ABSTRACT
This study investigated the biology teachers' state of readiness
for integrating ICT in teaching and learning in selected schools in Kososfe
Local Government Area, Lagos state. Descriptive survey research design was
adopted for this study. The population for this study comprised all teachers
and Senior Secondary School Students (male and female) in Kosofe Local
Government Area, Lagos state. A simple random sampling technique was used in
arriving at selection of Three hundred Senior Secondary School Students and
teachers in Senior Secondary Schools in Kosofe Local Government in Lagos State
formed the sample for this study. Specifically, four secondary schools were
selected from Kosofe Local Government, Lagos State. Forty students and ten
teachers were randomly selected from each of the schools resulting to two
hundred students and teachers. Ten teachers will be sampled in each school
making the total number of teachers sampled to be forty while forty students
were sampled in each school making the total number of students sampled to be
one hundred and sixty students. Respondents were randomly selected for the
study using simple random sampling technique. Two self- structured
questionnaire (Teachers' and students' questionnaires) of 38 items was used to
collect information from the students and teachers after its validity and
reliability were determined. Three research questions were posited for this
study and all the research questions were significant. The study revealed the
following results: biology teachers' awareness, competence and knowledge of
integrating ICT influence their teaching experience among students in selected
schools in Lagos state. In the light of the study's results, the researchers
presented a number of recommendations and proposals the most important of which
are: More enlightenment and campaigns should be organized by Ministry of
education and Non -governmental organizations for secondary school teachers on
the importance of the use of ICT in teaching and learning. Moreover, seminars
and media can play an important role in making teachers and students aware of
the immense contribution of ICT to teaching and learning. School administrators
should play a primary role in promoting awareness of importance of the use of
ICT in teaching and learning. They can promote such awareness by ensuring that
teachers teacher with the aid ICT at all times and make the ICT resources
available. Ministry of education should ensure that close monitoring is given
to teachers' performance on the effective use of these ICT materials in
classrooms. Federal and State Government, the Ministry of Education and policy
makers Should come up policies that would ensure that schools make use of ICT
in classroom teaching.
TABLE OF
CONTENTS
Title page
Certification
Dedication
Acknowledgement
Abstract
Table of
Contents
CHAPTER ONE: INTRODUCTION
Background of
Study
Statement of
the Problem
Purpose of
the Study
Research
Questions
Significance
of the Study
Scope of the
Study
Limitation of
the Study
CHAPTER TWO: LITERATURE REVIEW
Concept of
ICT
Applications
of ICT in biology education
Impacts of
ICT on teaching and learning
Teachers'
attitude and impacts of ICT in teaching and learning
Teachers'
readiness in integrating ICT into teaching and learning
Teachers ICT
level of knowledge and skills
Teachers'
Perception of the Effectiveness of ICT on Teaching and Learning and
Readiness to
integrate ICT to Teaching and Learning
Effects of
Teaching Method on Students Academic Performance
CHAPTER THREE - RESEARCH METHODOLOGY
3.0 Introduction
24
3.1 Research Design
24
3.3 Population 24
3.4 Sample and Sampling Technique
24
3.5 Research Instrument 25
3.6 Validity of Instrument
25
3.7 Reliability of Instrument
25
3.8 Administration of the Instrument
26
3.9 Procedure for Data Analysis
27
CHAPTER FOUR : RESULTS AND DISCUSSION
4.1 Descriptive
Analysis of Socio-Demographic Data 28
4.2 Answers to Research Questions
32
4.3 Summary of Findings 45
4.4 Discussion of Findings
46
CHAPTER FIVE: SUMMARY,
CONCLUSION AND RECOMMENDATIONS
5.1Introduction
49
5.2Summary
49
5.3Conclusion 50
5.4Recommendation
50
5.5Suggestion
for further studies 51
References
52
Appendix
62
CHAPTER ONE
INTRODUCTION
Background of Study
Information Communication Technologies (ICTs) are making dynamic
changes in society. They are influencing all aspects of life. The influences
are felt more and more at schools (Fisseha, 2011). Because ICTs provide both
students and teachers with more opportunities in adapting learning and teaching
to individual needs, society is, forcing schools aptly respond to this
technical innovation (Fisseha, 2011). The potentials of ICTs is in increasing
access and improving relevance and quality of education in developing countries
(Tinio, 2002). ICTs greatly facilitate the acquisition and absorption of knowledge,
offering developing countries unprecedented opportunities to enhance
educational systems, improve policy formulation and execution, and widen the
range of opportunities for business and the poor (Tinio, 2002). One of the
greatest hardships endured by the poor, and by many others, who live in the
poorest countries, in their sense of isolation, and ICTs can open access to
knowledge in ways unimaginable not long ago (Fisseha, 2011).
