ABSTRACT
The effect of ICTS in Nigeria and
Africa countries generally is increasing and dramatically growing. However,
while there is a great deal of knowledge about how ICTs are being used in
developed countries, there is not much information on how ICTs are being used by teachers in developing
countries. This study examined Nigeria Secondary school students and teachers
effects of ICTs and its implications for further development of ICTs use in
Nigeria Secondary schools vis-à-vis student performance . The effect of
information and communication Technology (ICTs) in the teaching of integrated
science secondary schools will bring our youths in contact with information
technology revolution. This innovation has affected the lives of individual and
the nation, by eroding distance and borders thereby reducing the world into a
global village. This project discusses the ICT background and present
definitions from various sources. The guide also give a
broad interview of issues surrounding the evaluation of the effectiveness of
technology environment ,it shown that the application of information and
communication technology in teaching and learning basic science is
pedagogically effective and that currently available applications easy to
integrate into the students in class experience .This learning capacity of the
introductory Basic science could be Improved Successfully when information and
communication technology is used as a supplement to regular lecture in teaching
basic science.
TABLE OF CONTENTS
Pages
Title Page i
Certification ii
Dedication iii
Acknowledgment iv
Abstract v
Table of content vi-viii
Chapter One: Introduction
1.1
Background
To The Study 1
1.2
Statement
Of Problem 6
1.3
Purpose
Of The Study 7
1.4
Significant
Of The Study 8
1.5
Research
Questions 9
1.6
Research
Hypothesis 9
1.7
Scope
Of Delimitation 10
Chapter Two: Literature Review
2.0 Introduction 11
2.1 Conceptual Clarification 12
2.1.1 Scope Of Basic Science 12
2.1.2 Scope Of Communication 13
2.1.3 Scope Of Technology 14
2.1.4 Scope Of Computer 14
2.1.5 Scope Of Science 15
2.2 Concept Of Information Technology 16
2.3 Concept Of Information And Communication
Technology 27
2.4 Impact Of ICT In Education 30
2.5 Role Of ICT In The Teaching Of Basic
Science 34
2.6 Application Of ICT In Teaching And Learning
Basic Science 37
2.7 Merit Of ICT In Teaching And Learning Of
Basic Science 39
2.8 Demerit Of ICT In Teaching And Learning Of
Basic Science Subjects 41
2.9 Unanswered Questions 43
Chapter Three: Research Methodology
3.0 Introduction 45
3.1 Population Of The Study 45
3.2 Sample And Sampling Techniques 46
3.3 Instrument For Data Collection 46
3.4 Reliability Of Instrument 47
3.5 Method Of Data Collection 47
3.6 Method Of Data Analysis 48
Chapter Four
4.0 Analysis Of Data, Presentation And Summary
Of Findings 49
4.1 Sources Of Data Collection 49
4.2 Distribution Of Students Respondents 50
4.3 Presentation Of Data 51
4.3.1 Sex Distribution 51
4.3.2 Class Distribution 51
4.3.3 Age Distribution 52
4.4 Students’ Responses To Questions And
Summary Of Findings 52
4.4.1 Hypothesis 2 55
4.4.3 Hypothesis 3 57
Chapter Five: Discussion Of Research
Findings, Summary
Conclusion And Recommendation
5.1 Introduction 61
5.1 Summary 61
5.2 Discussion Of Research Findings 62
5.3 Recommendation 62
References 65-68
Questionnaire
69-79
CHAPTER ONE
INTRODUCTION
1.8 BACKGROUND TO THE
STUDY
Today the whole word is moving towards information based
society. After all the information is knowledge and knowledge is wisdom. Wisdom
leads untoward vision. The evolution of internet and worldwide web has affected
all parts of life. The areas of education has not remained untouched
information and communication technology (ICT) is an instructional technology
to enhance teaching and learning in preschools, it is the application of
organization or scientific knowledge to practical tasks of teaching and learning
in pre-schools.
According to Akinola and Aremu, (2000) instructional technologies
incorporate the tools and making present support to reinforce teaching and
learning on pre-schools pupils.
Information and communication technology (ICT) are
generally accepted as a modern instructional tool that enables the educators to
modify the teaching methods they use in order to increase the student interest.
The extended use of information and communication technologies in basic science
drove the society into a new knowledge based from where information plays an
important role for the basic schools enlargement and student satisfaction (Xin,
2004).
Basically, ICT is classified into three groups namely;
-
Those that ;process
information e.g. computer.
-
Those that
disseminate information e.g. communication
-
Those for
presentation of information e.g. multimedia.
Information and communication technology (ICT) influence
and affects every one’s private and co-operate work life. Information
technology is advantage in every career, especially as a teacher. ICT
revolution seems to have created a new body of knowledge that has affected all
mankind. The needs for professional growth of teachers noted by Akinseinde
(1990) is a result of the challenges and concern caused by knowledge explosion
in reaction to professional obsolesce in almost every field of human
endeavours.
Information communication technology (ICT) are
information handling tools that are used to produce, store, and process,
distribute and exchange information. These different tools are now able to work
together and combine to form networked world which reaches into every corner of
the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool
for participating in global markets, promoting political accountability,
improving the delivery of basic service and enhancing local development
opportunities (UNDP, 2006). To Ogunsola (2005) ICT is an electronic based
system of information transmission reception, processing and retrieval which
has drastically changed the way we think, the way we live and the environment
in which we live. It can be used to access global knowledge and communication
with other people (Ogunsola, 2005) students who use ICTs gain deeper
understanding of complex topic and concepts and are more likely to recall
information and use it to solve problems outside the class (Apple Computer,
2002).
