Impact Of ICT On students’ academic performance in secondary Schools

Description

ABSTRACTS

The study investigates the impact of ICT on students’ academic performance in secondary schools in Akko local government area, Gombe state Nigeria. The study revealed that, the integration of ICT in teaching improves the academic performance of students, disproving the research Hypothesis that “There is no significant difference in the mean score of the male and female students taught with ICT and those taught without it.”. Quasi-Experimental research design was employed in this study and the following findings were established thus: There is a difference in the mean scores of the students taught with ICT and those taught without ICT, and there is a difference in the mean scores of the Female and Male Students taught with ICT and those taught without. From the research findings, the study concludes that there is a significant role that ICT plays in improving students’ academic performance. The study recommends that efforts should be made by government to make ICT facilities available and to provide teachers the skills and knowledge of how to implement ICT in teaching Secondary school students in Gombe State so as to improve student’s academic performance.

 

CHAPTER ONE

BACKGROUND OF THE STUDY

1.1.Introduction.

Teaching is becoming one of the most challenging professions in our society today where knowledge is expanding so rapidly that modern technologies demand the use of Information and Communication Technology (ICT) (United Nations Educational, Scientific and Cultural Organization UNESCO, 2002). ICT has become within a short time one of the basic building blocks of a modern society. Many countries now regard understanding ICT and mastering its basic concepts as part of the core of education (UNESCO, 2002). There are developments in the Nigerian education sector which indicate some level of ICT application in the secondary schools. The Federal Government of Nigeria, in the National Policy on Education produced by the Federal Ministry of Education (FME, 2004), recognizes the prominent role of ICTs in the modern world, and has integrated ICTs into education in Nigeria. To actualize this goal, the document states that government will provide basic infrastructure and training at the primary school. At the junior secondary school, computer education has been made a pre- vocational elective, and is a vocational elective at the senior secondary school. It is also the intention of government to provide necessary infrastructure and training for the integration of ICTs in the secondary school system. The National policy on education (FME,2004) on secondary education also recognizes the prominent role of information technology in knowledge advancement and therefore noted that Government shall provide necessary infrastructure and training for the integration of Information Technology (IT) in the school system. In relation to this, the first mission statement of the national policy for information technology is to use IT for education. It further has as one of the general objectives to integrate IT into the mainstream of education and training. This will undoubtedly be an innovation in the Nigerian educational system (Adediran & Morenikeji,2011). The use of computers in education is not a new phenomenon. The late 1980’s saw a growing shift towards computer integration which emphasized the curriculum and not the tool. Its proponents felt that students would learn new skills as they needed them in order to make the computer work for them. The computer could now be viewed more as a partner as opposed to a competitor and could be treated in a more natural manner (Lockard & Abrams, 1994).

According to Olokola, Abdullahi & Omosidi (2014), Most teachers leave teacher training institutions with limited knowledge of ways technology can be effectively used in their professional practice. In this age of digitization, being able to effectively apply technology should be high on the list of what teachers at all levels of our education should know and be able to do in any instructional transaction. There is substantial evidence that, if used appropriately for specific purposes in specific contexts, technology can be an effective tool in supporting teaching and learning.

Olakulehin, (2007) Opines that the way Information Communication Technology (ICT) has been used in the education can be divided into two broad categories (1) ICT for Education and (2) ICT in Education. ICT for education refers to the development of information and communication technology specifically for teaching/ learning purposes, while ICT in Education involves the adoption of general components of technologies in the teaching process, more specifically, often for the training of teachers in the use of technology for teaching. Similarly, UNESCO (2004) classifies ICT in education into three broad categories:

(1) pedagogy (2) training, and (3) continue education. Pedagogy is focusing on the effective learning of subjects with the support of the various components of ICT. Olakulehin (2007) emphasizes that the pedagogic application of ICT involves effective learning with the aid of computers and other information technologies as learning aids, which play complementary roles in the classroom, rather than supplementing the teacher.

Training is the transfer of knowledge, skills, and attitudes (KSAs) through structured learning and follow-up activities to solve job performance problems or fill identified performance gaps. Advance in science and technology creates the need for ICT training for teachers in secondary schools. Each of the major technological advancements in computer produces a whole generation of computers (Olokola et.al, 2014). Bello (2000), argued that if teachers are to be convinced of the value of using ICT in their training, their training should focus on the pedagogical issues. Providing pedagogical training for teachers rather than simply training them to use ICT tools is an important issue (Joseph, 2004 as cited in Olokola et.al, 2014). It is clear from these points that ICT can help teachers to teach and students to learn more effectively. A cursory look into technology use in our school system, even when ICT facilities are available, shows that teachers do not make use of these tools. Sanusi (2008) remarked that there is still a long way to go before secondary school teachers in developing countries like Nigeria will be able to take advantage of the opportunity provided by the year 2020 technology.

