CHAPTER ONE
INTRODUCTION
Background to the study
ICT is the abbreviation for Information and Communications Technology (Lee,
2012). Information and Communication Technology theoretically implies the technical means
used to handle information and aid communication to consumers through various means like
computer, telephony, broadcast media and all types of audio and video processing and
transmission and network based control and transmission. It can also be defined as essentially
enabling technologies (both hardware and software) necessary for delivering of information
from providers to users which could be fixed or mobile (Aluko, 2004). Information itself
which the ICT facilitates its movement or transmission is variously defined as set of data
recorded in a methodical manner (UNESCO, 2003). Information has also been viewed as
facts and details about something. It is also seen as data that have been organized and
communicated (Oyelaran- Oyeyinka and Adeya, 2002). In its wider application, it includes
things ranging from oral to printed word, figures, statements, files and documents that convey
a message (Nwanko 2013). ICT here means the use of television, video, radio, computer,
mobile phones and Internet in the processing, storage, retrieval and transmission of
information.
ICTs are making dynamic changes in society. They are influencing all aspects of life.
The influences are felt more at schools because ICTs provide both students and teachers with
more opportunities in adapting learning and teaching to individual needs, society is, forcing
schools aptly respond to this technical innovation. Tinio (2002), states the potentials of ICTs
in increasing access and improving relevance and quality of education in developing
countries. Tinio further states that ICTs greatly facilitate the acquisition and absorption of
knowledge, improve policy formulation and execution.
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The “Prospects of ICT in Historical Studies” (NERDC, 2010:20) is a new topic in the
Senior Secondary School I, 2010 History Curriculum in Nigeria. This is because it was of the
defunct curricula, but a change in the content as well as the pedagogy aims at improving the
historical classroom practice, historical construction and reconstruction. Esebede (2003)
submitted that the term ‘history’ stems from the Greek word “hisfona”, meaning what we
know as a result of enquiry. Ihenetu (2013) posited that history is about the beginning, the
problems, the challenges, the people and the culture of a people. It poses challenges to the
future in terms of aspirations, desired value system and so on.
History is a discipline that deals with the study of what goes on in the universe and
among the human race in totality. It is the discipline that deals with the documentation,
exposition and analysis of events and developments within society over time. It is also about
explanation and interpretation (Mahdi, 2008). The study and teaching of history involves the
use of various types of information or data gathered from various sources for explaining,
interpreting and analyzing events and developments in human society and the use of the
knowledge generated for educating people about their past and present, a knowledge that is
necessary for human progress and general development (Espie, 2009). Historical knowledge
facilitates stocktaking to enable human society to learn from the past, to avoid the mistakes of
the past and to learn from the past experiences of others in planning for the future.
History is largely the behaviour of adult men; their purposes, glories, successes and
failures, kindness and cruelties. It is a story of heroism, war and death, of subtle maneuvering
amongst wise, foolish and often ruthless men and women; the quest for and exercise of power
are recurrent themes, as is the long and complex tale of man’s attempt to conquer his
environment (Espie, 2009). History therefore, studies the cultural successions of human
generations within time and space. And by this, it provides solid basis for the promotion as
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well as development of moral values and virtues which further embellish character formation
amongst generations of Nigeria youths.
Education is the key to the development of any nation because it develops human
resources, which are highly essential for transformation socially, politically, and
economically. As Agyeman, Baku and Gbadamosi (2007) noted, “it is universally accepted
that one of the benefits of a good education is that, it enables individuals to contribute to the
development and improvement in the quality of life for themselves, their communities and
the nation as a whole”. Before the 21st century, classrooms were mostly characterized by the
use of the conventional method of instruction. However, in the 21st century, the traditional
method of instruction is gradually giving way to the integration of Information and
Communication Technology (ICT) in education. Computers have completely revolutionized
the relationship between knowledge and pedagogical practices (Olumaati et al., 2017).
Information and Communication Technology (ICT) is a force that has changed many
aspects of human endeavours. The use of ICT in various fields of human endeavour such as
medicine, tourism, business, law, banking, engineering and architecture over two or three
decades has been enormous. But when one looks at the field of education, there seems to
have been an uncanny lack of influence of ICT and far less change than other fields have
experienced. A number of scholars such as Soloway and Prior (2006) have attempted to
explore this lack of activity and influence of ICT on education and many others. In other
words, though ICT has begun to have presence in education, its impact has not been as
extensive as in other fields (Tinio, 2002). Education is a very socially oriented activity and
quality education has traditionally been associated with strong teachers having high degrees
of personal contact with learners. With the world moving rapidly into digital media and
information, the role of ICT in education is becoming more and more important.
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In Watson’s (2001) description, ICTs have revolutionized the way people work today
and are now transforming education systems. As a result, if schools train children in
yesterday’s skills and technologies they may not be effective and fit in tomorrow’s world.
This is a sufficient reason for ICTs to win global recognition and attention. For instance,
ICTs are dependable tools in facilitating the attainment of one of the Millennium
Development Goals (MDGs), which is achievement of Universal Primary Education (UPE)
by the year 2015. Kofi Anan, the former United Nations Secretary General, pointed out that
in order to attain the goal of Universal Primary Education by the year 2015; we must ensure
that information and communication technologies (ICTs) unlock the door of education
systems. This indicates the growing demand and increasingly important place that (ICTs)
could receive in education. Since ICTs provide greater opportunity for students and teachers
to adjust learning and teaching to individual needs, society is forcing schools to give
appropriate response to this technical innovation.
It has been suggested that Information and Communication Technologies (ICTs) can
and play a number of roles in education such as developing the kind of graduates and citizens
required in an information society; improving educational outcomes, and enhancing and
improving the quality of teaching and learning (Wagner, 2001; McCormick and Scrimshaw,
2001; Flecknoe, 2002). Garrison and Anderson (2003) argued that the application of ICTs in
the teaching-learning process can enhance the quality of education in several ways such as
increasing learner motivation and engagement, facilitating the acquisition of basic skills, and
enhancing teacher training.
Even though ICTs play significant roles in representing equalization strategy for
developing countries, the reality of the digital divide - the gap between those who have access
to, and control technology and those who do not, make a huge difference in the use of ICTs.
