ABSTRACT
Throughout
the world there is awareness of the fundamental role of new Information and
Communication Technologies (ICTs) in the field of education. The importance of
ICT in empowering teachers and enhancing teaching achievement has been
highlighted in several studies.
This
study examined empirically teachers’ attitudes and competence towards
Information and Communication Technology in education. Gender influence on
their attitude and competence were examined.
Information
in this research was obtained from primary and secondary source. The primary
source in this case is a questionnaire with a sample of 50 mathematics teachers
(25 males and 25 females) from secondary schools in Yaba; Lagos while the
secondary source includes textbooks, journals and International Networking
(Internet). The survey included questions concerning attitudes and competence
of the teachers towards the use of ICT as well questions related to the level
of ICT usage.
The
findings of the study which was analyzed using frequency count and chi-square
statistics revealed that majority of the teachers have positive attitude
towards the use of ICT; are competent in the use of few basic ICT tools; and
significant gender differences in competent level and attitudes of the teachers
towards the use of ICT tools.
TABLE OF CONTENT
Page
Title Page ………………………………………………….... i
Certification ……………………………………………….... ii
Dedication …………………………………………………... iii
Acknowledgement ………………………………………….. iv
Abstract …………………………………………………….... v
Table of Content …………………………………………….. vi
CHAPTER
ONE: INTRODUCTION
1.0
Background to
the Study ………………………………... 1
1.1
Statement of Problem
…………………………………… 7
1.2
Purpose of the
Study ……… ………………………………9
1.3
Research
Questions ………………………………………. 9
1.4
Research
Hypothesis …………………………………….....10
1.5
Scope of the
Study ………………………………………....10
1.6
Definition of
terms…………………………………………..11
CHAPTER
TWO: LITERATURE REVIEW
2.0
Introduction
……………………………………………….12
2.1
Benefits of
ICT ……………………………………………19
2.2 ICT
in Education and for Education………………………21
2.3
Teachers and infrastructural applications of ICT ………….23
2.4 Problems
militating against the use of ICT in………….. ..28
Nigerian schools.
2.4.0 Gender…………………………………………………......29
2.5 Factors that encourage teachers to use
technology …………31
2.6 Prospects of ICT in Nigerian
schools……………………….37
CHAPTER
THREE: RESEARCH
METHODOLOGY
3.0 Research Method……………………………………………39
3.1
Research Design ………………………………………..... 39
3.2
Sample Size… ………………………………………..........40
3.3
Sampling techniques………………………………........... 40
3.4
Research instrument………………………........................
40
3.5
Study Location and industries in focus……………….......40
3.6
Administration of Research Instrument ………………......41
3.7
Data
Analysis……………………......................................42
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF
DATA
4.0 Introduction………………………………………………..44
4.1 Research Hypothesis One ………………………………... 44
4.2 Research Hypothesis Two ……………………………….. 49
4.3 Summary of the Analysis…………………………………..54
CHAPTER FIVE: DISCUSSION OF FINDINGS,
RECOMMENDATIONS AND
CONCLUSION
5.1 Introduction ……………………………………………… 56
5.2 Discussion of Findings …………………………………... 56
5.3 Summary ....................…………………………………… 58
5.4 Recommendations and Conclusion ……………………….59
References
Questionnaire
CHAPTER ONE
INTRODUCTION
1.0 BACKGROUND TO THE STUDY
The
potentials of information and communication technology (ICT) to facilitate
students’ learning, improve teaching and enhance institutional administration
had been established in literature (Kazu & Yavulzalp, 2008; Kirschner &
Woperies, 2003). The use of information and communication technology as a tool
for enhancing students’ learning, mathematics teachers’ instruction, and as
catalyst for improving access to quality education in formal and non-formal
settings has become a necessity. Recognizing the impact of new technologies on
the workplace and everyday life, teacher education institutions try to
restructure their education programmes and classroom facilities, in order to
husband the potentials of ICT in improving the content of teacher education.
Information and communication technology as tools within the school environment
include use for school administration and management, teaching and learning of
ICT related skills for enhancing the presentation of classroom work,
teaching/learning repetitive tasks, teaching/learning intellectual, thinking
and problem solving skills, stimulating creativity and imagination; for
research by mathematics teachers and students, and as communication tool by mathematics
teachers and students (Collis & Moonen, 2001; Derbyshire, 2003; Moursund
& Bielefeldt, 1999).
Information
and communications technologies are computer based tools used by people to work
with information and communication processing needs of an organization. Its
purview covers computer hardware and software, the network, and other digital
devices like video, audio, camera, and so on, which convert information (text,
sound, motion, etc,) into digital form (Moursund & Bielefeldt, 1999).
Successful integration of ICT in the school system depends largely on the
competence and on the attitude of mathematics teachers towards the role of
modern technologies in teaching and learning. Thus, experienced mathematics
teachers, newly qualified, and student-mathematics teachers need to be
confident in using ICT effectively in their teaching (Kyriakidou, Chrisostomou,
& Bank, 2000).