Therefore, the Impact of ICT on teaching and learning in Nigeria and any other developing society especially in Junior Secondary school can’t be overemphasized. It is very pertinent if one can note that technological advancement has shown lights to the dark paths of students all over the globe. As part of the IT curriculum, learners are encouraged to regard computer as tools to be used in all aspect of their studies. In particular, they need to make use of the multimedia technologies to communicate ideas, describe projects and order information in their academic work.

1.2.Background of The Study.

According to Mudasiru (2005) Information and communication technology (ICT) is an indispensable part of the contemporary world. In fact, culture and society have to be adjusted to meet the challenges of the knowledge age. The pervasiveness of ICT has brought about rapid technological, social, political, and economic transformation, which has eventuated in a network society organised around ICT (Castells, 1996). The field of education has not been unaffected by the penetrating influence of information and communication technology. Undoubtedly, ICT has impacted on the quality and quantity of teaching, learning, and research in traditional and distance education institutions.

There have been numerous researches such as the one carried out by Belts (2003), Francisca (2007) among many others were targeted at verifying the view that pupils are motivated by the new technologies and that information and communications technology has the potential to ·enhance the quality and effectiveness of teaching and learning at all levels of education. However, for this to be achieved it will be necessary to put in place a strategic plan of action, one which gives continuity and coherence to the process of implementation. (Heaney 2003). In concrete terms, ICT can enhance teaching and learning through its dynamic, interactive, and engaging content; and it can provide real opportunities for individualised instruction. Information and communication technology has the potential to accelerate, enrich, and deepen skills; motivate and engage students in learning; helps to relate school experiences to work practices; helps to create economic viability for tomorrow’s workers; contributes to radical changes in school; strengthens teaching, and provides opportunities for connection between the school and the world (Davis & Tearle, 1999; Lemke & Coughlin, 1998). Information and communication technology can make the school more efficient and productive, thereby engendering a variety of tools to enhance and facilitate teachers’ professional activities (Kirschner & Woperies, 2003). Based on a review of 28 major reports on technology integration in American Schools, Culp, Honey & Mandinach (2003) advanced three major reasons for ICT in education. They suggested that technology is usually (a) a tool for addressing challenges in teaching and learning, (b) a change agent, and (c) a central force in economic competitiveness. This study is set to investigate the impact of ICT and to verify the assertion on the impact and importance of ICT in teaching and learning made by several researchers.

According to Ogunsola, (2005) as cited in Obinna, (2013:3) 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 the environment in which we live”. It can be used to access global knowledge and communication with other people (Ogunsola,2005). Students who were taught with the use ICTs gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002). During the last two decades’ countries have invested heavily in ICT. Indeed, the use of ICT in education and training has been a key priority in most EU and OECD countries in the last decade, although progress has been uneven. ICT has had a major impact on the education sector, on organisation and on teaching and learning methods. Yet there are considerably different ICT expenditure levels within and between countries, as well as between institutions within countries. In some countries schools have embedded ICT into the curriculum, and demonstrate high levels of effective and appropriate ICT use to support teaching and learning across a wide range of subject areas. However, in other countries schools are in the early phase of adopting ICT, characterised by important enhancements of the learning process, some developments of e-learning (ICT-enabled learning), but without any profound improvements in learning and teaching (Aristovnik 2012). In this research, the researcher ascertains the level of impact ICT implementation have on the student’s academic performance.

Stephen, Thomas and Cook (2002) emphasize that the application of Information and Communications Technology (ICTs) in education has revolutionized teaching and learning. Students with diverse learning styles are able to maximize their learning potential when instructors use ICT to support their teachings. The reseachers further stated that ICT enables the learners to be more independent, reflective and self-regulated in their learning process. In addition, ICT makes it possible to deliver virtual instruction to students outside the classroom. ICTs help students master materials and skills though it depends on the teacher’s instructional goal, students’ levels, instructional needs and available resources. Ikpeama, (2013) stated that technology teaching strategies are often based on cognitive view of teaching and learning. Furthermore, teachers here are viewed as facilitators and collaborators with students as they learn, rather than as experts imparting knowledge. There also tend to be strong emphasis on the use of problem-solving and research skills as students take more active role in defining, developing their ideas. Areas teachers can use ICTs in their teaching are broad, as with most developments in technology, new tools and techniques are developed every day. Even though such teaching strategies are very expensive to come by, they are exciting. Examples of such facilities are the use of multimedia, compact disk (CD), web-based instructions (WBI), the intelligent tutoring systems (ITS), Virtual reality (VR), Audio visual aid, computer-assisted instruction and a host of other recent development network (Stephen et al, 2000).