This means, that the introduction and integration of ICTs at different levels and various types
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of education is the most challenging undertaking. Failure to meet the challenges would mean
a further widening of the knowledge gap and deepening of existing economic and social
inequalities among the developed and the developing countries. Thus, the purpose of this
study is to discuss the use of ICT in teaching and learning of history, in the enhancement of
student learning and experiences in order to encourage policy makers, school administrators,
and teachers to pay the required attention to integrate this technology in their education
systems. In so doing, it highlights the benefits of ICT in education, facilities, limitations and
challenges, as well as possible solutions to the challenges of integration of ICTs to education
systems.
Furthermore, the new Information and communication technologies of internet and
multimedia which have led to positive impact in the field of education in most developed
countries are still at infancy or not used at all in the classroom instruction in the developing
countries. ICTs are potential powerful enabling tools for effective teaching and learning.
Since History is one of the major subjects being offered at both secondary and tertiary levels,
its relevance and sustenance in the 21st century requires the adequate application of ICTs like
video tapes, television and multimedia computer software that combine text, sound and
colorful moving images which can be used to provide challenging and authentic content that
will not only engage the student in the learning process but as well make learning concrete.
Statement of the Problem
The New History Curriculum prepared by National Education Research and
Development Center (NERDC, 2010) has reflected some crucial changes in order to meet up
with the yearnings of the contemporary Nigeria. The most pronounced change in this
curriculum is named "the prospects of ICT in historical studies" as the fourth topic under
historiography and historical skills that is to be taught at Senior Secondary School class I, in
First Term.
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Several calls have been made concerning the integration of ICT in teaching. This is
because although ICT has begun to have a presence in education, its impact and utilization
have not been as extensive as in other fields (Oliver, 2000). Information and communication
technology utilization in the teaching-learning process can enhance the quality of education
in several ways, such as increasing learner motivation, collaboration, and engagement. Since
history is one of the subjects offered at the basic, secondary, and tertiary levels across Africa,
its sustenance requires adequate integration of Information and Communication Technology
(ICT). Information and communication technology enhance the ability of individuals to learn
concepts through conceiving and not memorization (Bartlett et al., 2000).
Several studies have been conducted on the effects of ICT upon students’ academic
achievement have shown that the achievement, this include (Cotton, 2011; Aheto et al., 2013;
Wahyuni, 2016; Ahiatrogah et al., 2013; Ibrahim, 2016).
To the best knowledge of the researcher, no study have been carried out on ‘use of
ICT in teaching of history in senior secondary schools in Ilorin South LGA, Nigeria’, this is
the gap this study intends to fill.
Purpose of the Study
The main purpose of this study is to find out the preparedness of and progress
achieved by school authorities and the history teachers towards implementing the Prospects
of ICT in Historical Studies, in essence, to investigate the use of Information and
Communication Technology (ICT) in the teaching of history in senior secondary schools in
Ilorin South Local Government, Kwara state. Specifically, this study is set:
i.
to find out whether there is provision for facilities needed for the integration of ICT in
the teaching of history in senior secondary schools in Ilorin South LGA
ii.
to investigate whether ICT is being used in the teaching of history in senior secondary
schools in Ilorin South LGA.
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iii.
to identify the problems associated with the use of ICT for teaching of History in
senior secondary schools in Ilorin South LGA.
iv.
to suggest copious solutions to the problems associated with the use of ICT for
teaching of History in senior secondary schools in Ilorin South LGA.
Research Questions
The following research questions will guide the process of the study:
i.
is there provision for facilities needed for the integration of ICT in the teaching of
history in senior secondary schools in Ilorin South LGA?
ii.
is ICT in use in the teaching of history in senior secondary schools in Ilorin South
LGA?
iii.
what are the problems associated with the use of ICT for teaching of History in senior
secondary schools in Ilorin South LGA?
iv.
what are the possible solutions to the problems associated with the use of ICT for
teaching of History in senior secondary schools in Ilorin South LGA?
Scope of the Study
This study will be limited in terms of locale, population, sample, instrument, research
design and statistical analysis and variables. The locale for this study will be senior secondary
schools in Ilorin South Local Government Area of Kwara State. The population for this study
will consist all senior secondary school students’ in Ilorin South LGA. Multi-stage sampling
technique will be employed to select 10 senior secondary schools from the study area from
which 5 teachers and twenty-five 25 students will be selected from each of the ten 10 selected
senior secondary schools in Ilorin South Local Government Area of Kwara State. Thus, the
total sample will be three hundred 300. The research instrument will be a researcher-designed
questionnaire tagged “Use of Information and Communication Technology (ICT) in Teaching
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and Learning of History (UICTTLHQ)”. This research will be descriptive survey type. The
method of data analysis will be descriptive statistics of percentage, frequency counts, mean,
and standard deviation
Operational Definition of Terms
ICT:
Information and Communication Technology (ICT) computer and internet
connections used to handle and communicate information for learning
purpose. It also refers to all devices, networking components, applications and
systems that combined allow people and organizations to interact in the digital
world such as GSM, television, slides, radio, interactive media, etc.
Internet:
the large system of connected computers around the world which allows
people to share information and communication with each other using email,
Gmail etc.
Computer:
an electronic machine which is use for storing, organizing, and finding words,
numbers and pictures, for doing calculations and for controlling other
machines.
History:
a discipline that records and interprets past events and even into the future. It
entails all that is remembered in the past as preserved in writing; a body of
knowledge
Teaching:
a profession of a teacher that involves the act of imparting skills or knowledge,
the activities of educating, instructing, and acquisition of lasting skills
Learning:
the cognitive process of acquiring skill or knowledge which leads to
observable changes in behaviour as a result of experience
Education:
a lifelong process of acquiring relevant skills, knowledge, experience which
will make an individual to be useful for himself and the society at large
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Provision:
the activity of supplying or making useful facilities, equipment, and items
available for use
Used:
employed in accomplishing a task, put in service, make work for the purpose
of effective teaching-learning process
Problem:
a factor that retards or stops and activity, factor that limits the effective
deployment of ICT tools in classroom teaching and learning
Solution:
a statement that solves a problem or explains how to solve the problem of
effective deployment of ICT tools in classroom teaching and learning
Significance of the Study
The findings of this study will help history teachers to integrate the use of ICT in
teaching history, to be able to access current information, methodology, history pedagogy,
instructional materials etc. when teaching student of senior secondary school in Ilorin South
Local Government area. Students will find learning suitable, interactive, and stimulating.
