The purpose of this study is to evaluate software and architectural design requirement specifications for developing an intelligent tutor system (ITS) for learning computer networking. This study adopted survey design with a total population of 73 computer lecturers and 16 software developers. A structured questionnaire was used to obtain data from lecturers and software developers. Data collected was analyzed using mean and standard deviation to determine the appropriate software and architectural design requirement specifications for developing a tutor system for learning computer networking. It was observed that the enlisted software and architectural design requirement particularly for students are appropriate for developing an ITS for learning computer networking. Therefore, the proposed intelligent tutor system to be developed will provide and allow computer education students to improve their computer networking knowledge. Thus, improving learners' performance and cognitive development reduce time for the student to acquire skills and knowledge and bridge the gap of face to face interaction between lecturers and students, which will equally improve self-pace learning.

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This research is focused on determining the impact of web-based learning tools in computer programming language for instructional delivery in computer education in universities in Enugu State. 74 second-year students from Enugu State University and University of Nigeria participated in this research. Due to the manageable size of the population, a total population sampling technique was adopted. The Visual Basic Programming Achievement Test (VBPAT), devised by the researcher, was utilized to collect data for this research. This research adopted Cronbach's Alpha coefficient to test the reliability. Statistic package for social science was used to test the pre-test and post-test. The test scores generated from the pre-test and post-test were analyzed using VBPAT. Mean was used to answer the research questions and analysis of covariance (ANCOVA) to test the three hypotheses formulated that guided the study at a 0.5 level of significance (SPSS). Students in the experimental group were given a structured questionnaire to gauge their interest in learning Visual Basic Programming Language when taught via a web-based learning strategy. Students show a high interest level in learning visual basic programming language utilizing a web-based learning technique. Furthermore, results of the hypothesis test demonstrated a major distinction in mean achievement scores between learners that were trained on Visual Basic Programming via a web-based learning strategy and those trained via traditional teaching technique. For this reason, it was recommended that a web-based learning technique is more effective than traditional teaching methods in enhancing students' Visual Basic Programming achievement.

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