TABLE
OF CONTENTS
CHAPTER 1
Background to the Study
Statement of the Problem
Purpose of the Study
Research Question
Research Hypotheses
Significance of the Study
Scope of the Study
Limitation of the Study
Definition of Terms
CHAPTER 2
Review of Related Literature
Learner/Learning
Teacher/Teaching Methods
Traditional Methods versus ICT in
Teaching
CHAPTER 3
Target Population
Sample and Sampling Procedure
Research Instrument
Procedure for Data Collection
Method of Data Analysis
CHAPTER 4
Research Questions
Hypotheses
Summary of Findings
CHAPTER
5
Discussions of Results
Summary
Recommendations
CHAPTER ONE
INTRODUCTION
Background
to the Study
Education has continued to
evolve, diversify and extend its reach and coverage since the dawn of human
history. Every country develops its system of education to express and promote
its unique socio-cultural identity and to meet the challenges of the time.
There are moments in history when a new direction has to be given to an old
process in the school curricula in addition to the common scheme of studies.
Today Africa is facing an
opportunity unparalleled in modern history. Strategic application of
information technology to all areas of life can help Nigeria emerge as a global player.
Vast opportunities exist across all sectors of economic and social activity,
including government, healthcare, and small and medium size business
development. However, the key to unleashing this potential is the strategic
application of ICT in education. Unless the countries of Africa develop local
competences and provide their people with all the required knowledge, skills
and tools to compete in the global economy, they will never benefit from the
unique opportunity facing Africa today. A
success in this area would unleash the talents of African populations, create
new jobs and increase compensation, attract foreign investment to Nigeria,
prevent brain-drain and increase the GDP and standard of living on the
continent. Thus, comprehensive e-transformation
should
be at the top of the agenda of every government in Africa.
And the first step of the e-transformation roadmap should focus on e-education.
Technology and Education
In many countries evidence has clearly demonstrated that ICT can
improve the quality of education. ICT has the ability to address illiteracy and
improve the quality of education in all sectors of education and through
multimedia capabilities such as simulations and models, and ICT can give
learners access to concepts that they previously could not grasp. The use of
learner management systems and administration tools can bring increased
transparency to procedures ensuring that funds are channeled to where they are
most needed and are accounted for. This can free up resources for new
educational projects such as new schools, professional development for teachers
or increased facilities within schools. Data can be transmitted through the
internet using centralized administration processes and can avoid duplication
of cost and effort. Through a range of
Internet based applications and services all learners with some level of
connectivity to the Internet can access high quality content and receive an
education that is relevant
Education
is the life blood of any nation or economy and so proper care and attention
must be given to its delivery. Knowledge is a very important part of the
equation as it is at the core of education itself. For every economy to be the
best it must ensure that the best practices are employed to ensure proper
teaching and learning especially in the secondary schools as it is the lowest
level of acceptable education in recent times. Teaching methods are as
important as the curriculum in any given educational institution, for it is the
delivery style that ensures to a large extent that the learners achieve most of
the learning objectives and outcome.
In
recent times there has been an urgent need for teachers to revitalize their
teaching methods and students their learning methods as the times are changing
and technology continue to change steadily. The urgent need for this change in
teaching and learning methods is noted in the higher institutions and in the
labour market where students are expected to have mastered the skill of knowing
how to learn and to apply what they have learnt. There is a wide divide between
what students are able to do at the secondary school level and what they are
expected to do at the university and later on when employed.
The traditional methods of
teaching and learning calls for a drastic change in the modern age, through
improved technology and innovations in curriculum and assessment. The present
curriculum and assessment have narrowly defined schooling and intelligence is
counted by the grade scored. As a result the schooling environment tends to be
dominated by a control culture that emphasizes traditional teacher-student
relationship, traditional classroom/ learning boundaries.
A new system must be
adopted where learning involves the creation of a change and innovative culture
that enables students to be creative, self-directed, talented individuals who
become knowledgeable workers in the global market. It can be achieved by
revitalizing teaching / learning methods and the school curriculum with the
efforts of administrators, teachers, and learners by involving parents while designing
school curriculum.
Teaching
skills and learning methods must thus improve with the times closing the divide
between knowing and doing. Students must be able to apply the things that they
learn. Modern teaching practices empower students to investigate and develop
thinking and learning skills that enable them to cope in the university and
also at work.