Students will be able to access class note from the internet, submit assignment via Email or
Gmail’s. The findings of this study will create greater enthusiasm for learning amongst
students. Students find it more convenient to study on their own and it will make learning
better. Also, the study will provide learners with additional resources to assist resource-based
learning
Similarly, the findings of this study will create greater opportunity for teacher-toteacher and student-to-student communication and collaboration through exposure to
vocational and workforce skills for students. It shall provide distance learners with online
educational materials and additional resources to assist resource-based learning. The study
shall avail researchers in this field the knowledge of how to integrate the internet when
searching for information; internet research libraries, web base, cataloguing will hence
replace the traditional Dewey cataloguing system. It shall serve as a general pool of
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knowledge for researcher in the field of ICT and history education, as reference materials for
schools and researchers alike, as a source of useful information for all interested members of
the public.
The findings of this study would improve and enrich the effectiveness of the system
of education through aiding literacy movement. It will enhance the scope of education by
facilitating mobile learning and exclusive education, it will also, facilitates research and
scholarly communication
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter will review literature relevant to the research topic. The use of
Information and Communication Technology (ICT) in Teaching History, looking at it in
senior secondary schools of educational institutions. This literature review will cut across the
opinions, views and findings of ICT and Education. Therefore, the review shall be divided
into the following sub-headings;

The Meaning of History as a Discipline;

The Concept of ICT;

The Relevance of History in School Curriculum;

ICT in Nigeria's Educational Sector: Policies and Efforts;

Improving Qualitative Education in Teaching History with ICT–Driven Instructional
Aids;

The Use of ICT in Teaching and Learning of History in Senior Secondary Schools;

Challenges Associated with the Use of ICT in Teaching and Learning; and

Appraisal of Reviewed Literature
The Meaning of History as a Discipline
The term History has undergone many definitions and thus there is no single
definition. Our main concern at this point is to consider some of these definitions that are
relevant to our study of the subject matter ‘history’. The word ‘history’ has its root from a
Greek word ‘Historia’. When translated into English it means ‘inquire’. An enquiry is a
search for a quest into problems. However, such enquiry as this is a reflected in terms of
‘natural history’ when viewed in this way history therefore, refers to a methodological
account of natural objects, especially man and animal (Agwom (2009)
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Onifade (2009) also observe that the word ‘history’ was derived from the Greek word
‘historia’ which means ‘enquiry’. History is an important branch of knowledge (discipline) in
the study of man and society. The definition could be looked at from two dimensions
namely; history as a process and history, Onifade further explained that history ‘is the
relationship between man and his environment and the influence of his environment on man’.
History at this level refers to the events, episodes and the totality of the changes, experiences
or happenings which humanity has undergone ever since the emergence of human society.
History as an academic discipline is the reconstruction study and explanation of these
changes which humanity has undergone. It is an organized critical study of past activities of
human beings that had produced significant effects on subsequent course of events. It is the
study of past human activities at a particular place over a given period of time so as to record
changes over time. It is the systematic study of the process, events or motion of event through
the aid of sources (Onifade 2009). Thus, history refers to both the event of man past as well
as the study of these events. The subject matter of history in both MAN, not as a biological
unit man in society (social man) who is susceptible to change. It is the changing activities of
man over time that constitutes the transformation of societies. In an attempt to explain what
history is Agwom in Eluwa (2008) examined a number of definitions from various literatures
on the subject matter.
According to him, Charles (2016), defined history ‘as the record of life of society of
man and changes which these societies have gone through, ideas which determine the actions
of these societies and of material conditions which have helped or hindered development’.
Rowse (2007) asserted that history ‘is essentially the records of life of men in their
geographical and historical environment of how human society has come to be what it is.
History is the activities of human past event of a period in time or in the life or development
of people, an institution or a place (Encarta Dictionary 2009). History is the branch of
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knowledge that records and analyses past event for better understanding of present and
predict the future. Inherent in these definitions, is the fact that history deals with important
human past event of development in terms of their activities including those factors that have
influence or determined their actions in those historical event.
In the light of this, Carr (2004), an eminent Cambridge historian of the 19th century
says that ‘History is a continuous process of interaction between the historian and his fact’.
This is to say that what actually become known as history or historical facts is as a result of
the search for information by the historian. What the historian actually does is to get the facts
of historical records usually with his own analyses and interactions. Historians work with
nothing but the facts that are truly available to them. The available facts about the past and
the present. Historical facts due to this are two way process. They are a representation of
what the historian and history are doing to each other. As well, this definition highlights on
the role of the historian as a crucial role. This is so because historians deal with these events
that are outside our direct experiences, which left to use is mute, valueless and in fact nonexistents without someone, the historian brings them to our notice
An Anthropologist with bias historical background such as McCall (2003), defines
history as an account of human activities through time in a social and natural environment.
Such definition however emphases on the idea of time or chronological sequence as an
essential part of history. History is a process of development which is dynamic in the life
span of human societies. While others have viewed history from a broad perspective, others
have viewed it from a narrow perspective. John Seeley narrowly sees history as politics and
politics is present history. History is more than politics. To Professor Frederick Jackson
Turner (2004) ‘history is the biography of society in its entire department’. This is to say that
human societies are strictly departmentalized into political, economic, social, religion,
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military, and the rest. When viewed in this manner, history can then be said to be the mother
of all other disciplines.
History therefore, cannot narrowly be viewed as a mere record of the past events
which are dealt with in the present circumstance but has a futuristic element in its definition,
when viewed in this way, Carr’s definition at a later thesis that ‘history is a dialogue between
events of the past and progressively emerging future ends’ is a very important definition for
the purpose of our study. In Carr’s mind, historians’ selection and interpretation of materials
is influenced by the society’s values, goals and aspirations facts of history to say the least are
used to forecast the future and shape the course of human future expectations (Carr, 2004).
One will therefore, not offer any meaningful definition of history, without embedding in the
definition the element of the past, present and the future in terms of human experiences with
particular focus on the entire global setting on the arena of human activity, finally two more
position have to be noted at this point, namely; history may be viewed as representing the
actual events in human life. The events themselves are as when we say that ‘history has been
made’ or ‘history repeats itself’. History does not repeat itself except for the fact that event
and the actions that take place are similar but involving different persons and times.
