TABLE OF
CONTENTS
CHAPTER
ONE
INTRODUCTION
Background to the Study
Statement of the Problem
Purpose of the Study
Research Questions
Research Hypotheses
Scope of the Study
Significance of the Study
Clarification of Terms
and Variables
CHAPTER
TWO
REVIEW
OF RELATED LITERATURE
Nature and Role of ICT in
Teaching and Learning
ICT Integration into
Teaching and Learning of Science Subjects
Studies
on the Level of Use of ICT in Teaching and Learning
Science Subjects
Empirical
Studies on the Influence of Gender and Teacher Level
Use of ICT in the
Teaching Science Subjects
Empirical
Studies on Influence of Teachers’ Qualification in Using
ICT for Teaching Science
Subjects
Appraisal of the
Literature Review
CHAPTER THREE
METHODOLOGY
Research Type
Population, Sample and
Sampling Techniques
Research Instrument
Validation of the
Research Instrument
Procedure for Data Collection
Data
Analysis Techniques
CHAPTER
FOUR
DATA
ANALYSIS AND RESULTS
Demographic
Characteristic of the Respondents
CHAPTER FIVE
CHAPTER FIVE
DISCUSSION, CONCLUSION AND RECOMMENDATIONS
Discussion
Conclusions
Recommendations
Suggestions
for Further Studies
REFERENCE
CHAPTER
ONE
INTRODUCTION
Background to the Study
Science education is
the field concerned with sharing science content and process with
individuals not traditionally considered part of the scientific community
(Wikipedia, 2013). Science education in Nigeria concentrates on the
teaching of science concepts, method of teaching and addressing misconceptions
held by learners regarding science concepts (Aina, 2013). Science education is very important to the
development of any nation that is why every nation take it
very serious in all institutions of learning. Many of the developed worlds were
able to achieve so much in science and technology because of science education.
Science education comprises three subjects namely Biology, Chemistry and
Physics which are combined with education and over the year (American Journal
of Educational Research, 2013).
Effective education in science disciplines can
be achieved through proper teaching and learning with adequate relevant and
effective instructional materials such as the Information and Communication Technology
(ICT) devices (Jongur, Mahammed &Abba 2008). The full meaning of ICT is Information and
Communication Technologies. ICT is defined as a diverse set of technological
tools and resources used to communicate, and to create, disseminate, store and manage
information. These technologies include computer, the internet, broadcasting
technologies (radio and television) and telephone Adamu (2004).
Agommuoh
(2015) further observed that the use of ICT in teaching science will make
learning more real, relevant and experimental as large amount of data and
materials on any topic can be brought to the classroom from all over the world
thereby, greatly facilitating the acquisition and absorption of knowledge and
offering science teachers’ unprecedented opportunities to enhance their
teaching. From the foregoing, Information and Communication Technology (ICT) is
rapidly transforming the world into a global village and science education is
one of the beneficiaries of this global revolution in teaching and learning process
using Information and Communication Technology (ICT).
Information
and Communication Technology (ICT) is the process of utilizing information and
data dissemination through electronic facilities such as computers, videos,
radios and phones. It has become one of the basic innovations of modern
society. Many countries now regard its scope and concept as very crucial in
education. This is because it adds value to the process of the learning and to
the organization and administration of learning institutions. It encompasses
different types of technologies, which are utilized for capturing, processing
and transmitting data and information using Information and Communication
Technology (ICT) gadgets. It is an umbrella term that include communication
devices or applications encompassing radio, television, cellular phones,
computer system networks, hardware and software, satellite system and as well
as the various service and application associated with them (Kumar, 2016).
Thus, Information and Communication Technology (ICT) focuses generally in the
application of these new technologies: in an educational context, environment
and service as a tool for supporting the various components of education. Such
components includes among other, teaching and learning, resources management
(human materials, financial resources), admission and examination process and
learning assessment.
Gender disparity can also
be seen in the area of Information and Communication Technology (ICT). Wajcman
(2006) observed that many feminists believe that western technology embodies
patriarchal values. Wajcman(2006) further argued that most women are reluctant
to go into technology because of the sex-stereotyped definition of technology
as an activity appropriate for men. In her words: As with science, the very
language of technology, its symbolism, is masculine. It is not simply a
question of acquiring skills, because these skills are embedded in a culture of
masculinity that is largely coterminous with the culture of technology
therefore, to enter this world, women have to first forsake their femininity.
