marks Pre test Post test
Frequency Percentage% frequency percentage
1-5 62 83.0 3 4.1
6-10 9 12.0 7 9.3
11-15 3 4.0 19 25.3
16-20 1 1.0 46 61.3
Total 75 100.0 75 100.0
62
39 7
3
19
1
46
0
10
20
30
40
50
60
70
Frequency
1-5 6-10 11-15 16-20
Marks
PRE-TEST AND POST TEST RESULTS
Pre-Test
Post -Test
Figure 9: A bar Chart showing the relationship between Pre-Test and Post Test Result
of HND SMS 2 of Kumasi Polytechnic
Both the Pre-Test and Post Test were marked over 20 and 60 marks
respectively. Class exercise was administered as Pre- Test during pre-intervention
stage to SMS 2 student to find out their level of understanding of the concepts in MS
excel. The Pre-test was administered to only the SMS 2 because they were the group
which the problem was perceived and evidenced.
As indicated in table 25 and figure 14, the greatest proportion of the HND SMS 2
students of 75, 62 representing 82.0% got the lowest range of marks of (1-5). Only one
testee had a mark range of 16-20 representing 1.0%.
Comparing the Pre-Test and Post-Test scores as shown in the graph in figure 14 and
table 24,it is enough to conclude that there has a positive transformation in the
performance of the students.
This change in the performance of students can be said to have been brought as a
results of:
1. The systematic step by step approach used in instructional delivery.
2. The effective use of demonstration, and activity method of teaching.
3. The effective use of group and cooperative learning.
4. The effective use of teaching and learning resource
5. The motivational strategy used in the form of students’ involvement in lessons
and inspirational talk given to them.
Analysis of Response from Students during the Post Intervention Stage
After the implementation of the interventions, the target group (HND SMS 2)
was interviewed using unstructured approach on the effectiveness of the intervention
used. About 96% of the students said they liked and enjoyed learning of MS Excel and
they would have opted for MS Excel if it were to be an optional course.
Students were asked what they think made them developed and performed
better in MS Excel after the implementation design. Majority of about 94% responded
that it was the way the course was taught placing emphasis on the demonstration and
activity method of teaching, and the motivation from the researcher.
Moreover, the respondent added that the teaching and learning resources and,
the group learning made them understood the concepts of MS Excel with the
affirmative that MS Excel is even easier than MS Access and the other MS Office
applications.
However, the responses given by students and the performance in the Post –
Test as indicated in Figure 14 and table 24 shows that HND SMS 2 of Kumasi
Polytechnic have really understood the concepts of MS Excel very well and can apply
them at any given situation. It is therefore can be concluded that the intervention used
was effective and successful.
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter of the study looks at the summary of the research findings, conclusions,
recommendations, and suggestions for future research in the subject area.
Summary of Findings
The results of the research indicated that 93% of the students wouldn’t have registered
for the course if it were to be an optional course as against 7% of the students who
would have registered for it due of the negative perception they have about the course.
About 91% of the students do not have computers and not all the students who
have computers have Microsoft Office application packages installed on them. Only
9%of the students have reading material on MS Excel and those who even have
received them from their friends and relatives as a gift. About 89% of the students said
that no teaching and learning materials were used during lessons by their Lecturers. On
the contrary, all the Lecturers answered that they use teaching and learning materials
representing a percentage of 100. This means that either the learning materials were
not appropriately used or not effectively used during lessons.
Over 90%of the respondents support the use of practical lesson during teaching
and learning. 97% of the students agreed that the use of practical work will make them
to develop interest in MS Excel application.
However, over 90% of the respondents say that their Lecturers use lecture
method in teaching and learning MS Excel.
As much as 86% of the respondents prefer group learning to individual
learning. On the contrary, over 80% of the Lecturers use individual assignments and
projects during teaching and learning of MS Excel.
More than 80% of the students attest to the fact that no form of motivation is given by
Lecturers and Instructor during teaching and learning.
The above responses from both the students and lectures reflected in the poor
performance of students during the pre- test administration. After the implementation
of the intervention by the researcher, taken into consideration the responses of students
through unstructured interview, the interest of the student has been developed and the
wrong perception they have about the course has also become positive. In addition, the
post –test also indicated that the performance of the students has improved drastically
from about 15% to 80%.