Secondly, history can generally be viewed as a discipline, including the historians’ crafts
when ICT is very important in searching for historical fact in teaching and learning process
The Concept of Information and Communication Technology (ICT)
In the submission of Margaret (2013), Information Communications Technology-or
Technologies (ICTs) is an umbrella term that includes any communication device or
application encompassing radio, television, cellular phone, computer and network hardware
and software, satellite systems and so on, as well as the various services and applications
associated with them, such as video conferencing and distance learning. ICT are often spoken
of in a particular context such as ICT in education, libraries and research center, mainly to
14
advance skills in teaching and learning process within a particular community. Ehikhamer
(2003) refers to ICT as ‘a technique and equipment that facilitates the acquisition, recording,
processing, storing, reception transmission and retrieval of information using electronic
gadgets’. ICT is the scientific technology; engineering and management techniques used for
information storage and processing
Since the early 1980s Information and Communication Technology (ICT) has
permitted people to participate in a world in which schools, work and other activities have
been increasingly enhanced by access to varied and developing technology. ICT tools have
helped people find, explore, analyze, exchange, and present information – most importantly
without discrimination when effectively used, ICT can provide quick access to ideas and
experiences from a wide range of people, communities, and culture (Dakwe, 2010)
ICT can be categorized into three i.e. most recent types. Thus, information
technologies which uses computers and have become indispensable in modern times to
process data so as to save time and effort; secondly, is telecommunication technologies which
include telephones and broadcasting of radio and television through the use of satellites and
thirdly, it is a networking technologies and best known in this category so far is the internet
and satellite communication (Abikunle, 2006)
Information Communication Technologies (ICTs) are information handling
tools that are used to produce, store, and process, distribute and exchange information. These
different tools are now able to work together and combine to form networked world – which
reaches into every corner of the globe (UNDP 2010). It is an increasingly powerful tool for
participating in global market, promoting political accountability, improving the delivery of
basic services and enhancing local development opportunities (UNDP 2010). According to
Ogunsola (2005), ICT is an electronic based system of information transmission, reception,
processing and retrieval which has drastically changed the way we think, the way we live and
15
the environment in which we live. Students who use ICTs gain deeper understanding of
complex topic and concept and are more likely to recall information and use it to solve
problem outside the classroom (Apple Computer, 2002).
In addition, through ICT, students extend and deepen their knowledge, investigation
and inquiry according to their needs and interest when access to information is available on
multiple levels (CEO forum on education and technology (2001). Dogo (2010) in Gbenga
(2006), observed that, ‘’there are some basic features of ICT which have made it
indispensable in the quest to quality education in Nigeria tertiary institution. These features
include: providing students with an opportunity to work and learn on their own; provides
teachers with new opportunities especially distance learning and an involvement in the new
world; it combines and integrates a full range of media essential for effective learning; it also
provides an opportunity and increase in the interest and involvement of students in one-toone relationship with computers
The Relevance of History in the School Curriculum
Though there are many definitions of History as provided by many historians, what
can therefore, be deduced from the above definitions of History as viewed from different
perspectives is that history though deals with human past, requires analysis and interpretation
of the past based on evidences (historical sources) at the disposal of a historian. Despite the
encouragement of science subjects at the expense of arts subjects by the Federal Government
of Nigeria in particular, the fact remains that the relevance of History in nation building
cannot be overemphasized. The study of History does not only serve as bedrock for other
disciplines but also furnishes man with the understanding of the process of change and
continuity in human affairs. In fact, there is no discipline without history. The relevance of
History in the school curriculum is enormous. These include;
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1. It helps students to know more about themselves by promoting their understanding of
their past, in terms of both internal and external relationships
2. It satisfies man’s instinct of curiosity about past developments in all aspects of life.
3. It promotes the habit of serious and critical examination of situations and ultimately
offers opportunity for a special intellectual experience which sharpens the imagination
and deepens one’s knowledge about the developments of the society.
4. It enables people to orientate themselves amidst the bewildering currents of human
diversity.
5. It inculcates in the people the habit of not accepting explanations on their face value but
to identify the roots of happenings thereby promoting better understanding (Falola,
2010).
ICT in Nigeria's Educational Sector: Policies and Efforts
The National Policy on Education (2004) acknowledged the important role ICT could
play in education. For instance, computer studies have been introduced in the schools'
curriculum at the secondary school level. It was planned to establish pilot schools from where
to diffuse computer education first to secondary schools and then later to primary schools.
However, the implementation of the policy is yet to take-off. Computer is yet to be part of the
classroom technology in more than 90% of Nigeria's public schools (Adomi and Kpangbani;
2010). It is still the traditional chalkboard and textbook methods that are in use. In fact, even
the traditional method is not adequately available in many of the schools especially in the
rural areas.
Earlier, in 2003 to be precise, the New Economic Partnership for Africa's
Development (NEPAD) launched the e-school initiative intended to equip all African High
Schools with ICT equipment. It was within this context that Nigeria accelerated its efforts to
launch its plan/programme to diffuse technology and integrate it into the educational system.
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By 2009 there were about nine (9) ICT Education Initiatives in the country (Sheyin, 2009).
These include:
1. The Nigerian Universities Network (NU Net) project
2. The Polytechnics Network (Poly Net) project
3. The School Net Project
4. The Nigerian Education, Academic and Research Network (NEAR Net)
5. The Teachers Network (Teach Net) project
6. National Open University
7. National Virtual (Digital) Library (Ministry of Education/ NUC)
8. National Virtual Library (Ministry of Science and Technology/NITDA)
9. National Information, Communication and Education of the Presidency
In addition, the Education Trust Fund (ETF), Banks and other financial institutions,
NGOs like CISCO, Microsoft etc. are contributing in providing ICT services to school and
tertiary institutions in the country. The National Universities Commission (NUC) has
recommended that Personal Computer (PC) should be shared in Nigerian Universities as
follows: 1 PC to every 4 students; 1 PC to every 2 lecturers below Lecturer 1; 1 PC per
Senior Lecturer and 1 notebook computer per Professor/Reader (Agyeman, 2007). In an
effort to extend the reach-out to the grass-root, the Federal Ministry of Education launched an
ICT-driven project known as Schools Net intended to equip all schools in Nigeria with
computers and telecommunication technologies (Federal Republic of Nigeria, 2006). It also
commissioned a Mobile Internet Unit (MIU) operated by the Nigerian National Information
Technology Development Agency (NITDA). The MIU is a locally made bus converted into a
mobile unit with the relevant ICT equipment as a training and cyber centre (Adomi and
Kpangban, 2010). This project was planned to be expanded and extended to all parts of the
18
country but this is yet to be achieved although it is establishing centres in educational
institutions across the country.
