Using Information and Communication Technology to Improve the Use of Microscope among Year Two Veterinary Nursing Students

Abstract

The study was conducted to determine whether ICT can be used to improve upon the use of the microscope among year two Veterinary Nursing students of the University for Development Studies (UDS). It also sought to assess whether the use of microscope by way of ICT could motivate students to learn Microbiology. Students were randomly grouped into two groups (ICT and non-ICT) of ten each. ICT students were trained on the use of the microscope using PowerPoint and video while non-ICT students were trained using the lecture method. After training, a test, self-administered questionnaire and practical session was conducted. Data collected using questionnaire was analysed using SPSS.  Majority of the students aged between 18-35years, were males and gain admission to UDS directly from senior high school. All the students know about ICT, it meaning and tools. They have also heard and seen the microscope prior to this study either at the veterinary hospital or school but lack enough practical experience. Most of them (95%) practically used the microscope for the first time during this study (at UDS laboratory). The ICT students performed better in the test than non-ICT students. Non-ICT students (90%) stated that their motivation to learn microbiology would have improved if they were trained using ICT. ICT students were highly motivated (70%) for being trained on the use of the microscope using ICT. ICT students also experienced intrinsic motivation (100%), self-efficacy (90%), self-determination (100%), grade motivation (100%) and career motivation (100%). Of all respondents (ICT and non-ICT) indications were that, the use of ICT would increase investigative strategies of students (100%), improve retentive their memory (95%), ease tasks when using the microscope (90%) and make lessons enjoyable (85%). Few of the respondents envisaged problems of using ICT with regards to electricity (20%), hazardous nature to the eyes (15%), breeding laziness among students (15%) and could be expensive (10%). All ICT students were able to operate the microscope faster without guidance than non-ICT students.