Wittwer and Senkbeil, (2008) stated that in Nigeria, although the economy is still largely based on low technology, low-value industries, but there is an awareness in government quarters of the importance of ICT in the country’s development. Since the advent of information and communication technology, the education sector has been transformed a lot in the use of ICT. ICTs facilitate the learning of school subjects and basic skills needed for a meaningful living thereby contributing to the development of their immediate environment and the society at large. ICT has brought about a revolution in every walk of today’s life. Particularly, it has become an integral part of education and its impact on teaching and learning is widely accepted. This study sets to investigate the impact of ICT on students’ academic performance in secondary schools in Akko local government area, Gombe state Nigeria.

1.3.Statement of The Problem

Computer studies as a subject has been affected by ICTs, which have undoubtedly affected the teaching and learning of the subject (Yusuf, 2005). A great deal of research has proven the benefits to the quality of teaching and learning (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis & Tearle, 1999;). Obviously, there is a rapid increase in the implementation of ICT tools in so many sectors of the nation and globe. This rapid increase of the use of ICT in various sectors which results to improving these sectors’ output points to the need for teachers to implement computer (ICT) in teaching to improve the output of students especially in their secondary school education level. Problems and challenges faced by secondary education without the help of the tools of ICT are therefore numerous (Ibezim & Otuu, 2013).

Prior to the present century where the advance of Information Communication Technology has taken the lead in reducing the stress of human beings especially students, computer have been taught in abstract sense where student have little or no idea of what the ICT is all about (Obinna, 2013). These have limited the understanding and assimilation of subject content by the students. Lack of exposure to ICT gadgets in its real sense leave the students in dark, only imagining what it may look like. The process of implementing the ICT in its real sense i.e. Computer Aided Instruction (CAI) makes the teaching and learning process easier and enhances students’ receptivity which have great impact on their academic performance. These summed up to the reason why I embarked on this research work “The impact of ICT on students’ academic performance in junior secondary schools” which is to expose and justify the impact of ICT on junior secondary schools (JSS) in Akko local government area, Gombe state Nigeria and to procure viable recommendations to evoke the responses of the three tiers of government to equip our secondary schools with ICT-Driven education technological tools such as; e-Library, Computer Laboratory, Online Research Centres, Projectors, public address systems among others

1.4.Purpose of the Study

The following are the objectives of this study:

1. To examine the difference in the mean score of computer studies students taught with ICT and those taught without it.
2. To examine the difference in the mean score of male and female students taught with
3. To examine the difference in the mean score of male and female students taught without

1.5.Research Questions

1. Is there a difference in the mean score of computer studies students taught with ICT and those taught without ICT?
2. Is there a difference in the mean score of male and female students taught with ICT?
3. Is there a difference in the mean score of male and female students taught without ICT?

1.6.Null Hypothesis

HO1 There is no significant difference in the mean score of the male and female students taught with ICT and those taught without it.

1.7.Significance of the study

The significance of the study is centred on the teachers, parents, students, school administrators, and curriculum planners. There are a lot of benefits to derive on the impact of the use of ICT in teaching and learning of Computer studies. Therefore, the significance of this study can be channelled thus;

v  To Teachers

The use of various ICT-based software and Computer Based tutoring programs can aid the teachers in teaching the students and also aid them in student’s assessment and testing.

v  To Parents

The joy of every parent is to see the child perform wonderfully well both in school and at home. Since ICT tool can positively aid students’ learning outcome, it will foster the happiness and wellbeing of the parents at home. This study can also influence the ICT literacy level of parents at home since they would want to procure ICT tools for the student’s practice at home thereby having computers installed and used at home.

v  To students

ICT knowledge and computer education will help the child to be literate otherwise informed and belong to this present innovative and ICT-driven society. It will also help him to be equipped for the future challenges envisaged in the digitized future century. Hence, the child will be able to fit in appropriately into our highly, dynamic and enthusiastic modern world.