Other efforts include the initiatives to put into use radio and television especially in
distance learning. For example, the National Open University of Nigeria (NOUN) is working
on a radio facility donated by the Commonwealth of Learning for airing of some of its
courses and has established 27 learning centres across the country for e-learning each
equipped with computer laboratory and cyber cafe. UNESCO is providing support to launch
the Radio for Literacy Project for Nigeria targeting 60 million illiterate Nigerians in 12 states
in the pilot project. The Federal Government has also ceded the educational unit of the NTA
in Tejuosho, Lagos to NOUN to televise some of their courses. Efforts are also being made to
develop Video Conferencing (Agyeman, 2007). The Nigeria ICT Forum of Partnership
Institutions, a nongovernmental organization is active in trying to develop ICT and e-learning
in higher educational institutions in the country and has 27 Universities as its members. It is
into capacity building, and sourcing of ICT infrastructure for the member institutions,
develops modules for e-learning for students and establishment of network (NOG, 2011).
Improving Qualitative Education in Teaching History with ICT–Driven Instructional
Aids
Information communication technology (ICT) can make the school more efficient and
productive, thereby engendering a variety of tools to enhance and facilitate teacher
professional activities (Yusuf 2005). Generally the usefulness of ICT-driven instructional
include the following (Torruam and Abur (2010);
Stimulation of Students’ Interest: In teaching and learning process, there is the need to
generate, arouse, motivate and maintain students’ interest. If the learners’ interest is built
properly, learning can take place effectively. As ICT-driven instructional aids have the
potentials if effectively used for regulating the place of information flows among different
19
class of learners under the same classroom. ICT-Driven instructional aids address individual
differences
Concretizes Abstract Issues or Topics in Teaching-Learning Process: The use of ICTdriven instructional aid is teaching and learning process makes learning real, practical and
more permanent to the learner. It makes conceptual abstract more meaningful
Creation of Effective Communication: ICT-driven instructional aids, if properly used allow
for a flow and transmission of idea from the teacher to the student and likewise from the
students to the teachers or from one group to others. The learner will be able to see, touch,
smell what is been talked about by the teacher and be curious to ask questions that would be
very helpful for effective evaluation (formative) of the teacher and instructions on the subject
matter
Use for Mass Instruction and Taking Care of a Wide Audience: With the use of projected
and electronic materials such as television, overhead transparencies and computer especially,
instructions are packaged in a very broad manners and which take care of wide range of
learners in a classroom with less time. Many students will be able to learn faster as the
package take care of various learners’ interest at the same time. Teacher can handle a very
large class conveniently as the teacher is guiding and displaying the instructional materials on
the wall with the use of the projector
Providing Meaningful and Useful Sources of Information to Teachers and Learners:
Teachers will be up to date and able to provide reliable and useful information for the
learners with the use of ICT-driven instructional aids; it can effectively be used to ultimate
shorter information from various sources for the purpose of comparison and contrasting
ideas. It helps in perception and retention of information or knowledge in learners
Improving Teaching Methods: The teachers will improve their teaching methods, not only
the method but perfect contents, and situations (activities) to be taught. With the use of
20
instructional aids, the teacher will be able to edit, try and retry, alter and delete his/her
activities to fit the standard and to properly utilize helps in giving direct contact with the
realities of the learners in all situations
However, once materials have been selected, careful preparation on the use comes
first and other subsequent preparation. According to Anyanwu (2002), the teachers should
prepare for the use of ICT-driven instructional aids in classroom, he should preview it to have
a first knowledge of the use before class; the teacher should have a full knowledge of the
parts, name operational level of the intended ICT-Driven Instructional Aids; and should be
able to operates the chosen materials in instructing the learners. Torruam and Abur (2010)
identify the following six basic guidelines and requirement for utilization and the use of ICTDriven Instructional Aids;
1. Specification of Objective: Clear objectives which are behaviorally stated are user ring
guides in ICT-driven instruction aids using process, they direct the sequences, methods,
content and techniques of instruction in subject matter. They provide scientific basis of
valid evaluation, instrument, construction, and administration.
2. Maximal Fit with Instructional Task: ICT-driven instructional aids must be
appropriate for ally determined or individually responsive
3. Preparation and Preview: for effective and successful use of ICT-driven instructional
aids for proper teaching and learning situation, the teacher must in advance prepare
himself. The learners and the environment, the materials as a matter of must, should be
previewed by the teacher in order to follow its process of presentation sequentially
4. Multi-dimensional Presentation: proper and creative use of a variety of ICT-driven
instructional aids at different level of lesson planning can be adequate in achieving
various instructional objectives because it will enrich variety of learners’ minds as they
attain better goal easily than with the use of a single medium
21
5. Environmental Situation: the environmental variable such as physical, cultural and
social in which the ICT-driven instructional aids are utilize for learning have significant
effect on their effectiveness; sound-motion films for instance with attention-complexly
properties can successfully be presented in less quiet environment
6. Measure for Outcomes: ICT-driven instructional aids should be evaluated in terms of
their suitability, practically to the instructional objectives appeal to the cost
effectiveness, learning achievement level, consistency with content call for
improvement in utilization techniques etc.
The Use of ICT in Teaching and Learning of History in Senior Secondary Schools
The use of ICT in history can be clearly divided into two broad categories (Olakulehin
2007): ICT for History and ICT in History. ICT for history refers to development of
information and communications technology specifically for teaching/learning purposes,
while ICT in history involves the adoption of general component of technology of teaching
(Olakulehin 2007). The teaching and learning of History in the Nigerian secondary schools
most importantly in the 21st century have developed within the framework of theory and
practice. In this technological age, the effective means of communication in the classroom
instruction requires the use of communication technologies.
“The illiterate of the 21st century, will not be those who cannot read and
write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler (cited
in Shikshak, 2009).
The above statement pointed out the relevance of ICT revolution in the 21st century
education. Haddad and Jurich, (2002) argued that there are four basic issues in the use of
ICTs in education in the 21st century. They are effectiveness, cost, equality and
sustainability. They pointed out that, in recent years, there has been an upsurge of interest in
how ICTs most importantly computers and the internet can best be harnessed to improve the
22
efficiency and effectiveness of education at all levels and in both formal and non-formal
settings (Haddad and Jurich, 2002). The use of ICT in the teaching and learning of History in
the 21st century can be seen in three major angles, namely, the impact on teacher, learner and
the image of history as a discipline.
