The Effectiveness of School Network in Promoting Pre-College Students’ English Language Performance

Abstract

The government of Ethiopia has invested over 20 million dollars to improve the quality of education through digital technology. However, the effectiveness of such huge investment on education is overlooked. The purpose of this study was to assess the effectiveness of School Network (SN) in promoting students’ English Language performance. The researcher deployed a descriptive research design and a mixed research approach to collect data on the implementation processes and other contextual factors potentially influencing the process. The researcher also utilized UNESCO’s input, process, and output logic model to set standards of effectiveness. The research was conducted in the City Government Administration of Addis Ababa, specifically in four selected sub-cities, based on their achievement in SN implementation. The participants of the study included one English language expert, four school principals, 20 male and 10 female English Language teachers (a total of 30 teachers), six ICT/plasma technicians, and 160 pre-college students (80 males and 80 females). Five instruments were used to collect data from primary and secondary sources. Classroom observations were conducted to assess the delivery of School Network instruction in teaching English. Moreover, focus group discussions were held, and questionnaire was administered to examine the role of the School Network on students’ English language performance. Additionally, these instruments were used to identify challenges related to School Network usage in ELT. Furthermore, explorative interview was conducted and documents were analyzed to prove whether there was difference in effectiveness of the School Net instruction in teaching English language based on sex and stream(natural and social science students) or not. Besides, these instruments were utilized to identify challenges related to School Net usage in ELT. Both quantitative and qualitative approaches were employed to analyze and interpret the data gathered through these tools. The findings of the study indicated that SN has the potential to be accessed through platforms like plasma, e-learning, and cloud computing, and it provides video on demand (VOD). This enabled interactive blended language learning (IBLL), mobile-assisted language learning (MALL), and computer-assisted language learning (CALL) and Technology Assisted Language Learning (TALL). However, factors such as minimal teacher’s involvement, low level of students’ participation, lack of support services and facilities, frequent network disconnections, electric power fluctuations causing damage and theft of accessories such as set-top boxes, adapters, batteries and remotes; and school rules restricting students from using electronic devices in school, hindered its effectiveness. Hence, concerned authorities should evaluate the program's effectiveness and address the identified problems to help students benefit from the potential of School Network platforms to learn the target language (English).