Dissertation
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- Composite 3.00 1.298
Source: Field Data (2023) The findings revealed that students moderately agree with these characteristics of CTA, with mean scores ranging from 2.92 to 3.47 and standard deviations ranging from 1.207 to 1.369. The findings align with prior studies that emphasise the significance of technology in augmenting information accessibility and enhancing the standard of education (Testsova et al., 2022). The results indicate that there is a requirement for sustained funding in digital infrastructure and the encouragement of digital literacy among students to augment the utilisation and efficacy of computer technology in the field of education. The findings indicate that the students hold a moderate level of agreement regarding the feasibility of conducting group discussions and presentations through online platforms. Additionally, they utilise computer simulations as a means of addressing problems and are routinely exposed to and engage in computer-based disruptive technologies and innovations during their lectures. The students exhibit a moderate level of agreement with regard to the ease of accessing online lectures, availability of internet-based computers to complete assignments, and utilisation of personal data for online submission of assignments. The aforementioned findings support prior studies that have underscored the significance of computer-based technologies in augmenting educational achievements and facilitating information accessibility. The potential of technology in improving access to quality education has been emphasised by Goodman et al., (2019) whereas Meier, (2021), have underscored the potential of digital technologies in enhancing learning outcomes. Furthermore, the utilisation of computer simulations for the purpose of problem-solving is consistent with previous studies that have demonstrated the efficacy of simulations in augmenting students' comprehension of intricate engineering principles (Nadeem et al., 2022). The findings indicate that the incorporation of computer-based technologies within the context of mechanical engineering education in technical universities in Ghana has the potential to augment students' learning experiences and equip them with the necessary skills to meet the requirements of the engineering sector. The statement underscores the necessity for sustained funding in digital infrastructure and the utilisation of digital technologies in instructional sessions within technical universities situated in Ghana. Moreover, the outcome of the study show that students generally exhibit a moderate level of concurrence and contentment with CTA. The data suggests that students have a positive perception of the advantages of computer-based technologies in education. Specifically, they acknowledge the convenience of accessing lectures online, utilising personal data for submitting assignments, and participating in group discussions and presentations through online platforms. This is reflected in the composite mean score of 3.00 (SD = 1.298). The opinions of the students exhibit a noteworthy degree of variability, which may be ascribed to variations in individual experiences, resource availability, or student expectations. The findings resound with prior studies that have underscored the capacity of computer-based technologies to improve educational achievements and facilitate information accessibility (eg., Joy, 2023; Warschauer & Matuchniak, 2010). The utilisation of computer simulations as a means of resolving problems is consistent with existing research that has demonstrated the efficacy of simulations in augmenting students' comprehension of intricate engineering concepts (Faridi et al., 2021). The findings indicate that the utilisation of computer-based technologies has the capacity to augment learning and mitigate the digital skills disparity in mechanical engineering education within technical universities in Ghana. Nevertheless, there exists a necessity for sustained allocation of resources towards digital infrastructure and the implementation of digital technologies in educational instruction. Prospective studies may explore the efficacy of diverse computer-based technologies in fostering educational achievements and ascertain methodologies to augment the digital proficiency of pupils in the context of mechanical engineering instruction. The study has the potential to provide valuable insights into the implementation of computer-based technologies in mechanical engineering education within technical universities in Ghana. The findings may inform the creation of policies and interventions aimed at improving the integration and utilisation of digital technologies in this field. Additionally, the research may contribute to the existing body of knowledge on the efficacy of such technologies in engineering education. The mean score for the composite results of computer technology application (CTA) is 3.00, coupled with a standard deviation of 1.298. The composite score denotes the mean value of the responses received for all statements pertaining to the utilisation of computer technology. The statement regarding the ease of conducting group discussions and presentations online has the lowest mean score of 2.81 among all individual statements. The data indicates that the respondents hold a marginally unfavourable view concerning the efficacy and convenience of executing group discussions and presentations via virtual platforms. Conversely, the highest average score attained is 3.47, which aligns with the assertion pertaining to the utilisation of personal data for the purpose of submitting coursework via the internet. This finding suggests that, on average, the participants hold a favourable perception regarding the accessibility and application of personal data for online tasks. The value of 1.298 for standard deviation indicates the extent of dispersion in the sample responses. The results demonstrate a degree of heterogeneity in the manner in which people conceptualise the utilisation of computer technology, as evidenced by the variability in the reactions across the various statements. Table 2.14 Results on attitude towards technology (ATT)
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