Conclusions
The research was meant to improve the performance of Second year HND
students of Secretaryship and Management Studies Department of Kumasi Polytechnic
in MS Excel. It was found that students’ performance in MS Excel was very low
through the use of data collection methods and instrument, and assessment
instruments. The research tried to intervene by coming out with appropriate
intervention strategies organized by the researcher.
Students’ poor performance as a result of negative attitude and perception is
due to the way the course is handled by the Lecturers and the Instructors.
Moreover, the lack and insufficient use of teaching and learning resources by
instructors and lecturers is a major factor to the students’ poor performance.
The use of lecture method of teaching is also a factor to the students poor
performance in the course. The use of demonstration and activity method of teaching
have were found to be the appropriate strategies when teaching MS Excel, and makes
it more practical to cater for individual needs of the students.
Moreover, the use of group assignment, projects, and motivation were found to
be fertile grounds to improve the performance of students in MS Excel application.
Recommendations
Having critically analyzed the data collected and studied the interventions
implemented and conclusions drawn from the study, the researcher recommends the
following based on the findings that:
To ensure better performance in learning MS Excel, the negative
misconception and attitude of the learners should be tackled carefully through the use
of motivation and practical methods of teaching and learning.
Teachers and students should make efficient and maximum use of teaching and
learning support materials available. Students should be encouraged to have their own
computers with Microsoft office installed on them. Instructors and lecturers should
also make maximum use of available teaching and learning resources. PowerPoint
presentations should also be used by both the lecturers and students during the
presentation of group assignments and projects. In addition, more reference materials
should be made available for Instructors and students to serve as guide during teaching
and learning.
Moreover, demonstration and activity methods of teaching should be used to
ensure effective teaching and learning.
Furthermore, the use of group and cooperative strategies of students learning
should be encouraged to enable them develop team work habits.
Suggestion for Further Research
The researcher suggests that future research on this problem should consider
field trips as an intervention design to enable the learners feel the real nature of MS
Excel and how it is being used in organizations.
Moreover, to ensure validity in data collection, students from other
Polytechnics offering the same course should be considered.
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APPENDICES
APPENDIX A: Questionnaire for Students
This questionnaire is for academic research to collect data on improving performance
of HND SMS Students of Kumasi Polytechnic in Microsoft Excel (MS Excel)
application program. All responses will be kept secret and confidential.
Please tick or write where necessary.
1. Level [ ] HND SMS 1 [ ] HND SMS 2 [ ] HND SMS 3
2. What is your age range?
[ ] 17-20 [ ] 21-25 [ ] 26-30 [ ] 31 and above
3. GENDER [ ] Male [ ] Female
4. Do you have a computer? [ ] Yes [ ] No
If yes, do you have Microsoft office suite installed on your computer?
[ ] Yes [ ] No
If yes, which of the packages do you often use?
[ ] MS Word [ ] MS Excel [ ] MS PowerPoint [ ] MS Access
If no, why …………………………………………………………………..
5 Did you learn any Microsoft Office package before coming to Kumasi
Polytechnic?
[ ] Yes [ ] No
If yes, which one did you learn?
[ ] MS Word [ ] MS Excel [ ] MS PowerPoint [ ] MS Access
6. Which MS Office Package have you learnt in Kumasi polytechnic as a course?
[ ] MS Word [ ] MS Excel [ ] MS PowerPoint [ ] MS Access
7. Which one did you enjoy learning it?
[ ] MS Word [ ] MS Excel [ ] MS PowerPoint [ ] MS Access
8. Which one would you consider as the most difficult?
[ ] MS Word [ ] MS Excel [ ] MS PowerPoint [ ] MS Access
9. Can you use Microsoft Excel effectively? [ ] Yes [ ] No
If yes, which topic do you consider as most difficult?
…………………………….
If no, why? ………………………………………………………………………….
