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THE USES OF COMPUTER INFORMATION AND COMMUNICATION
TECHNOLOGY (ICT) AND ITS EFFECT ON STUDENTS IN TEACHING AND
LEARNING ACTIVITIES IN SCIENCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
Internationally, a great deal of resources have been put towards purchasing
computers, hardware, software and networking systems in the attempt of educating and
providing students with the technological skills that are needed in the 21st century such
tools falls under the realm of information and communication technology and throughout
this research will be referred to as (ICT). Each nation is in competition to educate and
train their citizens to become the leaders and investors of tomorrow. The information
economy requires a “skilled work force to cope with constant changes in the workplace
as well as in day-to-day living. Adults requires higher skills levels as society become
more complex, low-skill jobs decrease and literacy requirement increase dramatically”
(Orbeth and Willms, 2002, p. 8).
Globalization has been made possible by the discovery of new technology like
telecommunication, computer and electronics as a result; we now use the computer
instead of arch tics typewriter, mobile telephones are fast replacing the post offices
services and we surf the web from information of browsing through books in library.
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Every individual in the world engages in communication according to Okediran
and Augustus (2002) interaction made possible amongst individual in the society and the
educational system from crude form of the oriented forms today. Before I draw a clear
picture of what information and communication technology (ICT) is all about.
However, technology is not seen as a “supplement” whose mere existence in
schools can speed up better educational results. Technology is also not seen as simply
another subjects in the curriculum tools they may encounter as mature. The idea Of ICT
in education, as seen by the Ministry of Education, comprises a system that allows
information gathering, organization, handling, access and communication in various
forms.
Information and Communication Technology (ICT) is a force that has changed
many aspects of the way we live, if one was to compare such fields as medicines,
tourism, travel, business in banking, engineering and architecture, the impact of ICT
across the past two or more decides has been enormous the way these fields operate today
is vastly different from the ways they operated in the past. But when one looks at
education, there seems to have an uncanny lack of influence and fair less change the other
fields have experienced. A number of people have attempted to explore this lack of
activity and influence schools which made a one-time investment in computer technology
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may not have sufficient funds to train teachers how to use them effectively, to buy the
latest software and to upgrade hardware as needed.
No matter what career you decide to take up, you will almost inevitable needs to
be able to understand and use information technology to create and keep track of
document in offices, seek out and exploit new ways of marketing, control factory
production, design and create new products and enables services industries to function on
a global scale. Even before you can get admission into any tertiary institution you have to
be computer literate.
ICTS provides opportunities for students-teacher academic and non academic
staffs to communicate with one another more effectively during formal and informal
teaching and learning. Also, teachers’ needs training not only in computer literacy but
also in the application of various kinds o software meant for education in teaching and
learning. In addition, they need to learn how to integrate ICTs into the classroom
activities and structures.
Akinmulegun (2009) define communication as the act of enhancing information,
neirs ideas etc this Information and Communication Technology refers to all those
activities involved in the processing and transmission of data, it encompasses all high
technical activities, Oyia defined Information and Communication Technology as the
integration of computer resources for global information sending and receiving.
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Therefore, there is need to find out the effectiveness of information and communication
on the achievement of student in science. If we could look for a moment into the near
future we might see each of us working with an information person workspace (PWS).
Even your e-mail box addresses your ID-password to log into different networks
resources your list operational book-marks to surf for your favorite web, your hard disk
space Accessible remotely by FTP your personal web other activities will be nested
within this model.
In these cases a huge amount of money was spent on these resources which some
would argue would have been better spent on other resources. It is important that rare
resources to support learning in schools are not wasted and therefore care needs to be
taken in choosing to use computers to support learning.
Historically Technology has been developed to answer problems develop living
standards. Therefore, it is fair that we should assume Educational Technology to be
advanced with some aims that is to increase the productivity and explain problems in
teaching and learning syllabus.
In Canada, the federal government has created policies and programs so that all
schools and communities have access to ICT on such example in the school Net program,
where by the main focus is to provide all school and classrooms with internet connections
within communities, high-speed internet connections where established by way of the
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community Access Program (CAP), which in turn was advantages for rural Canadians
who might have raised in where high-speed internet connections where not available
(Corbett and Williams, 2002).
The Government of Nova Scotia with the assistance of the federal government
invested approximately ninety million dollars towards the Information Economy Initiate
(IEI), a technology which pan aimed at connecting and preparing Nova Scotians for the
information Age. This Endeavour, which was completed 2007, resulted in computer for
schools, training for teachers and internet access for rural institutions.
Furthermore, being brought up in an era of television and video games, today’s
student have limited attention Spam but they respond well to multimedia stimuli and
interactive activities information and communication Technology is a teaching
methodology that emphasis co-operative and interactive learning using multimedia, it is
designed to accommodate the increasing diversity. In student sick ground expectation,
learning style and pace.
In particular a learning environment is needed that fully provides conditional
resources that will reflect the latest development in Science and Technology.
Consequence upon this, the study is set to determine the next to which secondary
schools engage in ICT programme and its effect on the performance of students in
science.