In addition, through ICT student extend and depend their
knowledge, investigations, and inquiry according to their needs and interest
when access to information is available on multiple level (CEO Forum on
Education and Technology 2001).
In this century, this is becoming more and more
technologically oriented. Thus the industrial age is using much of information
(Info Tech) to give way to the information age, an info tech. era, which is as
vital as the air we breathe because this has brought changes to the society,
business, education and our lives in general.
Indeed, the education sector is no exemption in the
participation of an information rich computerized society. To keep abreast with
the emerging technological changes in the global nation and regional
environment, our present educational system should continuously upgrade the resources
through the modernization of the various elements of the system. Modernization
can be pursued through the introduction of modernized instructional aides and
materials such as multi-media gadgets like computers, VHS, CD-ROMs, TV,
Internet and the likes.
Most science teachers have refused to note that without
science background, the production of computer would be impossible. People tend
to look at the result produced by the computer without putting emphasis on how
it was built. However, most teachers neglect the use of computer as
instructional material for teaching science meanwhile computer performs several
functions which can aid the learning of science.
The teaching development committee of building and real
estate recently organized a teaching seminar entitled “using games as a
supplementary teaching tool” on 24th January, 1999. Dr. Org Sear Eng
and Mr. Cheng Fork Jam conducted session, explaining how they had successfully
used this method on teaching. The effect of experimental economic real world
seminar make the students to be stimulated by been a role-player as developers and
directors on a developmental system which was easily grasp by then the students
performance were graded and wanted as a continuous assessment which was added
to their exam scores. The students appreciated the exercise and found the
experience valuable it then shared some point on how the “Game” method could be
utilized for maximum benefit.
Past secretary of Philippines Ricardo t. Gloria conceived
the book “schools of the tutor” to meet the needs of the modern times for the
purpose of improving the quality of education particularly science and
technology so as to produce graduates
who are prescient in basic literacy, numerous and article thinking skills. This
is to enable them to compete in the domestic and international labour market.
The schools of tomorrow should be equipped with the
facilities, equipments, as well as new learning or delivery like science and
computer laboratories. It is also aims to improve the quality of education to
produce globally comparative graduates through its major features the effect of
more instructional interventions using multimedia technology, redefinition of
the role of the teacher from provider of knowledge of facilitator of learning
and greater opportunities for individualized learning.
1.9 STATEMENT OF PROBLEM
Basic science teachers have number of teaching methods
and approaches at their disposal. It is open secret that none of these prove
effective and achieve the desired objectives. It is expected that teachers
should select the topic and enrich it with the help of ICT and present the
before the students. The purpose of B.Ed course is to provide competed
teachers. When the existing position of teachers, student and requirement of
the pupils was studied, certain questions was rose.
i.
What relationship
exists between conventional methods and integration of ICT based teaching methods?
ii.
How does the
conventional methods (ways of teaching) affect the teaching performance of
teachers?
iii.
How does the
conventional method affect students performance?
iv.
How does ICT
(Information Communication Technology) enhance student performance?
1.10
PURPOSE OF THE STUDY
The importance of modern science and technology to
society also makes it compelling that a developing country like our should give
priority attention to the utilization qualities devisable from practical
problem solving and intensive teaching of basic science subjects.
Therefore, the objectives of this research work is to
strengthen the relationship between technological integration and basic science
education as follows:
i.
To examine the extent
to which ICTs support students in learning basic science subject.
ii.
To identify students
attitude towards information and communication technology.
iii.
To determine factors
militating against the effect of information and communication technology on
teacher mode of teaching and student performance in basic science subject.
iv.
To find out the
gender disparity on the use of ICTs.
1.11
SIGNIFICANT OF THE STUDY
It is a will known fact that not a single teacher is
capable of giving up to date and complete information in his own subject. The
ICT can fill this gap because it can provide access to different sources of
information.
It
will provide correct information as comprehensive as possible in different formats
with different example ICT provides variety in the presentation of content
which helps learners in concentration, better understanding and long retention
of information which is not possible otherwise. The findings of this study will
be useful to the student’s teachers and administrator.
1.12
RESEARCH QUESTIONS
The following shall be considered as the refresh question
postulate for the study.
i.
Is there any
relationship between conventional methods and integration of ICT based teaching
methods?
ii.
Does the conventional
method (ways of teaching) affect the teaching performance of teachers?
iii.
How does conventional
method affect the student’s performance?
iv.
Does ICT (Information
Communication Technology) enhance student performance?
1.13
RESEARCH HYPOTHESIS
i.
There is no
significant correlation between conventional method and integration of ICT based
teaching method.
ii.
Gender disparity has
no significant impact on the use of ICT.
iii.
The usage of
conventional method have no significant correlation on performance teachers.
iv.
There is no
significant correlation in the use of ICT to enhance student performance.
1.14
SCOPE OF DELIMITATION
The study will critically analyze the conceptual classification
to the constraints of adaptation of technological integration of ICTs into the
teaching and learning of basic science subjects.
It
will focus mainly on basic school 7-9 children reaction towards the situation
and application of information and communication technology and other media
used by basic science teachers for instruction. Therefore, the research work is
concerned about the effectiveness of technology via basic education.
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