Simply
having ICT in schools will not guarantee their effective use. Regardless of the
quantity and quality of technology placed in classrooms, the key to how those
tools are used is the teacher; therefore mathematics teachers must have the
competence and the right attitude towards technology (Kadel, 2005). Attitudes
refer to one’s positive or negative judgment about a concrete subject.
Attitudes are determined by the analysis of the information regarding the
result of an action and by the positive or negative evaluation of these results
(Ajzen & Fishbein, 1980). There is a common saying that attitude determines
altitude. Studies have established close links and affinities between mathematics
teachers’ attitude and their use of ICT. More positive attitudes towards the
computer were associated with a higher level of computer experience (Dyck &
Smither, 1995; Teo, 2008). Students’ confidence on ICT can be explained through
the attitude and behaviors of their mathematics teachers. Mathematics teachers’
behavior is a critical influence on students’ confidence and attitude towards
ICT as they provide important role model to their students (Derbyshire, 2003).
The literature suggests that lack of adequate training and experience is one of
the main reasons why mathematics teachers do not use technology in their
teaching. This also eventuates in mathematics teachers’ negative attitude
towards computer and technology. In addition, lack of confidence leads to
reluctance to use computers by the mathematics teachers (Kumar & Kumar,
2003).
Attitude
of pre-service and in-service mathematics teachers towards computer and
technology skills can be improved by integrating technology into teacher
education (Zammit, 1992). Findings have revealed that a significant
relationship exist between computer attitude and its use in institutions for
pre-service mathematics teachers (Khine, 2001), and also for serving mathematics
teachers in the affective attitude, general usefulness, behavioral control, and
pedagogical use (Yuen & Ma, 2002). Attitude is a major predictor of future
computer use. Lee (1997) study indicated the importance of appropriate
responses to the trainee’s feelings about using ICT as one of the factors
critical to success. Thus, there is the need to take care of the emotional
needs of student mathematics teachers as attitude is a major predictor of
future ICT use. Student mathematics teachers have positive attitude and are
highly enthusiastic about interactive whiteboards as an important feature of
teaching and learning, and this motivated them to practice using the technology
(Kennewell, & Morgan, 2003)
Gender
gap exists in education in sub-Saharan Africa, and out-of-school children, more
of whom are girls, are deprived of any opportunity to gain ICT related
knowledge and skills in school. African women have the lowest enrolment rates
in the world in science and technology education at all levels. A study
conducted in four African countries identified that while in principles girls
are given the same opportunity as boys of access to computer, gender equity
does not exist in practice (Derbyshire, 2003). However, Kirkpatrick and Cuban
(1998) review had established that when female and male students had the same
amounts and types of experiences of computer, females’ achievement scores and
attitudes are similar to that of male’s at all educational levels.
Studies
had established that females tend to be less interested in computer and use
them less often in their spare time (Schaumburg, 2001). In addition, studies
have established that girls are less confident than boys in their computer
skills, and that some international studies have found that boys scored better
than girls in computer related knowledge and skills in vast majority of
countries. In addition, the three computer related occupation (computer
scientists, computer engineers and system analysts, and computer science and
engineering) are the top career choices for boys (Derbyshire, 2003). Female
also have more negative attitude towards computer (Bebetsos & Antoniou,
2008), thus they are often less computer literate than male (Kadel, 2005;
Schaumburg, 2001; Townsend, 1997), thus they are often less computer literate
than males (Schaumburg, 2001) and this may result in different ways of using
the computer (Jackson, Ervin, Gardner, & Schmitt, 2001). Sefyrin (2005)
study showed that competence in ICT could be seen as a question of interest in ICT,
where men are more interested in ICT than women. The study thus confirmed the
view of gender and competence as actively constructed in a social process. This
is because understandings of the terms were negotiated among individuals in the
groups studied, and therefore used as norms with which individuals understood
themselves and their behaviors.
Serving
and student-mathematics teachers need to be skilled in the use of ICT and also
to be able to critically evaluate strategies for the acquisition and the
appropriate application of ICT in diverse curriculum area (Robbin, 1998). Major
ICT competencies required by mathematics teachers were highlighted by Kirschner
and Woperies (2003) to include competency in making personal use of ICT;
mastery of a range of educational paradigms that make use of ICT; competency in
making use of ICT as minds tools; competency in using ICT as tool for teaching,
competency in mastering a range of assessment paradigms which involves use of
ICT; and competency in understanding the policy dimensions of the use of ICT
for teaching and learning. Pre-service teacher education should focus on the
need for student-mathematics teachers to have ICT skills for their own use in
the preparation of materials for teaching and learning activities; the need to
facilitate the direct use of ICT in students’ learning activities within the
classroom situation; and the need for mathematics teachers to develop in their
students a critical awareness of ICT applications and the social implications
(Robbins, 1998). Similarly, Marija and Palmira (2007) classified ICT
competencies into two: basic and educational ICT competence. These competences
are further elaborated in the ICT competency standards for mathematics teachers
developed by the United Nations Educational, Scientific and Cultural
Organization (UNESCO, 2008a, 2008b). Based on these documents, the information
and communication technology competency is comprehensive than mere focus on ICT
skills. Rather, it is a comprehensive approach to education reform in six broad
areas of policy, curriculum and assessment, pedagogy, the use of technology,
school organization and administration, and teacher professional development.