10. Do you think more practical work will make you like MS Excel? [ ] Yes [ ] No
11. Which aspect of MS Excel are you interested in?[ ] Practical [ ] Theory
[ ] Both
12. If Computer Applications II (MS Excel) could have been an optional course,
would have registered for it? [ ] Yes [ ] No
13 Do you like the way MS Excel is taught by your lecturers? [ ] Yes [ ] No
14 Which teaching strategies do your lecturers use to teach MS Excel?
[ ] Lecture [ ] Peer teaching [ ] Participatory
15 Which teaching strategies would you have preferred?
[ ] Lecture [ ] Peer teaching [ ] Participatory
16 Do your lecturers use teaching and learning support materials in teaching MS
Excel? [ ] Yes [ ] No
If yes, give examples…………………………………………
17. Do you have any textbook or reference material on MS Excel? [ ] Yes [ ] No
If yes, do you understand the concepts in the reading material when you read?
[ ] Yes [ ] No
18 Do your lecturers motivate you to learn MS Excel when they are teaching?
[ ] Yes [ ] No
19 Do you study MS Excel at your own leisure time? [ ] Yes [ ] No
If no, why?................................................................................................
20 Which of the following type of learning would you prefer? [ ] Individual [ ]
Group
21 Which of these MS Excel topics do you enjoy it?
[ ] Formatting [ ] Formulae and functions [ ] sorting and filtering [ ] charting
APPENDIX B: Questionnaire for Computer Lecturers and Instructors
This questionnaire is for academic research to collect information on improving
performance of HND SMS level 200 students of Kumasi Polytechnic in MS Excel
application program. All responses to the questionnaire will be treated secret and
confidential.
Please tick or write where appropriate.
1. Department [ ] computer studies [ ] SMS [ ] Other, specify
…………………….
2. Age [ ] 20-25 [ ] 26-30 [ ] 31-35 36-40 [ ] 41and above
3. Gender [ ] Male [ ] Female
4. What is your academic qualification? [ ] HND [ ] Degree [ ] Masters
Degree [ ] Above Masters Degree
5. Is your academic qualification related to computer studies? [ ] Yes [ ] No
6. How long have you being teaching Computer literacy? [ ] 1-3years [ ] 4-
10years [ ] 11years and above
7. Which departments have you being teaching? [ ] SMS [ ] Other, specify
…………….
8. Which MS Office applications do you teach? [ ] MS Word [ ] MS Excel [ ]
MS Access [ ] MS PowerPoint [ ] Other, specify …………………………..
9. Which of the Office applications do you enjoy teaching it? [ ] MS Word [ ]
MS Excel [ ] MS Access [ ] MS PowerPoint [ ] Other, specify
…………………………..
10. Which of the Office applications do your students enjoy learning it? [ ] MS
Word [ ] MS Excel [ ] MS Access [ ] MS PowerPoint
11. Which of the application do your students consider as the most difficult? [ ]
MS Word [ ] MS Excel [ ] MS Access [ ] MS PowerPoint
12. Which teaching method do you use in teaching? [ ] Lecture [ ]
Discussion [ ] Demonstration [ ] Activity [ ] Other, specify
……………………………….
13. Do you use teaching and learning support materials? [ ] Yes [ ] No
14. Do you motivate your students? [ ] Yes [ ] No
15. Which form of assignments or exercise do you give your students?
[ ] individual [ ] Group [ ] Both
16. Do your students perform well in MS Excel? [ ] Yes [ ] No
If no, what are the possible causes of poor performance on the part of students
in excel?
APPENDIX C: Pre-Intervention Test
KUMASI POLYTECHNIC
COMPUTER APPLICATIONS 1
SECETARYSHIP AND MANAGEMENT STUDIES 100
CLASS EXERCISE 1
Section A
Answer all questions in this section on the answer paper provided (15marks)
