Student Perceptions of Instructional Technology in Computer Science Courses: A Qualitative Study

Abstract

This qualitative study explores the perceptions of undergraduate computer science students at Federal College of Education (Technical) Akoka in affiliation with University of Benin, Benin City, Nigeria, regarding the use of instructional technology in their courses. Motivated by the increasing integration of technology in education and the need to understand its impact on student learning, this study aims to provide insights into how these tools are perceived by students. Through semi-structured interviews with 200 Degree students, the study investigates how these students perceive and interact with various technological tools in their learning process. The findings reveal that 75% of participants view instructional technology positively, highlighting its role in enhancing engagement (80%), understanding (70%), and collaboration (60%). Interactive simulations, coding platforms, and multimedia resources are identified as valuable tools that make abstract concepts more tangible and engaging. Additionally, collaborative tools, such as online discussion forums and group project software, foster peer interaction and teamwork, contributing to a more enriching learning experience. However, participants also identify challenges associated with instructional technology, including technical issues (50%) and distractions (40%), which occasionally disrupt their learning process. The study underscores the importance of providing comprehensive technical support, offering training and professional development opportunities, promoting digital literacy skills, and fostering a culture of innovation and collaboration to maximize the benefits of instructional technology in computer science education. These insights have implications for educators and policymakers aiming to enhance teaching and learning outcomes in computer science education.