This
study sought to determine the influence of Information and Communication
Technology (ICT) facilities on learning of biology in Ezza South Local
Government Area of Ebonyi State. The researcher developed four research
questions to guide the study. Survey research design was adopted for the study.
Simple random sampling technique was used to select 30 students from each of
the eleven public secondary schools in Ezza South Local Government Area. There
were 330 students that composed the sample of the study. The researcher
developed a 4-point, 25-item Likert type questionnaire called Biology Questionnaire
Instrument (BQI). BQI was subjected to both validity and reliability tests, for
which an internal consistency of 0.95 was obtained. Mean and standard deviation
were used for answering the research questions. The grand mean for each of the
ICT facilities was used as yardstick for ascertaining its influence on learning
of biology. Findings from the result
revealed that ICT facilities such as projectors, internet facilities, computers
and audio-visual materials have a high influence on learning of biology in
secondary schools. The researcher recommended that biology teachers should
endeavor to employ ICT facilities as ICT facilities for biology instruction. In
conclusion, ICT facilities as instructional materials for biology instruction
are essential since they help the biology teacher and learners avoid
overemphasis on recitation and rote learning that can easily dominate a lesson,
therefore, there is need for biology teachers and students to pay more
attention to the adoption of ICT facilities for learning of biology in
secondary schools so as to enhance learning.
Title i
Approval ii
Dedication iii
Acknowledgements iv
Abstract vi
Table of Contents vii
List of Tables ix
CHAPTER ONE: INTRODUCTION 1
Background to the Study 1
Statement of the
Problem 5
Purpose
of the Study 6
Significance of the
Study 7
Scope
of the Study 7
Research Questions 7
CHAPTER TWO: REVIEW OF
RELATED LITERATURE 8
Conceptual Framework 8
Concept of
Information and Communication Technology (ICT) 8
Concept and
Objectives of Biology in Secondary Schools 12
Influence of
Projectors in Learning of Biology 15
Uses of internet in
learning 20
Influence of
Computer in Learning of Biology 25
Influence of
Audio-Visual Materials in Learning of Biology 28
Theoretical
Framework 32
Review of Related
Empirical Studies 34
Summary of Related
Literature Review 36
CHAPTER THREE: METHODOLOGY 38
Design of the Study 38
Area of the Study 38
Population of the
Study 39
Sample and Sampling
Techniques 39
Instrument for Data
Collection 39
Validation of the
Instrument 40
Reliability of
Instrument 41
Method of Data
Collection 41
Method of Data
Analysis 41
CHAPTER FOUR: RESULTS 43
Summary of Findings 47
CHAPTER FIVE: DISCUSSION
OF FINDINGS, EDUCATIONAL IMPLICATIONS RECOMMENDATIONS, LIMITATIONS, SUGGESTIONS
FOR FURTHER
STUDIES, SUMMARY OF THE STUDY AND
CONCLUSION 48
Discussion of
Findings 48
Influence of
Projectors on Learning of Biology in Secondary Schools 48
Influence of
Internet Facilities on Learning of Biology in Secondary Schools 49
Influence of
Computers on Learning of Biology in Secondary Schools 49
Influence of
Audio-visual Materials on Learning of Biology in Secondary Schools 50
Educational
Implications 51
Recommendations 51
Limitations of the
Study 52
Suggestions for
Further Studies 52
Summary of the Study 53
Conclusion 55
REFERENCES 56
APPENDICES 61
Appendix I 61
Appendix II 65
Table 1: Response of the students on the influence of
projectors in learning of biology in secondary schools. 43
Table 2: Response of the students on the influence of internet facilities in
learning of biology
in secondary schools. 44
Table 3: Response of the students on the influence of computers in learning of
biology in secondary
schools. 45
Table 4: Response of the students
on the influence of audio-visual materials in learning of biology in secondary
schools. 46
Biology is a
natural science that deals with the living world. It can also be referred to as
the study of the structure, function, heredity, and evolution of all living
things such as microorganisms, fungi, plants, and animals. Nwachukwu (2010) defined
Biology as a branch of Science which deals with the study of living organisms
both plants, animals/human being. Also Umar (2009) opined that biology deals
with how the world is structured, how it functions and what these functions
are, how it develops, how living things came into existence, and how they react
to one another and with their environment (Gambari, Akowa, Elis % Uhgovwa,
2014).