INDEX NUMBER…..... NAME……………………
1. Which of these is not an example of a Spreadsheet application program?
(A) VisiCalc
(B) Lotus 1-2-3
(C) Microsoft publisher
(D) Microsoft Excel
(E) Quattro Pro
2. Which the following is the first Spreadsheet to be developed?
(A) VisiCalc
(B) Lotus 1-2-3
(C) Microsoft publisher
(D) Microsoft Excel
(E) Quattro Pro
3. The grid of rows and columns is simply called
(A) rows
(B) columns
(C) cell
(D) worksheet
(E) excel
4. How many worksheets are seen when excel is first launched?
(A) 1
(B) 2
(C) 3
(D) 4
(E) 5
5 Excel displays the current cell address in the
(A) Name box
(B) Status bar
(C) Formula bar
(D) Title bar
(E) Standard toolbar
6. Where does the content of a cell display apart from the cell itself
(A) Name box
(B) Status bar
(C) Formula bar
(D) Title bar
(E) Standard toolbar
7. The intersection of a row and a column is called
(A) A worksheet
(B) A workbook
(C) A midpoint
(D) A cell
(E) A grid
8. Values and numbers in the cell are …………by default
(A) Centre
(B) Aligned right
(C) Justified
(D) Right justified
(E) Left aligned
9. A range of selected cells are called
(A) Selective cells
(B) Collapse cells
(C) non - adjacent cells
(D) adjacent cells
(E) Grouped cells
10. Columns are for …….. Whiles rows are …………
(A) Numbers, alphabets
(B) Alphabets, numbers
(C) Alphabets, decimals
(D) Decimals, alphabets
(E) Figures, alphabets
11. Which is the correct formula for adding cells C10 and D2?
(A) C10 + D2
(B) C10 - D2
(C) C10 / D2
(D) C10 + $D2
(E) =C10 + D2
12. A cell address is made up of
(A) Row label and column heading
(B) Row number only
(C) Column letter only
(D) Name box and formula bar
(E) Column heading and row label
13. Which of the following key combination is used to select an entire row?
(A) Shift + spacebar
(B) Ctrl + A
(C) Alt + spacebar
(D) Ctrl + spacebar
(E) Ctrl + home
14. Which of the following errors shows that the width of a cell is too small to
display the content?
(A) #name?
(B) #ref?
(C) ######
(D) #value?
(E) #DIV/0!
15. What name is given to the symbol ∑ in excel application?
(A) Auto sum
(B) Multiplier
(C) Divisor
(D) Sigma
SECTION B
ANSWER ALL QUESTIONS (5marks)
The table below shows the Payroll of OYINKA HOTEL. Use the table to answer the
questions denoted by alphabets E- H by writing a valid excel formula that computes
for the gross pay and the net pay of the employees.
A B C D E F
1 NAME HOURS HOURLY
RATE
GROSS
PAY₵
DEDUCTIONS NET
PAY₵
2 THERESAH 3 500 (E) 5% (G)
3 GEORGE 4 700 (F) (H)
NB: Each employee pays 5% of his or her gross pay as SSNIT contribution
Gross pay=hours*hourly rate
Net pay =gross pay – deductions
APPENDIX D: Expected Answers to the Pre-Intervention Test
OBJECTIVES
1. C 6.C 11.E
2. A 7.D 12.E
3. C 8. 13.A
4. C 9.D 14.C
5. A 10.B 15.A
SECTION B
(E) CELL D2 =B2*C2 OR =C2*B2
(F) CELL D3 =B3*C3 OR =B3*C3
(G) CELL E2 =D2*5%
(H) CELL E3 =D3*5%
APPENDIX E: Post -Intervention Test
KUMASI POLYTECHNIC
DEPARTMENT OF SECRETARYSHIP AND MANAGEMENT STUDIES
END OF FIRST SEMESTER EXAMS-2009/2010
COMPUTER APPLICATIONS 1: COURSE CODE: SMS 227
2½ HOURS
Answer ALL the five Questions.
QUESTION ONE
NB: Create a folder named “EXAMS and YOUR INDEX NUMBER “on the Desktop
and save your Excel Workbook as “YOUR NAME and INDEX NUMBER in the
folder.
The table below shows the scores sheet of form Two of KINGS HIGH Senior School
for the first term.
NO NAME INDEX
NO
CLASS
WORK
(40%)
EXAMS
(60%)
TOTAL
SCORE
(100%)
GRADE REMARKS
1. DAPAA
JAMES
15001 25 45
2. ADIYIA
MARTIN
15002 34 52
3. DAPAA
OLIVIA
15003 36 47
4. DAPAA
MARY
15004 29 39
5. KING JOE 15005 37 58
6. GYEBI
MARY
15006 23 25
7. GYEBI
DONKOR
15007 15 35
8. KODUA
ISHMAEL
15008 30 30
9. BOAMAH
JUSTICE
15009 32 43
10. AKOM
ROSEMOND
15010 27 49
As an Administrative Assistant of the School, you are to come out with a complete
Score Sheet based on the below questions using Excel.