The digital divide is
actually several gaps. There is a gender divide, with women and girls enjoying
less access to information technology (ICT) than men and boys (Kofi, 2013).
Sanda and Kurfi (2015) also reiterated that despite the much emphasis placed on
the use of ICTs in Nigeria, women are usually under represented in terms of
access and use to Information and Communication Technology (ICT). They also
observed that though women play a pivotal role in the development of their
societies, yet their impact has been silenced in this new technology due to
lack of access and the necessary skills for the operation. Fenwick (2014) in
Mahmood and Bokhari (2012) showed that gender inequity persists both in access
to and experience of learning opportunities with ICT. Ware and Stuck (2013)
cited in Mahmood and Bokhari (2012) are of the opinion that stereotypical male
images found in computing magazines acted as deterrents for female involvement
in technologies. Similarly, Withers (2016) cited in Mahmood and Bokhari (2012)
believes that gender and ICT interact in complex ways but in the aggregate,
females are much less likely to participate in ICT courses, careers and
leadership. Since ICT in recent times is gradually replacing the traditional
teacher- centered teaching and learning environment in education; and emphasis
has shifted from the teacher to the learner, it becomes imperative that both
male and female teachers adopt the use of Information and Communication
Technology (ICT) in facilitating learning.
The use of Information
and Communication Technology (ICT)in education in most countries concentrates
on routine type tasks, like sporadic and mechanical information retrieval from
the internet. Teachers have high expectation for using computers in their
classrooms, this is because Information and Communication Technology (ICT) can
make science teaching and learning more versatile, promote co-operation, study
in authentic contexts and creativity in learning (Knezek & Meisalo, 2006). Information
and Communication Technology (ICT) can be used as an effective strategy in the
process of teaching and learning. Science teachers with more experience in
computers have greater confidence in their ability to use computer effectively.
Teachers competence relate directly to confidence. Teachers’ confidence also
relate to the perceptions of their ability to use computers in the classroom,
particularly in relation to their student’s perceived competence. Many teachers
who do not consider themselves to be well skilled in using ICT feel anxious
about using it in front of a class of students. On the other hand, teachers who
confidently use computers in the classrooms understand the usefulness of ICT (Balanskat,
2016).
Statement of the Problem
The problems
of the application of Information and Communication Technology (ICT) devices in
teaching and learning process in Nigeria hinge around a number of factors. It
includes: non-availability of fund, materials, among others. These can be
further described as problems of acquisition or supply of Information and
Communication Technology (ICT) instructional materials and equipment,
irresponsible and lip-service attitudes of government and the general society
towards science education, problems arising from the technical and abstract
nature of science teaching and learning concepts, epileptic power supply,
inadequate financing of science/technology education, shortage of teachers in
quality and quantity, inadequate textbooks, insufficient time in the school
timetable due to other competing subjects as well as family background and
gender issues.
There are
many new changes and challenges that science teachers’ face, and are required
to adapt to. Included in this are modern and westernized approach from schools;
new methods of teaching and learning, an increase in student numbers, and most
importantly an explosion in the development of teaching with Information and
Communication Technology (ICT). There is substantially less research which
focuses on the role which Information and Communication Technology (ICT) plays
in creating and promoting a more interactive educational environment, as part
of teaching and learning.
Many researches have been carried out on assessment
of science teachers’ level of use of ICT in some selected secondary school in
Osun West educational district office of Osun State, Nigeria. This includes Aberdeen
(2014) wrote on science teachers’ ICT skills and knowledge need in Scotland
reported that the use of Information and Communication Technology (ICT) is
relatively low and is focused on a fairly narrow range of ICT. The use of ICT
and Word-processing is predominantly in primary and secondary schools. There is
very little use of the Internet and WWW or e-mail by either primary or
secondary teachers. Resources such as video conferencing and network computer
conferencing are rarely used. The study further revealed that primary teachers
use Information and Communication Technology (ICT) primarily to support
classroom practice; secondary teachers use it as much or more for professional
development and personal use as in the classroom. Regarding the use of ICT in
specific subjects, Primary school teachers used ICT for about 2 hours a week on
average, in language, science, Mathematics, and Arts. Secondary school
teachers, however, used ICT less frequently in Mathematics (about 1 hour a week
on average).