Conventional teaching which is still common today in our schools emphasizes
content. For many, teachers of history in particular have taught through lectures and
presentations interspersed with tutorials and learning activities designed to consolidate and
rehearse the content (Kamal and Banu, 2010). Meanwhile, contemporary settings are now
favouring curricula that promote competency and performance. In the developed countries,
curricula are starting to emphasize capabilities and to be concerned more with how the
information will be used than with what the information is. The moves to competency and
performance-based curricula are well supported and encouraged by emerging instructional
technologies (Stephenson, 2011). Such curricula tend to require; access to a variety of
information sources; access to a variety of information forms and types; student-centred
learning settings based on information access and inquiry; learning environments centred on
problem-centred and inquiry-based activities; authentic settings and examples; and teachers
as coaches and mentors rather than content experts.
For many years, teachers wishing to adopt competency and performance-based
curricula have been limited by their resources and tools but with the proliferation and
widespread availability of contemporary ICTs, many restrictions and impediments of the past
can now be removed (Otakhor, 2007). As students and teachers gain access to higher
bandwidths, more direct forms of communication and access to sharable resources, the
capability to support these quality learning settings will continue to grow (Oliver, 2000).
Another use of ICT in the teaching and learning of History in the 21st century is the
need for information literacy. In the 21st century, there has emerged the need for educational
23
institutions to ensure that graduates are able to display appropriate levels of information
literacy, “the capacity to identify an issue and then to identify, locate and evaluate relevant
information in order to engage with it or to solve a problem arising from it” (McCausland et
al., 2009,). The drive to promote such developments stems from general moves among
institutions to ensure their graduates demonstrate not only skills and knowledge in their
subject domains alone but also to acquire general attributes and generic skills. Traditional
generic skills have involved such capabilities as ability to reason formally, to solve problems,
to communicate effectively, to be able to negotiate outcomes, to manage time, project
management, and collaboration and teamwork skills. The growing use of ICTs as tools of
everyday life have seen the pool of generic skills expanded in recent years to include
information literacy (Kamal and Banu, 2010).
The use of ICT on how students learn history is significant. Just as technology is
influencing and supporting what is being learned in schools and universities, so too, is it
supporting changes to the way students are learning. Moves from content-centred curricula to
competency-based curricula are associated with moves away from teacher-centred forms of
delivery to student-centred forms. Through technology-facilitated approaches, contemporary
learning settings now encourage students to take responsibility for their own learning .In the
past, students have become very comfortable to learning through transmissive modes.
Students have been trained to let others present to them the information that forms the
curriculum. The growing use of ICT as an instructional medium is changing and will likely
continue to change many of the strategies employed by both teachers and students in the
learning process. Technology has the capacity to promote and encourage the transformation
of education from a very teacher directed enterprise to one which supports more studentcentred models which is manifested in the moves towards problem-based learning and
increased the use of the Web as an information source (Kamal and Banu, 2010). The use of
24
ICT in educational settings, by itself acts as a catalyst for change in this domain. ICTs by
their very nature are tools that encourage and support independent learning. Students using
ICTs for learning purposes become immersed in the process of learning and as more and
more students use computers as information sources and cognitive tools (Reeves and
Jonassen, 2006). The influence of the technology on supporting how students learn will
continue to increase.
More importantly, the emergence of ICTs as learning technologies has coincided with
a growing awareness and recognition of alternative theories for learning. The various theories
of learning during the classical period pre-date the introduction of ICT into the school
curriculum. The current theories of learning that hold the greatest sway today are those based
on constructivist principles (Duffy and Cunningham, 2012). These principles posit that
learning is achieved by the active construction of knowledge supported by various
perspectives within meaningful contexts. In constructivist theories, social interactions are
seen to play a critical role in the processes of learning and cognition (Vygotsky, 2008). In the
past, the conventional process of teaching has revolved around teachers planning and leading
students through a series of instructional sequences to achieve a desired learning outcome.
Typically these forms of teaching have revolved around the planned transmission of a body
of knowledge followed by some forms of interaction with the content as a means to
consolidate the knowledge acquisition. Contemporary learning theory is based on the notion
that learning is an active process of constructing knowledge rather than acquiring knowledge
and that instruction is the process by which this knowledge construction is supported rather
than a process of knowledge transmission (Duffy and Cunningham, 2015). The strengths of
constructivism lie in its emphasis on learning as a process of personal understanding and the
development of meaning in ways which are active and interpretative. In this domain, learning
25
is viewed as the construction of meaning rather than as the memorization of facts (Lebow,
2011; Jonassen and Reeves, 2013).
The sustenance and relevance of History in the 21st century in our educational
institutions today require the application of modern technologies like video tape, television,
internet, CD tape and other multimedia. The study of History has gone beyond story telling of
the classical period. History as a discipline is both broad in its coverage and complex in
study. In fact, it has embraced the whole spectrum of human endeavours as seen in its various
branches like political history, military history, economic history, social history, diplomatic
studies, cultural history, and development studies among others (Adesote and Omojeje,
2011). This is why some scholars have argued that History is Art, a Science and as well a
Social Science. Thus, appropriate use of ICTs in the teaching and learning of History in the
classroom instruction help in making learning concrete and thus makes History a living
subject/discipline rather than the study of dead issues.
Challenges Associated with the Use of ICT in Teaching and Learning
Integrating ICT into teaching and learning is a complex process and one that may
encounter a number of difficulties. These difficulties are known as “challenges” (Schoepp,
2005). A challenge is defined as “any condition that makes it difficult to make progress or to
achieve an objective” (WordNet, 2005, as cited in Schoepp, 2005). The following are some of
the key challenges that have been identified in the literature regarding teachers’ use of ICT
tools in classroom.
Limited Accessibility and Network Connection
Several research studies indicate that lack of access to resources, including home
access, is another complex challenge that prevent teachers from integrating new technologies
into education. Various research studies indicated several reasons for the lack of access to
technology. In Sicilia’s study (2005), teachers complained about how difficult it was to
26
always have access to computers. The author gave reasons like ‘computers had to be booked
in advance and the teachers would forget to do so, or they could not book them for several
periods in a row when they wanted to work on several projects with the students’. In other
words, a teacher would have no access to ICT materials because most of these were shared
with other teachers. According to Becta (2004), the inaccessibility of ICT resources is not
always merely due to the non‐availability of the hardware and software or other ICT
materials within the school. It may be the result of one of a number of factors such as poor
resource organization, poor quality hardware, inappropriate software, or lack of personal
access for teachers (Becta, 2004).
The challenges related to the accessibility of new technologies for teachers are
widespread and differ from country to country (Empiricas, 2006). European study found that
lack of access is the largest barrier and that different challenges to using ICT in teaching were
reported by teachers, for example a lack of computers and a lack of adequate material.