v  To school Administrators

The conclusion to be derived by the end of the research work will school administrators either make investment in ICT or not. Since the computer was designed to make our Job easier and lighter, its use and efficacy in administrative job execution is numerous ranging from teacher’s salary schedule computation to result computing system which drastically reduces the sufferings of the teachers and administrators.

v  To curriculum planners

Curriculum planners will be made to design curriculum that will implement effective approaches to ICT technology driven education at the 21st century in schools syllabus contents which will improve students’ skills and competencies for employability and self- sustainability. ICT is presently a useful tool in promoting and enhancing qualitative curriculum planning. ICT tools are being used to determine the best input for the students so as to aid a reasonable learning outcome which will enhance the realization of the purpose and goal of education.

1.8.Scope of the study

This study is designed to capture information on the extent to which integrating ICT in teaching may influence the academic performance of students  in Akko Local government area of Gombe state, Nigeria. The study will involve students with almost equal academic background. The study will be delimited to the topic “Component of the computer system” and in terms of population for the research it will be delimited to public junior secondary schools alone and will not be generalized to cover Senior secondary schools or tertiary institutions.

1.9.Operational Definition of terms

• Computer: Digital machine that accepts data, process it and provides
• ICT: Information and communication technology (ICT) refers to any arrangement that is capable of capturing, storing, retrieving, manipulating, transmitting or receiving of information or In a broad sense they include; television sets, bulletin boards,

 

radio, record players, disc players, still camera, video camera, projectors, computers, interactive white board, internet and the internet resources etc. Mejiuni and Obilade (2006) defined ICT as the electronic and non-electronic technologies and infrastructure systems used to create, store, manipulate, retrieve, and communicate or disseminate information.

• Integration: Effective and meaningful incorporation of selected media technology into the topic or content being taught.
• ICT Integration: Effective and meaningful use of ICT in teaching and
• Academic Performance: this is the extent to which Students are able to score high marks on a standardized test.
• Teaching: Process through which Knowledge is transferred from the teacher to
• Learning: this refers to concerted activity that increases the capacity and willingness of students to acquire and productively apply new knowledge and skills, to grow, mature and to adapt successfully to changes and challenges (Warschaure, 1996). Or Process by which knowledge, skills and attitudes are acquired by students.
• Impact: The influence and role played by a treatment on a variable.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1  Summary

This study investigates the impact of ICT on students’ academic performance,  in junior secondary schools in Akko local government area, Gombe state Nigeria.

Some literature relevant to study were reviewed. Most of those literature concluded that academic performance of students can be enhanced with the integration of ICT in the teaching and learning process. Three research questions were formulated to guide the research, one hundred and four (104) Students were selected from the two schools sampled for the study. The population for the study were splited into experiment and Control group, and multiple choice test questions were designed to collect data and one hundred and four

(104) students were given the test question. The study tested one hypotheses and answered three research questions and Mean, mean difference, t-test and standard deviation were used in the analysis of the data. The result of the findings showed that;

1. There is a difference in the mean scores of the students taught with ICT and those taught without ICT.
2. There is a difference in the mean scores of the Female students taught with ICT and the Male Students in the same group.
3. There is a difference in the mean scores of the Female students taught without ICT and the Male Students in the same group.
4. From hypothesis analysis result it shows that there is a significant difference in the mean scores of the students taught with ICT and those taught without ICT.

5.2  Conclusion

From the result obtained, the following conclusion have been drawn by the researcher;

1. The integration of ICT in the teaching and Learning process enhance students learning

ability and improves students’ academic performance especially in computer science

2. The female students in junior secondary schools performs better than the male students when taught with the use of ICT.
3. The female students in junior secondary schools performs better than the male students when taught without the use of ICT.

From the above conclusions drawn by the researcher it is evident that the use of ICT in teaching enhances students’ academic performance and the female students in the Junior secondary schools in Akko Local Government Gombe state performs better than the Male students whether taught with ICT or not.

5.3  Recommendation

Information and communication Technology has been noted to help in facilitating the educational development in society. If accurate, reliable and fast information must be obtained, the use of ICT becomes a necessity. Based on the findings, the following are recommended.

1. ICT professionals should be employed in the secondary schools in Akko Local Government Area so that they will conduct computer training to teachers and staff of the
2. Every school within Akko Local government should be equipped with ICT gadgets which will help teachers in conveying learning content more easily.
3. The use of ICT in teaching and learning process should be mandated and encouraged in secondary schools.