NB: Use the below grading scheme:
TOTAL MARKS GRADE REMARKS
80-100 A EXECELLENT
75-79 B VERY GOOD
70-74 C+ GOOD
65-69 C CREDIT
60-64 D+ VERY FAIR
55-59 D SATISFACTORY
50-54 E PASS
0-49 F FAIL
1. Using an appropriate Excel formula, find the total score for each Student.
2. using an appropriate Excel formula, find the grade obtained by each Student.
3. using an appropriate Excel formula, find the remarks for each Student.
4. Rename the sheet as SCORES with tab colour red.
5. Use the total score to draw column chart titled EXAMS SCORES as a new object in
a sheet.
6 Freeze the panes of the column headings.
Total marks 15
QUESTION TWO
The table below shows the payroll of OYINKA HOTEL
WORKER YEAR
EMPLOYE
D
GROS
S PAY
GH₵
BONU
S (%)
SSNIT
CONTRIBUTIO
N
NET
PAY
GH
₵
NET
PAY
IN
OLD
CED
I
ATIA JOHN 1999 400 5% 5%
SALAMAT
U ADAMS
2002 600 25%
MANU
SETH
2006 340 15%
OWUSU
REBECCA
2002 400 10%
DONKOR
ERNEST
2002 450 12%
ADAMS
PETER
1999 400 20%
AKOM
GEORGE
2002 450 30%
YAA
SERWAA
2006 400 15%
ESI HILDA 2002 400 5%
NB: Apart from the bonus paid on each employees gross pay, each employee pays 5%
of his or her gross pay as SSNIT contribution. A Chief Accountant, use Excel sheet to
prepare a payroll for the Hotel by using the following questions.
Bonus amount should be added to gross pay before any deduction is made.
Using the Workbook created earlier on; rename Sheet Two as PAYROLL with tab
colour yellow.
Write the title on top of the payroll as PAYROLL FOR OYINKA HOTEL and merge all
cells of the title.
1. Using the PAYROLL sheet, calculate the Net pay of each worker using a valid
Excel formula.
2. Convert the Net pay of each employee into Old Ghana cedi using an appropriate
Excel formula.
3. Freeze the panes of the column headings.
4. Insert a footer as “prepared by and your full name”
5. Insert another sheet and rename it as QUERY, and copy the payroll you have
prepared onto that sheet. Filter the Payroll to find all workers whose gross pay is
equal to GH₵400.
Total marks 15
Question Three
The table below shows the sales made in the first quarter of the year 2009 of KING
GEORGE COMPUTERS AND MOBILE ACCESSORIES.
ITEM JANUARY
(GH₵)
FEBRUARY
(GH₵)
MARCH
(GH₵)
APRIL
(GH₵)
TOTAL
(GH₵)
Hard Disk 2000 2300 2100 1000
CD Drive 120 800 80 790
Monitor 4000 3400 1800 1500
Keyboard 130 40 420 80
Mouse 50 90 55 70
Projector 10000 15000 18000 24000
TOTAL
SALES
FOR EACH
MONTH
As the Sales Assistant of the of the Company , you have been asked by the Sales
Director of the Company to use Excel to prepare the Sales Report for first quarter
,taking into consideration the following questions.
A. Rename sheet three of the same Workbook as SALES with title as “SALES
FOR THE FIRST QUARTER, 2009”, merge the cells and freeze the column
labels.
B. Use a valid Excel formula to generate the total sales for each month.
C. Use a valid Excel formula to generate the total sales for each item for the first
quarter.
D. Use the total sales for each month to draw a 3-D pie chart to show the
relationship of sales for each month. The title of the pie chart is SALES-FIRST
QUARTER, 2009.
E. Use linking method of integration to link the PowerPoint presentation in
question four to enable the Sales Director use it in his presentation of Sales
Report for the first Quarter to the Board of Directors of the Company.
APPENDIX F: Expected Answers to the Post –Intervention Test
Question 1
Question1 item 5
Question 2
Question 2 item 7
Question 3
APPENDIX G: Sample of Pre-Intervention Test Script
Lowest marks scored by SMS 2 Student in Pre- Intervention Test
Highest marks scored by an SMS 2 Student in a Pre-Intervention Test
APPENDIX H: Sample of Post- Intervention Test Scripts
Lowest mark scored by a Student in a Post-Intervention Test
Highest mark scored by a student in Post –Test
APPENDIX I : Sample of Classroom Observation Checklist
KUMASI POLYTECHNIC
DEPARTMENT OF SECRETARYSHIP AND MANAGEMENT STUDIES
Student’s Index No: __________________ Level: _____ Date: ______________
This is to obtain information on students for a research study to improve Second year
HND SMS Students in MS Excel Application Program.