Biology has two
branches namely Botany (study of plant) and Zoology (study of animal).
Biological knowledge serves as a pre-requisite in the study of medicine,
nursing, agriculture and pharmacy. Biological knowledge is indispensible to
scientific and technological development of any nation. Maduabum (2012)
emphasized the roles of biologists in national development especially in
environmental pollution control, disease control, population control/family
planning, crime detection, research, agriculture, industries, teaching,
application of genetic knowledge for solving plants and human/animals’ problems
among others.
Biology is seen as
one of the core subjects in Nigerian secondary school curriculum. Because of
its importance, more students enrol for biology in Senior Secondary School
Certificate Examination (SSCE) than for physics and chemistry (West African
Examinations Council, 2011). Biology is introduced to students at senior
secondary school level as a preparatory ground for human development, where
career abilities are groomed, and potentials and talents discovered and
energized (Federal Republic of Nigeria, 2009). The quality and quantity of
science education received by secondary school students are geared towards
developing future scientists, technologists, engineers, and related
professionals (Kareem, 2003).
Federal
Republic of Nigeria (2009) stated the objectives of Biology curriculum could
imply that students should be able to acquire adequate laboratory and field
skills, meaningful and relevant knowledge to everyday life, and reasonable and
functional scientific attitudes such as curiosity, skepticism, honesty,
dependability, objectivity, perseverance, being industrious and
open-mindedness.
Aniodoh (2011)
enumerated the following 12 science process skills which scientists especially
Biologists should acquire namely: observation, classification, number relations,
communication, prediction, inference, making operational definitions,
formulating hypotheses, interpreting data, experimentation, identifying and
controlling variables.
Despite the
numerous roles of Biologists in nation’s science and technology development,
Biology students’ achievements in public examinations like West African Senior
Secondary School Certificate Examination (W.S.S.C.E) and by National
Examinations Council (NECO) for many years are poor (Igwe 2006). According to
Ahmed (2015), in spite of the importance and popularity of biology among
Nigerian students, academic performance of students at senior secondary school
level has been poor. The implication of this failure in education is that
Nigerian may have shortage of manpower in science and technology related
disciplines. This may affect Nigeria’s vision to become one of the 20
industrialized nations in the world by year 2020.
The above recorded
failure can be attributed to lack of instructional facilities especially the
Information and Communication Technology (ICT) base ones in the schools. ICT
based instructional materials is very important in learning setting, this is
because with the use of ICT based instructional materials, the students will be
motivated in the studying of Biology.
These ICT tools could be of different forms which include; language
laboratory, computers, audio and audio visual machines; websites, CD ROMS
software and hardware as well as social network gargets. All these are ICT
tools that aids learning. The ICT based instructional material helps to
concretize abstract ideas in the minds of the students (Azubuike, 2013). Thus
Bamaju (2009) noted that ICT can be a veritable instrument for the learning
technical subjects like Biology. The objective of Biology can only be achieved
if the teachers can adequately make use of ICT materials.
However,
the use of ICT tools in learning of Biology subject will change the old method
of teaching; from teacher based instruction to learner based learning where
teachers facilitate learning. In order to achieve this teacher’s do not only
need formal training in the use of ICT but the skill to manipulate them in
teaching. According to Nwankwo (2008) teachers must have access to professional
development programmes to enable them master skills for the use of ICT in the
classrooms.