Sad
to say many teaching methods that are still in use in the secondary schools in Lagos do not empower
students to be independent thinkers or learners. There is thus an urgent need
for the revitalizing of teaching and learning methods that prepare students for
the real world, which develops in them investigative and enquiry skills.
The Changing Role of a Teacher as a Facilitator
–
Shakespeare’s
dictum that – “some are born great, some achieve greatness and some have
greatness thrust upon them”. (Choube - 2003) The teaching Profession has a
unique feature. It helps the teacher to grow in mind and spirit while engaged
in it. According to social activists approach a teacher has to adapt to the
role of a facilitator (Vadana Merah 2006).
•
A teacher gives a didactic lecture but a facilitator helps the
learner to get to his / her own understanding.
•
In the former a learner plays a passive role while in the later learners
plays an active role.
•
A teacher tells and the facilitator asks; a teacher lecture from
the front, a facilitator supports from the back.
•
A teacher gives answers according to a set curriculum; a facilitator
creates the learning environment.
•
A teacher mostly gives a monologue; a facilitator is in continuous
dialogue with the learner As Rabindernath Tagore rightly observed “A teacher
can never truly teach, unless he is still learning himself, just as a lamp can
never light another lamp unless it continuous to burn itself...”( Gupta-2005)
Learner
Education
can therefore be revitalized when sophisticated and modern teaching and
learning methods are employed. There are indeed many teaching methods available
to educationist many of which in recent times have been broadly categorized
into two namely; the 19th century teaching and learning methods and
the 21st century teaching and learning methods.
The
19th century teaching and learning methods have in recent times been
described as outdated because they do not encourage students to develop
thinking skills. Amongst the 19th century teaching methods are
lecturing, dictating, voluminous note copying from the board, teaching (doing
all the talking, it is popularly called the sage on the stage in western
countries) e.t.c. students who learn using most of the above teaching and learning
styles can only achieve up to level two of the blooms taxonomy which are recall
and understanding.
The
21st century teaching styles are more student and teacher friendly
as they ensure that both the students and the teachers actively participate in the
learning process. Amongst the 21st teaching and learning styles are
the Think-Pair-Share, Cooperative Learning, use of ICT resources, Graphic
Transformation and Representation, Peer Tutoring, Post Box Activity, KWL(what
you know, what you want to know, what you have learnt) etc. students who are
exposed to these teaching and learning methods can achieve up to Level Six of
the Blooms Taxonomy.
It
has been discovered that one of the ways through which quality education is
maintained is through the use of information and communication technology. Evidence suggests that the
use of ICT in teaching can enhance the quality of learning; make learners more
independent and capable of sustaining their own life-long learning observation.
Education
technology suggests suitable teaching learning strategies and situations for
learner:
? Motivating
students to learn;
? providing
due encouragement and guidance;
? Using
appropriate methods and strategies of teaching;
? Seeking involvement of the
learner.
Generally students will
achieve more when teachers are able to match their teaching styles and methods
to students learning styles. There are four models and teachers must understand
these models so that they can adapt their teaching skills to meet the needs of
the students. The various learning styles are:
- Students may prefer a visual (seeing), auditory
(hearing), kinaesthetic (moving) or tactile (touching) way of learning.
- Those who prefer a visual learning
style...
- ...look at the teacher's face
intently
- ...like looking at wall displays,
books etc.
- ...often recognize words by sight
- ...use lists to organize their
thoughts
- ...recall information by remembering
how it was set out on a page
- Those who prefer an auditory learning
style...
- ...like the teacher to provide
verbal instructions
- ...like dialogues, discussions and
plays
- ...solve problems by talking about
them
- ...use rhythm and sound as memory
aids
- Those who prefer a kinaesthetic
learning style...
- ...learn best when they are involved
or active
- ...find it difficult to sit still
for long periods
- ...use movement as a memory aid
- Those who prefer a tactile way of
learning...
- ...use writing and drawing as memory
aids
- ...learn well in hands-on activities
like projects and demonstrations.
The use of information and
communication technology in revitalizing teaching methods will enable teachers
to cater for the above learning skills. When teachers use ICT resources they
are able to cater for a range of learning styles…..”(Stevenson Maeve 2008).
This can be summed up in
the words of Adebayo (2009) –“Teaching
means causing to learn. Nothing has been given until it has been taken, nothing
has been taught until it has been learnt. Teaching is more than the efficient
delivery of thoroughly prepared lectures. Hence we can say that - a perfect
balance of learner’s interest facilitator’s dedication, effectiveness and
actual applicability of syllabus makes learning and teaching a memorable
experience.