Directions: Please mark numerical rating for each item with
Numerical Rating:
Low=1 High=2 Very High =3
NO TOPICS AREARS ,BEHAVIOUR AND ACTIVITIES RATING
I History of Spreadsheets
a Introduction to MS Excel
b Advantages and disadvantages of MS Excel
c Examples of Spreadsheets
II Exploring through MS Excel
a Launching of MS Excel from the Start
b Identification of interface parts
c Saving and closing MS Excel
d Creation of a folder to save a Work book
III Changing the Appearance of a worksheet
a Entering and editing of text and figures
b Formatting of a Worksheet
c Number format
IV Formulas
a Operators
b Operator precedence
c Basic formulas
V Functions
a Basic in-built functions
b Time and date functions
c Financial functions
d IF function
VI Learning Behaviour
a Individual
b Group
c Both individual and group
VII Reference Materials
a Consult reference material
b Does not consult any reference material
VIII Interest in Teaching Materials
a Projector
b computers
IX Interest in Teaching Strategy
a Lecture method
b Demonstration and Activity Method
APPENDIX J: Sample Interview Schedule
Please, I am a student from the University of Education Winneba, Kumasi
campus; I am conducting an action research to improve the performance of Second
year HND Secretaryship and Management Studies Department Students in MS Excel
at Kumasi Polytechnic. I would be pleased if you spare me part of your time. The
interview is supposed to last for 10 minutes. Any information given would be kept
secret and confidential. Thank you.
Research Question 1: What should be done to change the attitude and
perception of students towards learning MS Excel and to boost their interest in the
subject?
A. Which of the following do you enjoy learning it?
MS Excel
MS Access
MS Word
B. If Computer Application 1(MS Excel) is an optional course, would you register for
it?
YES
NO
C. Do you study MS Excel at your own leisure time?
YES
NO
Research Question 2: How can the effective use of teaching and learning resources
improve students’ learning in MS Excel?
A Do you have a personal computer?
YES
NO
B Do you think having a personal computer will help you improve on your
performance n MS Excel?
YES
NO
C which of the following teaching and learning materials help you to understand
concepts in MS Excel clearly?
Marker board illustration
Projector
Computers at the Lab
Research question 3: To what extent will motivation help improve the
performance of students in MS Excel?
A Which kind of motivation do you prefer in learning MS Excel?
Clap
Praise
Good rapport with the Lecturer
B Do you get motivated when learning MS Excel?
Yes
NO
Research question 4: Can the Demonstration and Activity Methods of teaching and
learning enhance understanding of concepts and acquisition of skills by students in MS
Excel?
A Which of the teaching strategies do your lecturers use in MS Excel?
Lecture method
Discussion Method
Demonstration and Activity method
Peer teaching
B Use the graphic rating to identify the teaching strategy you prefer most.
Graphic Rating
Poor Not too good Average Good Very good
Lecture
method
Discussion
method
Demonstration and
Activity
Peer teaching
Research Question 5: To what extent will the use of cooperative learning help
improve students’ performance in MS Excel?
A which method of learning do you prefer when learning MS Excel?
Graphic Rating
Poor Not too good Average Good Very good
Individual Group Both
APPENDIX K: Sample Document Analysis Checklist
This checklist is to obtain information about the sources of data used for the research
study on improving the performance of Second year HND SMS Students at Kumasi
Polytechnic in MS Excel application program
Name of Researcher………………………………….… Date ………………………..
Instruction: Please indicate graphic rating for each document
Graphic Rating
√: Obtained: NA: Did not obtain
NO SOURCE REMARKS
I Statistics and Computer Science Department
a results slip
b transcript
c test papers
II Secretaryship and Management Studies Department
a results slip
b transcript
c exams score sheet
III School Library
a reference books cited
b exams questions
c students project work
IV Department Library
a students class exercise papers
b students class test papers
c sample examination questions