Information Communication Technology (ICT) refers to the diverse
set of technological tools and resources used to communicate create,
disseminate, store and manage information. These technologies include
computers, the internet, broad casting technologies radio TV and telephone.
Science educator and school science teacher have been continuously
looking for ways to create environment for active learning - in which, student'
attention is captured and their mind are engaged (Lin et al, 2001),
After the advent of Information and Communication Technology (ICT)
teaching and learning process has virtually got revolutionized globally. ICT is
now playing an important role for the dissemination of sustainable quality
education worldwide.
ICTs are making dynamic changes in the society. They are
influencing all aspect of life. The influences are felt more and more at
schools. Because ICTs provide both student and teachers with more opportunities
in adapting learning and teaching to individual needs, society is, forcing
school aptly respond to technical innovation.
The uses of ICT is making major differences in the learning of
students and teaching approaches. Schools in the Western World invested a lot
for ICT infrastructures over the last 20 years, and students use computers more
often and for a much larger range of applications (Volman, 2005). Several
studies reveal that students using ICT facilities mostly show higher learning
gains than those who do not use.
Africa have witness the development of ICTs in various sectors
over the last decade including education. The change from teacher-centered
education system to leaner centered education the world over in the past few
years contributes to the use of ICTs in education.
The potential of ICT in secondary biology teaching is enormous,
although it is fairly daunting to newcomers
(Peat And Fernandez, 2002). Computer learning packages and the web can
offer a variety of opportunities for learning, ranging from non-interactive
content to highly interactive student- centered learning experience. Biology teaching has radically changed with
ICT (Lombard, 2008).
The uses of ICT is making major differences in the learning of
student of student and teaching approaches. Furthermore, the use of ICTs in
education also shifts the learning approaches. As put by Bransford, Brown, and
Cocking, (1999) Cited in Volman (2005), there is a common belief that the use
of ICTs in education contributes to a more constructivist learning and an
increase in activity and greater responsibility of students. This limits the
role of the teacher to supporting, advising, and coaching student rather than
merely transmitting knowledge.
The idea that teaching and learning can successfully take place
through the application of electronic communication facilities between teachers
and students is one which had generated, sometimes, hope and dismay and at
other times, excitement and fear. Hope that many more learners can be reached
at a more convenient pace that had erstwhile been the case, dismay that the
infrastructures necessary for deploying an effective ICT platform is lacking in
low-income countries like Nigeria (Olakulehin, 2007).
Teachers' reluctance to adopt innovation
need to be seen in the context of existing technology and commitments, Fullen
(1989) cited in Watson (2001) states the change for improvement can happen at
schools if teachers understand themselves and understood by others. Teachers
attitude play an important role in the teaching-learning process that utilizes
computers and internet connections although teachers attitude towards the use
of technologies is vital, many observation reveal that teachers do not have
clarity about how far technology can be beneficial for the facilitation and
enhancement of learning. Of course, some teachers may have positive attitudes
to the technology, but refrain from using it in teaching due to low
self-efficacy, tendency to consider themselves not qualified to teach with
technology.
In this respect, Badura, (1986) describes self efficiency as
"individuals" opinion of capabilities to organize and perform courses
of actions to achieve particular types of performances" Moreover as
identified by Brosan (2001) attitude motivation computer anxiety and computer
self-efficacy are factors affecting teacher use of computer in theory lessons.
Teacher resistance and lack of enthusiasm to use ICT in education may also be
another limitation. Teachers' attitude plays an important role in the
teaching-learning process that utilizes computers and internet connections.
Although teachers' attitude towards use of
these technologies is vital, many observations reveal that teachers do not have
clarity about how far technology can be beneficial for the facilitation and
enhancement of learning. Of course, some teachers may have positive attitudes
to the technology, but refrain from using it in teaching due to low
self-efficacy, tendency to consider themselves not qualified to teach with
technology. In this respect, Bandura (1986) describes self-efficacy as
"individual's opinion of capabilities to organize and perform courses of
actions to achieve particular types of performances." Moreover, as
identified by Brosnan (2001), attitude, motivation, computer anxiety, and
computer self-efficacy are factors affecting teachers' use of computers in
their lessons. Teacher resistance and lack of enthusiasm to use ICT in
education may also be another limitation. Furthermore, many teachers may not
have the required IT skills and feel uncomfortable, nor do they have trainings
needed to use the technology in their teaching. Unless teachers develop some
basic skills and willingness to experiment with students, ICT in education is
in disadvantages (Brosan, 2001), the integration of ICTs in education systems
may face various challenges with respect to policy, planning, infrastructure
learning content and language, capacity building and financing ICT- enhanced
education clearly stated objectives mobilization of resource and political
commitment of concerned bodies. Tinio 2002, discussed issues such as analysis
of current practices and arrangements, identification of potential drives and
barriers curriculum and pedagogy, infrastructure and capacity building to be
considered in the formulation of policy and planning. With respect to capacity
building we have to develop competencies to teachers and school administrators
for the successful integration of ICT in the education systems. ICT integration
in education should parallel with teachers professional development.