Presently
in Ebonyi state especially in Ezza South Local Government Area the learning of
Biology in various Senior secondary schools still retain the old approach with
teachers in most cases, acting as the
repertoire of knowledge and the students, the dominant recipients
(Azubuike, 2013). There is over reliance on text books by the teachers. There
is little or no ICT based instructional materials. No work of this nature has
been carried out in learning of Biology in ICT in Ezza South Local Government
Area of Ebony State. In senior secondary school in Ezza South Local Government,
one finds a teacher at the black board jotting down or copying the textbooks
verbatim, while the students are furiously copying all that is written on the
board, and are expected to memorize the facts and spit them out on the
examination day. But with the use of ICT three will be a rapid growth in
education. Based on the above, Hawkin (2006), noted that one of the major
setback of education the third world
countries like Nigeria is lack of ICT tools, lack of adequate computer hardware
and software as well as a reliable
internet access. He also noted that with the availability of ICT tools like
protectors, computer dish/modern for internet access in the schools there will
be a great transformation in the educational sectors of the third world
countries.
It
is on this note that the researcher tries to investigate if the use of ICT
based instructional materials will improve student’s performance in Biology in
Ezza South Local Government Area of Ebonyi State.
ICT tools have
been adjudged to be a veritable instrument in learning all over the world. It
has been noted that ICT is an important tool for learning and as well a road
map to educational transformation the country.
Unfortunately,
in Senior Secondary school in Ezza South local government area of Ebonyi state,
there are little or no ICT tools for learning in various classrooms. Learning
method in the class rooms in this local government still adapt the old
traditional method of learning where the teachers acts at repertoire of
knowledge while students are busy and furiously copying what is said and are
expected to vomited them verbatim during exam. Because of this, many students
fail woefully during their examinations. This is because the method of teaching
adopted by teachers does not encourage educational growth in the country. It
appears that tools like projectors, computer software and hardware, internet access
for easy communication among students, teachers, students from other schools
are lacking. All these inadequate supply of ICT tools is adversely affecting
learning of Biology in Ezza South local government area of Ebonyi state.
Also
in various secondary schools in Ezza South local government area of Ebonyi
state, it appears that teachers are not informed on the use of the ICT
materials in teaching of Biology. There seems to be no manpower to manipulate
ICT machines in the area.
Because of all these problems mentioned above,
the researcher therefore tries to investigate the use of ICT tools in learning
of Biology in Ezza South local government area of Ebonyi state. This is to find
out ways of improving education in the local government in particular and the
state in general.
The
main purpose of the study is to find the influence of information and
communication technology in the learning of Biology in senior secondary schools
in Ezza South local government area of Ebonyi state. Specifically, this work
sought to;
1.
Find
out the influence of Projectors in learning of Biology in Secondary in Ezza
South Local Government Area of Ebonyi State.
2.
Ascertain
the influence of internet facilities in learning of Biology in Secondary in
Ezza South Local Government Area of Ebonyi State.
3.
Find
the influence of computer in learning of Biology in Secondary in Ezza South
Local Government Area of Ebonyi State.
4. Examine the influence of audio-visual materials in
learning of Biology in Secondary in Ezza South Local Government Area of Ebonyi
State.
The findings of the study will be helpful
to the students, biology teachers, as well as the state government’s Ministry
of Education.
To the students, the results of this study
will enable them to appreciate the importance of ICT and strive to acquire
necessary ICT knowledge and skills for their all-round development.
The teachers will benefit because it will
avail them the opportunity of discovering the ICT facilities to employ for their
instructions.
To the Ministry of Education, the study
will be helpful to enable them know the kind of ICT materials to provide
schools with.
This research
centres on the influence of information and communication technology in the
learning of Biology in senior secondary schools in Ezza South local government
area of Ebonyi state. The subjects of the study are the teachers and the
students,
The
following research question guided the study
1. What
influence do projectors have in learning of Biology in Secondary schools?
2.
What
influence do internet facilities have in learning of Biology in secondary
schools?
3.
What
influence do computers have in learning of Biology in secondary schools?
4.
What
influence do audio-visual materials have in learning of Biology in secondary
schools?
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