Ong and Lai (2014)
carried out research on the differences across genders in the perception and relationships
toward acceptance of e-learning control. Their results indicated that male
teachers surpassed female teachers in the use of ICT gadgets in the teaching
science subjects. Moreover, females were more influenced in their perceptions
towards implementing ICT, while the decisions of implementing ICT among males
were more influenced by self-perception regarding the usefulness of Information
and Communication Technology (ICT). The study suggested that researchers should
take into account the factors of gender in developing and examining ICT. In
addition, it addresses the effect of gender on perceiving ICT in particular.
Also, Murphy (2015) carried out research on
the role of ICT in teaching and learning. Murphy reported that using technology
in the classroom motivates students, encourages them to become problem solvers,
and creates new avenues to explore information. Technologies that provide
interactivity, learner control, and teachers engagement are a natural choice for
improving. When used properly, technology is extremely beneficial in the
learning process.
To the best knowledge of
these researchers, no study have been carried out on the assessment of science teachers’
level of use of ICT in some selected secondary school in Osun West educational
district office of Osun State, Nigeria. This is the gap that this
study intends to fill.
Purpose of the Study
The present
study focused on the assessment of science teachers’ level of use of
Information and Communication Technology (ICT) in some selected secondary
school in Osun west Educational district office of Osun State. Specifically,
the study determined:
1.
Science teachers level of
use of ICT in teaching science.
2.
Influence of gender on
science teachers level of use of ICT in teaching science.
3.
Influence of teaching
experience on science teachers level of use of ICT in teaching
Research Questions
1. What
are the science teachers’ levels of use of Information and Communication Technology (ICT) in
teaching science?
2. What
is the influence of gender on the science teachers’ level of use of
Information and Communication Technology (ICT)?
3. What
is the influence of teaching experience on the
science teachers’ level of use of
Information and Communication Technology (ICT)?
Research Hypotheses
To guide the
study, two null hypotheses were formulated and were be tested at 0.05 level of
significance.
H01: There is no significant difference in male
and female science teachers’ level of use of ICT in teaching science subjects.
H02: There is no significant difference in the
level of use of ICT in teaching science subjects by experienced and less
experienced teachers
Scope of the Study
This study
focuses on the level of use of ICT by male and female science teachers’ in Osun
west educational district. The study was be limited to secondary schools in ten
local Government of Osun west educational district. Which were selected through
random sampling technique.
Significance of the Study
It is considered that the
research is potentially of considerable importance to the, administrators, government,
teachers, students and parents.
Administrator: ICT play
the role of diminishing of burden of the administration of the school, hence
there will be the prevalence of a more effective as well as interacted flow of
information among teacher, students and non-teaching staff. ICT is also
considered vital to the success and improvement of the school. It is
facilitating administration activities from data storage to knowledge
management and decision making.
Government: The State Government
will be able to device a means of helping the science teachers to improve in
their academic achievement by organizing individual instructions to improve the
teaching and learning in the classroom. ICT tools can be very useful in
promoting greater government transparency and citizen participation in
education.
Teachers: The study is
expected to help science teachers’ to develop new thinking skills which may
transfer to different situations that require analysis and comprehension skills.
ICT serves important tools to help meet such increased needs, by helping to
provide access to more and better educational content. It also provide models
and simulations of effective teaching.
Students: The study
serves as benefit for the students by encouraging them to become problem
solvers, and creates new avenues to explore information. To the students when
ICT tools is integrated with lessons, students are expected to more interested
in the subjects they are studying. It provides different opportunities to make
learning more fun and enjoyable in terms of teaching same things in new ways.
It encourage a more active participation in the learning process which can be
hard to achieve through a traditional lecture environment.
Parents: ICT tools create
reliable communication channel between school and home to communicate with
families about school programme and students progress.
Clarification of Terms
and Variables
Science
Teachers: A person trained to teach science subjects. E.g
Biology, Chemistry, Physics e.t.c.
Level of
Use ICT: This is the degree of use of information and communication
technology and can be categorized into three namely: frequently used, seldomly
used and not used.
Gender: However,
it is sometime refers to either masculine or feminine i.e male or female.
Teaching
Experience: It has to do with the knowledge or skill
acquired in teaching profession. It is determined by the number of years that
the teachers spent in the teaching profession.
Highly
Experience: It has
to do with the knowledge acquired by teachers who have spent 10 years and above
in the teaching profession.
Moderate
Experience: The knowledge or skill acquired by teachers who
have spent a period of 5-10 years in the teaching profession.
Less Experience: It has
to do with knowledge acquired by the teachers who have spent less than 5 years.
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