Statement of the Problem
The
statement of this problem is to investigate whether or not the use of
information and communication technology can improve the quality of teaching
and learning in secondary schools.
The
specific problems to be researched into are:
1)
To
find out to what extent will the use of ICT influence the quality of teaching?
2)
To find out to what extent will the use of ICT influence the quality of learning?
3)
To find out if students will perform better when they are instructed using ICT
resources?
4)
To find out to what extent will the use of ICT resources motivate students to
learn?
5)
To find out to what extent will the use of ICT resources motivate teachers to
teachers/facilitate?
Purpose of the Study
The
purpose of this study is to examine the relationship existing between teaching
and learning methods and information and communication technology. It also aims
to examine the impact of information and communication technology on teaching
and learning methods. It also investigates the contributions of information and
communication technology resources to teaching and learning methods. It seeks
to establish whether or not information and communication technology can
revitalize teaching and learning methods.
Research
Questions
1)
Will
the use of ict influence the quality of teaching?
2)
Will the use of ict influence the quality of learning?
3)
Will students perform better when they are instructed using ict resources?
4)
Will the use of ICT resources motivate students to learn?
5)
Will the use of ICT resources motivate teachers to teach/facilitate?
Research Hypotheses
1)
There is no relationship between the use of ict and an improvement in the quality
of teaching.
2)
There is no relationship between the use of ict and an improvement in the
quality of learning.
3)
There is no significant difference between the performances of students when
instructed with ict resources.
4)
There is no relationship between the use of ICT resources and students
motivation to learn.
5)
There is no relationship between the use of ICT resources and teachers
motivation to teach.
Significance of the Study
Information
and ideas are the life blood of any complex system, this is because information
gives knowledge and knowledge is power.
This
investigation focuses on revitalizing teaching and learning methods using
information and communication technology resources in secondary schools. The study would help teachers to identify
factors that aid good teaching and learning methods. It will also enable school
owners and policy makers to appreciate the importance of information and
communication technology resources in the secondary schools and to embrace them
by making them available in the secondary schools. This study will also
enumerate quality teaching and learning styles and its effect on students’
academic achievement.
This
study set out to identify and evaluate relevant strategies in local, national and
international research and initiatives related to measuring and demonstrating the
impact of ICT in schools with regard to: students, learning and the learning environment;
teachers and teaching strategies; organizational change; and other areas
relevant to teaching and learning in Lagos
State schools. The
study also compares the use of ict with other teaching methods and will present
the best teaching practice worldwide and also suggest possible information and
communication technology resources that can be used in secondary schools in Lagos and Nigeria.
This study also shows how the use of information
and communication technology resources can;
·
emphasize self-learning and learning by doing
·
collaborate and network among institutions for
resource sharing
·
promote open education environment
·
create avenues
for learner centric and learning centric curriculum.
Scope
of the Study
This Study covered ten selected Secondary Schools in Lagos state.
Limitation
of the Study
This
study was limited to the use of ICT resources in education and its effect on
teaching and learning methods. It will not expatiate on other teaching and
learning methods that are also known to revitalize education. The research was
limited to secondary schools in Lagos
State and only ten schools
will be selected by the researcher because of logistics.
There was the constraint of time, money and also human
resources.
Definition of Terms
The
terms used in this research work will be used only in the context of the
definition that will be provided below.
INFORMATION
AND COMMUNICATION TECHNOLOGY (ICT)
This refers to all
information and communication that is derived from the technology use of the
computer, whether connected to the internet or not.
INFORMATION
AND COMMUNICATION TECHNOLOGY RESOURCES
This refers to all
resources that are derived from or through the computers. This may include;
audio-visual aids, the interactive board, the projector, power-point
presentations and all documents prepared using the Microsoft office package. It
may also include using the internet by surfing and browsing for information
either by the teacher or the students.
REVITALISING
This
means that a new life is given to teaching and learning methods to make it more
appealing and interesting.
TEACHING
AND LEARNING METHODS
These
are the ways and skills that are employed by both the teacher and the learner to
pass on ideas and to grasps ideas. It is the different ways in which teachers
pass on the knowledge and students receive the knowledge.
Learning styles
/strategies/ methods.
Ellis (1985) described a learning style as the more or less consistent way
in which a person perceives, conceptualizes, organizes and recalls information.
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