Similarly, Korte and Hüsing (2007) found that there are some infrastructure barriers such as
broadband access not yet being available. They concluded that one third of European schools
still lack broadband Internet access. Pelgrum (2001) explored practitioners’ views from 26
countries on the main obstacles to ICT implementation in schools. He concluded that four of
the top ten barriers were related to the accessibility of ICT. These barriers were insufficient
unit of computers, insufficient peripherals, insufficient numbers of copies of software, and
insufficient immediate Internet access. Toprakci (2006) found that low numbers of
computers, oldness or slowness of ICT systems, and scarcity of educational software in the
school were barriers to the successful ICT implementation in schools. Similarly, Al‐Alwani
(2005) found that having no access to the Internet during the school day and lack of hardware
were hampering technology integration.
School with Limited Technical Support
27
Without both good technical support in the classroom and whole‐school resources,
teachers cannot be expected to overcome the obstacles preventing them from using ICT
(Lewis, 2003). Pelgrum (2001) found that in the view of primary and secondary teachers, one
of the top barriers to ICT use in education was lack of technical assistance. In Sicilia’s study
(2005), technical problems were found to be a major barrier for teachers. These technical
barriers included waiting for websites to open, failing to connect to the Internet, printers not
printing, malfunctioning computers, and teachers having to work on old computers.
“Technical barriers impeded the smooth delivery of the lesson or the natural flow of the
classroom activity” (Sicilia, 2005, p. 43).
Korte and Hüsing (2007) argued that ICT support or maintenance contracts in schools
help teachers to use ICT in teaching without losing time fixing software and hardware
problems. The Becta (2004) report stated “if there is a lack of technical support available in a
school, then it is likely that technical maintenance will not be carried out regularly, resulting
in a higher risk of technical breakdowns” (p. 16). Many of the respondents to Becta’s survey
(2004) indicated that technical faults might discourage them from using ICT in their teaching
because of the fear of equipment breaking down during a lesson. In teaching, several studies
indicated that lack of technical support is a main barrier to using technologies. According to
Gomes (2005), ICT integration in teaching needs a technician and if one is unavailable the
lack of technical support can be an obstacle. In Turkey, Toprakci (2006) found that the lack
of technical support was one of two significant barriers to ICT integration in science
education in schools and might be considered “serious”. In Saudi Arabia, science teachers
would agree to introduce computers into teaching, except that they believe they will
encounter problems such as technical service or hardware problems (Almohaissin, 2006).
Sicilia (2005) argued that whatever kind of technical support and access teaching staff have
28
and whether they have twenty years of experience or are novices to the profession, technical
problems generate barriers to the smooth lesson delivery by teachers.
Lack of Effective Training
The challenge most frequently referred to in the literature is lack of effective training
(Albirini, 2006; Balanskat et al., 2006; Beggs, 2000; Özden, 2007; Schoepp, 2005; Sicilia,
2005; Toprakci, 2006; Ghavifekr & Wan Athirah, 2015). One finding of Pelgrum’s (2001)
study was that there were not enough training opportunities for teachers in using ICTs in a
classroom environment. Similarly, Beggs (2000) found that one of the top three barriers to
teachers’ use of ICT in teaching was the lack of training. Recent research in Turkey found
that the main problem with implementing new ICT in education was the insufficient amount
of in-service training for teachers (Özden, 2007), and Toprakci (2006) concluded that limited
teacher training in ICT use in Turkish schools is an obstacle.
According to Becta (2004), the issue of training is certainly complex because it is
important to consider several components to ensure training effectiveness. These were time
for training, pedagogical training, skills training, and an ICT use in initial teacher training.
Correspondingly, recent research by Gomes (2005) relating to various subjects concluded that
lack of training in digital literacy, lack of pedagogic and didactic training in how to use ICT
in the classroom and lack of training concerning technology use in specific subject areas were
obstacles to using new technologies in classroom practice. Some of the Saudi Arabian studies
reported similar reasons for failures in using educational technology: the weakness of teacher
training in the use of computers, the use of a “delivery” teaching style instead of investment
in modern technology (Alhamd, Alotaibi, Motwaly, & Zyadah, 2004), as well as the shortage
of teachers qualified to use the technology confidently (Sager, 2001).
Providing pedagogical training for teachers, rather than simply training them to use
ICT tools, is an important issue (Becta, 2004). Cox et al. (2009) argued that if teachers are to
29
be convinced of the value of using ICT in their teaching, their training should focus on the
pedagogical issues. The results of the research by Cox et al. (2009) showed that after teachers
had attended professional development courses in ICT, they still did not know how to use
ICT in their classrooms; instead they just knew how to run a computer and set up a printer.
They explained that this is because the courses only focused on teachers acquiring basic ICT
skills and did not often teach teachers how to develop the pedagogical aspects of ICT. In line
with the research by Cox et al. (2009), Balanskat et al. (2006) indicated that inappropriate
teacher training is not helping teachers to use ICT in their classrooms and in preparing
lessons. They assert that this is because training programs do not focus on teachers’
pedagogical practices in relation to ICT but on developing ICT skills.
Fundamentally, when there are new tools and approaches to teaching, teacher training
is essential (Osborne & Hennessy, 2003) if they are to integrate these into their teaching.
However, according to Balanskat et al. (2006), inadequate or inappropriate training leads to
teachers being neither sufficiently prepared nor sufficiently confident to carry out full
integration of ICT in the classroom. Newhouse (2002) stated “teachers need to not only be
computer literate but they also need to develop skills in integrating computer use into their
teaching/learning programmes” (p. 45).
Limited Time
Several recent studies indicate that many teachers have competence and confidence in
using computers in the classroom, but they still make little use of technologies because they
lack the time. A significant number of researchers identified time limitations and the
difficulty in scheduling enough computer time for classes as a barrier to teachers’ use of ICT
in their teaching (Al‐ Alwani, 2005; Becta, 2004; Beggs, 2000; Schoepp, 2005; Sicilia, 2005).
According to Sicilia (2005), the most common challenge reported by all the teachers was the
30
lack of time they had to plan technology lessons, explore the different Internet sites, or look
at various aspects of educational software.
Becta’s study (2004) found that the problem of lack of time exists for teachers in
many aspects of their work as it affects their ability to complete tasks, with some of the
participant teachers specifically stating which aspects of ICT require more time. These
include the time needed to locate Internet advice, prepare lessons, explore and practice using
the technology, deal with technical problems, and receive adequate training.
