Digital Transformation Education: Challenges, Effectiveness And Perception Of Computer-Assisted Instructions Application In Physics Classroom.

Abstract

The study examined the challenges, effectiveness and perceptions of students on CAI in colleges of education physics’ classroom. To address these, mixed-method research design, involving 12 Physics tutors and 254 Physics students from selected CoEs in the Sekyere South District and the Mampong Municipality were used. Data was collected through interviews and questionnaires, and analyzed using descriptive statistics, thematic, and correlational analysis. Results from the quantitative analysis revealed that Physics tutors encountered significant challenges, primarily stemming from inadequate technological resources and limited financial support. In response, tutors employed various strategies, such as personal investment in internet bundles and advocating for institutional intervention. Factors that contributed to students' positive perceptions of CAI effectiveness included perceived learning outcomes, relevance of content, learning style, teacher's pedagogical approach, and interactivity. Pearson product-moment correlation analysis indicated a significant positive correlation between CAI usage and attitude towards Physics learning, suggesting that nearly 43.69 % of the variation in students' attitude scores can be explained by the use of CAI. Integration of quantitative and qualitative findings revealed convergence and agreement between the two sets of data. In conclusion, while Physics tutors encounter challenges, students perceive its use positively, indicating a need to strengthen the integration of CAI in Physics education within CoE. The study recommends further support and investment in CAI infrastructure and training for Physics tutors to enhance teaching and learning outcomes in Physics education.