Technologies available in classrooms today
ranges from simple tool-based applications (such as word processors), to online
repositories of scientific data. Others are primary historical documents,
handheld computers, closed-circuit television channels, and two-way distance
learning classrooms. Prensky (2005) asserts that even the cell phones that many
now carry with them can be used to learn. According to Lei and Zhao (2006) each
technology is likely to play a different role in students learning. Rather than
trying to describe the impact of all technologies as if they were the same,
researchers need to think about what kind of technologies are being used in the
classroom and for what purposes. Two general distinctions could then be
observed from the literature. Students can learn from computers where
technology are used essentially as tutors and serve to increase student's basic
skills and knowledge. Moreover, they can learn with computers where technology
is used as tool that can be applied to a variety of goals in the learning
process and can serve as a resour;e to help develop higher order thinking,
creativity and research skills (Reeves, 1998; Ringstaff and Kelley, 2002).
Statement of the Problem
Science educators and school science teachers have been
ineffective in the way and manner they go about disseminating information in
classroom (Olakulehin, 2007). Teachers do not have clarity about how far
technology can be beneficial for the facilitation and enhancement of learning
(Fisseha, 2011). Of course, some teachers may lack positive attitudes to the
use of ICT and refrain from using it in teaching due to low self-efficacy,
tendency to consider themselves not qualified to teach with technology
(Fisseha. 2011). Teaching and learning has become passive in which, students'
attention is not captured and their minds are hardly engaged especially in
science subjects (Olakulehin, 2007). As result, there has been drastic decline
in the performance of students especially in biology as a subject. This has
prevented some of the science student from studying their prefer science course
in the university due low grade in biology.
Nigerian student both primary and secondary have trailed behind
other African countries in scientific assessment as reported by Akpan, B.B
(2008).This situation has driven researchers to embark on a search for a better
methods of teaching but to no avail. This has been a source of concern to the
principals, teachers, parents, Ministry of education and students as well. This
study therefore seeks to investigate the biology teachers' state of readiness for integrating ICT in learning and teaching
in selected schools in Lagos state.
Purpose of the Study
1. To
determine the influence of biology teachers' awareness of integrating ICT on
learning among students in selected schools in Lagos state.
2. To
ascertain the influence of biology teachers' knowledge of integrating ICT on
their teaching among students in selected schools in Lagos state.
3. To
determine the influence of biology teachers' competence for integrating ICT on
their teaching experience among students in selected schools in Lagos state.
4. To ascertain the gender difference in biology
teachers' state of readiness
for integrating ICT in learning and teaching in selected schools in
Lagos state
Research Questions
1. what
is the influence of biology teachers'
awareness of integrating ICT on learning among students in selected schools in
Lagos state.
2. what is the influence of influence of
biology teachers' knowledge of integrating ICT on their teaching among students
in selected schools in Lagos state.
3. what
is the influence of biology teachers' competence for integrating ICT on their teaching experience among
students in selected schools in Lagos state.
4. Is
there any gender difference in biology teachers' state of readiness for
integrating ICT in learning and teaching in selected schools in Lagos state.
Significance of the Study
ICTs increasingly pervade every aspect of
life (work, learning, leisure, and health). Because ICTs are excellent tools
for information processing, the new generation needs to become competent in
their use, should acquire the necessary skills, and therefore must have access
to computers and networks while at school (Kok, 2007). Schools are information
and knowledge holding institutions. Therefore, as a result of this study ICT
will be fundamental information management tool at all levels of an educational
system, from classroom to ministries.
Schools will profoundly revise present teaching practices and
resources to create effective learning environments and improve life-long
learning skills and habits in their students.
Scope of the Study
This study covers selected public secondary schools in Kosofe Local
Government Area of Lagos State. Principals, teachers and students of these
schools are intended to be used as respondents.
Limitation of the Study
One of the limitations was time factor; another was transportation
and attitude of respondent which created problem to the researcher.
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