Lack of Teachers’ Competency
Another challenge directly related to teacher confidence is teachers’ competence in
integrating ICT into pedagogical practice (Becta, 2004). In his research, Newhouse (2002)
found that many teachers lacked the knowledge and skills to use computers and were
unenthusiastic about the changes and integration of supplementary learning associated with
bringing computers into their teaching practices. Current research has shown that the level of
this barrier differs from country to country. In the developing countries, research reported
that teachers’ lack of technological competence is a main barrier to their acceptance and
adoption of ICT (Pelgrum, 2001; Al‐Oteawi, 2002). In Syria, for example, teachers’ lack of
technological competence has been cited as the main barrier (Albirini, 2006). Likewise, in
Saudi Arabia, a lack of ICT skills is a serious obstacle to integration of technologies into
science education (Al‐Alwani, 2005; Almohaissin, 2006).
Empirica (2006) produced a report on ICT use in European schools. The data used for
the report came from the Head Teachers and Classroom Teachers Survey carried out in 27
European countries. The findings show that teachers who do not use computers in classrooms
claim that “lack of skills” are a constraining factor preventing them from using ICT for
teaching. Another worldwide survey conducted by Pelgrum (2001), of nationally
representative samples of schools from 26 countries, found that teachers’ lack of knowledge
31
and skills is a serious obstacle to using ICT in primary and secondary schools. The results of
a study conducted by Balanskat et al. (2006) have shown that many teachers still chose not to
use ICT and media in teaching situations because of their lack of ICT skills rather than for
pedagogical/didactics reasons”. Hence, lack of teacher competence may be one of the strong
barriers to integration of technology into education. It may also be one of the factors involved
in resistance to change.
Appraisal of Reviewed Literature
The study investigated the Use of ICT in Teaching of History in Senior secondary
Schools in Ilorin South Local Government Area of Kwara State. The contributions of various
researchers have made various definitions, contribution and concept understandable to suit
the research topic. A number of scholars have viewed the concept of ICT from different
perspectives and standpoints. The term information and communications technology (ICT)
was said to have been introduced in the early 1990s to replace that of information technology
(IT) in recognition of the communicating abilities and facilities offered by the computer.
However, while most people adopted the term ICT, people in higher education used the term
communication and information technology (C and IT) to refer to the same concept (Salau,
2005). The term ICT covers a whole range of applications, techniques and systems (Clarke,
2006). Lallana and Margaret (2003) clearly postulate that ICT “refers to a broad field
encompassing computers, communications equipment and the services associated with
them.” This means that ICT is not just considered as applications and systems but also as skill
for life. In this sense, it is viewed in line with literacy and numeracy as a fundamental skill
that every individual needs so as to live “confidently, effectively and independently in a
modern or contemporary society (Clarke, 2006).
32
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter discusses the methodology to be adopted in this study under the
following sub-headings:

Research Design

Population, Sample and Sampling Techniques

Instrumentation

Procedure for Data Collection

Data Analysis Techniques
Research Design
A descriptive survey research design will be adopted for this study. This is in line
with the view of Cresswell (2016) who stated that descriptive survey method enables
information to be obtained from a representative sample of the population and describe
situation as they exist. Descriptive survey research design is therefore, considered appropriate
for the study.
Population, Sample and Sampling Techniques
The population of this study will comprise all senior secondary schools in Ilorin South
Local Government Area of Kwara State. The target population for this study will be all
teachers and students of the 145 senior secondary schools in Ilorin South Local Government
Area of Kwara State. However, the researcher will adopt simple random sampling technique
to select ten (10) senior secondary schools from the target population for this study. Five (5)
teachers and twenty-five (25) students will be selected from each of the ten (10) selected
senior secondary schools in Ilorin South Local Government Area of Kwara State. Thus, the
total sample will be three hundred (300) as represented below:
33
Selected Schools
Sample
Sample
Teachers
Students
Ansar-Ur-Deen Senior Secondary School
5
25
Chapel Secondary School, Tanke
5
25
Effective Model College, Tanke
5
25
Flora Schools, Tanke
5
25
Government Day Senior Secondary School, Tanke
5
25
Graceland Secondary School, Tanke
5
25
Hillcity School, Tanke
5
25
Life Touch High School, Tanke
5
25
Minaret Islamic Secondary School, Tanke
5
25
Unity Community Secondary School, Unity
5
25
50
250
Total
Instrumentation
The instrument for this study will be a structured questionnaire which will be
constructed by the researcher to collect data from senior secondary school teachers and
students. The questionnaire will be titled “Use of Information and Communication
Technology (ICT) in Teaching and Learning of History Questionnaire (UICTTLHQ)”. The
questionnaire will be of two parts. The first for teachers, while the second for students. Each
part will have two sections, i.e. Section A and B. Section A will comprise demographic data
of the respondents while Section B will contain items structured to elicit information on the
Use of Information and Communication Technology (ICT) in Teaching and Learning of
34
History in Senior Secondary Schools. The researcher will adopt Likert scale point for the
questionnaire – Strongly Agreed (SD), Agreed (A), Disagree (D), Strongly Disagreed (SD)
Face and content validity of the instrument will be determined for this research
questionnaire. The questionnaire will be given to the supervisor who will go through it and
make relevant corrections, modifications and suggestions which will reflect on the final
version before the administration of the questionnaire for the research study.
Reliability of an instrument refers to the degree to which an instrument consistently
measure what it is purported to measure. Reliability implies that results obtained from the
questionnaire should be the same for different number of time it is administered. To
determine the reliability of the instrument test-re-test technique will be adopted. The
researcher would administer the questionnaire in other two senior secondary schools outside
the sample but with the population of a teacher and four (4) students in each of the two senior
secondary schools after a period of a week. The two scores that will be obtained will be
correlated using PPMC at 0.05 level of significance.
Procedure for Data Collection
The data will be obtained through the structured questionnaire. The schools to be used
as samples for the study will be visited by the researcher. The researcher will seek permission
from the Principal of the schools having explained the purpose of the research work. The
researcher will then proceed to enlighten the students and the teachers on what is required of
them in the filling of the questionnaire after which the copies of the questionnaire will be
administered to the respondents. The researcher will ensure the collection of the filled
questionnaire on the spot for further procedures
Data Analysis Techniques
Data collected for this study will be analyzed using descriptive statistic of frequency
and percentage count, mean decision and standard deviation. Demographic data of the
35
respondents will be analyzed using descriptive statistic of frequency and percentage count
while the research questions will be analyzed using descriptive statistics of percentage, mean
decision and standard deviation.
36