The UNESCO (2008a, 2008b) standards for mathematics teachers are meant to
improve mathematics teachers’ practice in using ICT in an innovative way for
teaching, collaborating with colleagues, and for school organization.
Lee
(1997) found that a great number of pre-service mathematics teachers are not
equipped with basic computer operational skills; therefore, for mathematics
teachers to be able to integrate ICT into the school curriculum, groundwork
must be done at the pre-service teacher education level. Teacher educators need
to understand the dimensions of pre-service teacher attitude as a means of
developing teacher education curriculum relevant for the contemporary knowledge
age.
1.1 STATEMENT
OF PROBLEM
Studies
have revealed that there is a wide gap between policy development and
implementation in the Nigerian schools as regards computer education in
Nigerian schools (Jegede & Owolabi, 2005). Examining information and
communication technology in the Nigerian health sector, only mobile phone and
the Internet, to some extent, are available in the Nigerian hospitals (Idowu,
Ogunbodede, & Idowu, 2003). On mathematics teachers’ competence, mathematics
teachers in Nigerian secondary schools are not competent in basic computer
operation and in the use of generic software (Yusuf, 2005), although they have
positive attitude towards the use of computer in Nigerian secondary schools
(Yusuf, 1998). These findings have revealed the low level of ICT penetration in
the Nigerian school system, although the attitudes of mathematics teachers have
been positive. These studies conducted on computer and ICT have focused mainly
on practicing mathematics teachers in Nigerian secondary schools to the
detriment of research on pre-service mathematics teachers. Most studies that
examined the attitude of pre-service mathematics teachers towards ICT were
conducted outside Nigeria; in fact, very few studies on attitude and competence
in the use of computers have focused on the academic and non-academic staff of
Nigerian higher institutions (Jegede, 2008, Ololube, 2007). Gaining an
appreciation of mathematics teachers’ attitude and perceived competence in the
use of ICT may provide useful insight into the future of technology
integration, acceptance and usage in teaching and learning in Nigerian teacher
education institutions and other developing countries.
1.2 PURPOSE
OF STUDY
The
main purpose of this study is to investigate the competence and attitude of mathematics
teachers towards information and communication technology. Specifically, the
present study examined:
1.
The attitude of mathematics teachers towards the use of ICT.
2.
The competence of mathematics teachers in the use of ICT.
3. The influence of gender on mathematics teachers’
competence and attitude towards ICT.
1.3 RESEARCH QUESTIONS
The following research questions will
guide the study:
1.
What is the attitude of mathematics teachers towards information and
communication technology (ICT)?
2.
What is the level of competence of mathematics teachers in the use of
information and communication technology (ICT)?
3.
Will there be difference between the attitude of male and that of female mathematics
teachers towards information and communication technology?
4.
Will there be differences in competence in the use of information and
communication technology (ICT) between male and female mathematics teachers?
1.4 RESEARCH HYPOTHESIS
Based
on the research questions the following hypotheses were derived:
Hypothesis One:
There is no significant difference between the attitude of male and that of
female mathematics teachers towards information and communication technology
(ICT).
Hypothesis Two: There is no significant difference between the
competence of male and that of female mathematics teachers in the use of
information and communication technology ICT).
1.5 SCOPE
OF STUDY
This
study examined empirically teachers’ competence and attitude towards
information and communication technology. Gender influence on their competence
and attitude were also examined. Participants were 50 mathematics teachers from
ten different secondary schools in Lagos State, Nigeria. The data collected
through a questionnaire were analyzed using frequency count and chi-square
statistics, revealed the attitude towards the use of ICT and competence in the
use of few basic ICT tools. The significant difference established between male
and female teachers’ attitudes and use of ICT. The assumption is that the
teachers lacked the necessary competence in the full integration of ICT in the
curriculum which underscores the need to improve the ICT contents of teacher
education programs in Nigerian schools.
1.6 DEFINITION OF TERMS
ATTITUDE: Attitude refers to the way of thinking and
behaving. It can be positive or
negative.
COMPETENCE: This is the ability of having the skill or knowledge to do something
well or effectively.
PARADIGMS: A paradigm is a model for something which
explains it or shows how it can be produced.
PEDAGOGY: Pedagogy
is the study and theory of the methods and principles of teaching.
ICT:
Information Communication Technology
CHE: Council of Higher Education
ITMD: Instructional Technologies and
Materials Development
MS APP:
Microsoft Word Application
Click “DOWNLOAD NOW” below to get the complete Projects
FOR QUICK HELP CHAT WITH US NOW!
+(234) 0814 780 1594
Login To Comment