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There is a Universal recognition of the need to use Information and
Communication Technology (ICT) in the educational system of Nigeria as we are in the
era of digitalization where the flow of information via satellite and the internet hold sway
in global dissemination of knowledge in diverse subject area. Nigeria is a way slow in
embracing the integration of ICTs for teaching in secondary school curriculum. A great
deal of instructional and administrative work in secondary schools in Nigeria is still
carried our manually.
This is a result of lack of high cost of computer hardware and software for their
application, weak-infrastructures, selfish political ambition of individuals diversion of
funds for other purpose in schools, inadequate skilled ICT professionals/teachers lack of
appropriate organization recognition, unrollingness of teacher to adapt to new trends of
teaching, inadequate funds to acquire furniture textbooks befitting classrooms, cost of
subscription to the net on a regular basic are stumbling blocks on the adoption of ICTs in
secondary schools in Nigeria, schools need ICT to aid their teaching and learning and
educational management so as to meet up with the technological development of the 21st
century.
In the foregoing findings, the following recommendations were made, that the
schools should make sure they have a web page, provide different kinds of computers and
internet access to students make provision for schools to purchase standard software
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package to manage the creation of course web pages, recruit staff with ICT skills to assist
instructors with Educational Technology, make provisions for classrooms designed for
multimedia presentations, special funds of professional recognition for innovative uses of
technology in teaching be given to schools in order to have collegues working on grants
that support electronics teaching, the institution should have plan for on-line course
materials.
The use of the internet should be made compulsory to staff and students, and the
on-line materials should be made accessible to all staff and students
Fanis 2008 found that the integration of technology for younger students middle
school and lower increased achievement when used as a mean of enriching the lesson,
providing opportunities for students to attain higher order thinking on the other hand,
Technology in higher school environment affected achievement positively when used as
a tool to “deepen their thinking and enhancing their work product through technology
driven process” students can use various Technologies to gather factual based evidence,
organized information analyze data, prepare presentation that consist of not only text but
audio, animations or video and to collaborate with peers and experts to question shame
findings or to provide feedback.
Blumenfield (2007) noticed this fascination with Technology and furthered the
uses beyond basic communication, “Technology can enhance interest by providing
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multiple levels of activities that match student knowledge and skills and given them
access to real, authentic data”. Furthermore, underleider and Buns discovered that
students
interaction
within
group setting as well as the use of technology tools to facilitate learning resulted in
increases of students satisfaction and motivation and students who are motivated intum,
experience greater success.
1.2
STATEMENT OF THE PROBLEM
The project aim to examine the uses of computer in ICT and its effect on student
achievement in science, in some selected secondary school in Odeda Local Government
Ogun State.
1.3
SIGNIFICANCE OF THE STUDY
The findings from this study may benefit the science educator in discovering the
uses of computer information and communication technology (ICT) and its effect on
students in teaching and learning activities in science in secondary schools.
It may also be relevant to curriculum planners in introducing ICT into science
Curriculum for qualified teachers to give instructional to students and to have the
knowledge about the uses and the effect of ICT and its management in secondary
schools.
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Federal and State Government may also be beneficiaries of the findings from this
study in that it would help them see the need to find the establishment of ICT centers and
sponsors science teachers in secondary schools for in-service-training, seminars,
workshops an conference to acquaint themselves with how to operate and manipulate
these technological devises effectively in order to use them to teach the students and
improve their performance in science. Parents may also be encouraged to sponsor their
wards for ICT training.
1.4
RESEARCH QUESTIONS
The following questions were provided answers to in the course of this study
1. What role does information and Communication Technology (ICT) plays on the
achievement of students in science?
2. Are there qualified teachers for the implementation of ICT in secondary school
science curriculum?
3. Are students interested or encouraged to utilize the available resources materials?
4. Are resources materials available for the implementation of ICT in secondary
schools?
1.5
RESEARCH HYPOTHESIS
Ho1
There is no significant difference between the achievement of science students
that are exposed to ICT and those that are not.
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Ho2
There is no significant difference between students attitude to the use of ICT
Ho3
There is no significant difference between student attitude to the use of ICT for
learning and their achievement in science
Ho4
There is no significant difference between availability of resource materials for
ICT and students’ achievement in science
1.6
SCOPE OF THE STUDY
This study will be restricted to examining the uses of ICT and its effect on science
student in two selected secondary schools in Odeda Local Government Area of Ogun
State.
1.7
DEFINITION OF TERMS
ICT: Information and Communication Technology
COMPUTER:
Is an electronic machine that can store, organize and find
information
INFORMATION:
Any potentially useful technology or vale that can be expressed
with exactness
COMMUNICATION:
TECHNOLOGY:
human’s problems
Is the use of exchanging information, news ideas etc.
Is refers to as the application of scientific knowledge to solve
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EFFECT:
A change that something causes on something else.
ACHIVEMENT:
A thing that somebody has done successfully, especially using
their own effort and skill.
TECHNOLOGICAL DEVICES: They are equipments or gadgets used in the
application of scientific knowledge e.g. Computers, Laptop, Desktop, etc
SCIENCE:
Is an Organized body of knowledge