ABSTRACT
The
study examined the use of information technology in teaching and learning of
home economics at the University
of Lagos, Akoka, Lagos State.
Descriptive research survey was used in the assessment of the respondents’
opinions using questionnaire. A total of
100(one hundred) respondents were randomly selected and used as the
representatives of the entire population of the study. The results revealed
that there is a significant influence of ICT on students’ moral behaviour in
the school, there is a significant relationship between the cost of ICT and
students’ academic performance in school, there is a significant gender
difference in delinquent behaviour of students due to use of ICT in school, and
there is a significant relationship between the use of ICT and adolescents’
social adjustment in school. Based on the above findings, it is recommended
among others that teaching and learning home economics should be handled by
experts who know how to use the information technology to teach the
subject-matter. Also, the use of
information technology in teaching and learning processes should be
incorporated in the curriculum of the University, especially in teaching and
learning home economics.
TABLE OF CONTENTS
Title Page i
Certification ii
Dedication iii
Acknowledgements iv
Abstract v
Table of Contents vi
CHAPTER ONE 1
1.1
Background to the Study 1
1.2
Statement of the Problem
4
1.3
Objective of the Study 4
1.4
Research Questions 5
1.5
Research Hypotheses 6
1.6
Significance of the
Study 6
1.7
Scope of the Study 8
1.8
Definition of Terms 8
CHAPTER TWO: LITERATURE REVIEW 10
2.1
Concept
of Teaching 10
2.2
The
Concept of Learning 14
2.3
The
Concept and Nature of Information Communication
Technology
20
2.4
The
Concept of Home Economics 23
2.5
The
Branches or Areas of Home-Economics and Nation Building 25
2.6
Home
Economics as a Vocational Education Subject 31
2.7
Review
of Studies on Students’ Attitudes and Academic
Performance
in School Subject 32
2.8
Students
Perception of their Teachers Attitude 37
2.9
Teachers’
Attitude and Students Academic Performance
as
Correlates 38
2.10 Information Communication
Technology (ICT) and
Students’
Achievement in Home Economics 40
2.11 Summary
of the Review of Related Literature 44
CHAPTER
THREE: RESEARCH METHODOLOGY 45
3.1 Research Design 45
3.2 Population 45
3.3 Sampling Technique 46
3.4 Sample Size 46
3.5 Research Instrument 46
3.6 Procedure for Data
Collection 47
3.7 Data Analysis 47
CHAPTER
FOUR: DATA
ANALYSIS AND INTERPRETATION
OF RESULT 48
4.0 Introduction 48
4.1 Description of Bio-Data of Respondents
According to Sex,
Age
and Class 48
4.2 Analysis of Data According to Responses of
the Samples with
Research
Questions 50
4.3 Testing of Hypotheses 57
4.4 Summary of Findings 61
4.5 Discussion of Findings 62
CHAPTER
FIVE: SUMMARY, CONCLUSION AND
RECOMMENDATIONS 65
5.0 Introduction 65
5.1 Summary of the Study 65
5.2 Conclusions 66
5.3 Recommendations 67
References 69
Appendix 76
CHAPTER ONE
1.1
Background
to the Study
Introduction
The use of information
technology has brought great improvement to the life of mankind in all human
endeavorus, most especially in education. Computers and other aspects of
information technology are now used in education to monitor students’ achievements, teach
students and also as instructional media to assist in teaching in the
classroom, especially in home economics (Adeyonju, 2004). Teaching process is
considered paramount, especially when we consider teaching and learning as the
acquisition of knowledge and skills by individuals who become useful members of
the society. Indeed, teaching may convey and at the same time, actualize the
objectives of education of learners. It involves deliberate activities geared
towards the development of the less matured and the inexperienced (Ekwueme, 1996).
According to Olorundare (2006),
teaching embraces forms of process, behaviours and activities which do not
succumb to explanation by a single
theory, it is also argued that in educational institutions such as University
of Lagos, teaching cannot take place without the students (learners), the
teacher and the curriculum, the content and instructional materials. The above
judgment according to Adeleke (2005) cannot stand the test of the information
aspect. This is because; teaching imposes content, learner’s freedom in
teaching is restricted while information technology employs independent
judgment in decision-making. This seriously eroding teaching situation, the
only main task of the teacher is to create enabling environment that may bring
about desirable change in behaviour (Ukweebu, 2005). Mohammed is of the opinion
that classroom teachers are expected to utilize IT facilities such as the
computer, the internet, the visual aids, the audio-visuals etc, to inculcate
relevant knowledge to students. Any classroom teacher therefore, with adequate
and professional skills in ICT utilization will definitely have his/her
students perform better in classroom learning, especially in home economics.
Instructional process is
vital for the implementation of curriculum. The most relevant home economics
education curriculum may be rendered ineffective when the wrong instructional
process must go beyond lecture methods, there is need to use the multiple
methods which include the project method, problem-solving method,
demonstration, field trip and so on. The extent to which teachers do this remain
to be established, today, many schools do not have the needed equipment and
materials, so they substituted alternative to practical for real practical
exercise (Anyakoha, 2005).
According to Nwaokolo
and Ekwue (2001), teaching and learning in the classroom, will be effective
when the computer and other forms of information technologies are used to teach
home economics. Instructional materials are often seen as teaching aids in form
of charts, and diagrams, posters and maps and sometimes textbooks and workshops.
They however mean much more than that, they include non-print materials such as
films, films strips, models work-ups, slides, pictures audio and audio tapes,
records, transparences globes and boards as well as hardware like science
apparatus and video machines. Other software such as chemicals and chalks are
also included (Ayomide, 2000).
There are three broad
categories of instructional media. They are: audio, audio-visual and visual.
The audio material have audio content only, the audio-visual are those that
combine sight and social the visual materials are those with visual content
only; they are classified into two groups: the non-projected and the projected
visual materials. While the non-project visuals do not need any source of power
for their operation, the projected visual cannot function without electricity
(Nwagbara, 1997). These instructional materials are used to teach and learn
home economics. Their applications in the classrooms, makes the
teaching/learning of home economics better.
1.2
Statement
of the Problem
The importance of using
or applying the information technology in teaching and learning home economics
cannot be overemphasized. This is because; information technology is the
current happening in the world today. Often times, most schools, including
various tertiary institutions in Nigeria do not use the computer, the
audio-visual and other forms of information technologies to teach the content
of home economics in the classrooms. This has affected the effective learning
of home economics in tertiary institutions. For instance, many teachers do not
know how to operate these information technology gadgets not talk of how to use
them for imparting knowledge to students. To worsen the situation, most
students do not know how to access relevant information from the net not to
talk of learning home economics the use of computer. All these have hampered
the study of home economics in schools; the above problems gave rise to the
examination of the impact of information technology on the teaching and
learning of home economics at University
of Lagos.
1.3
Objective
of the Study
The major objective of
this study is to carry out an investigation on the impact of information
technology on teaching and learning of home-economics in tertiary institutions
in Lagos State.
The sub-objectives of
the study include to:
1.
Examine whether information technology has an impact on teaching/learning
of home economics in tertiary institution.
2.
Asses whether there is a significant relationship between information technology
and students’ academic achievements in home economics.
3.
Determine whether there is relationship between ICT utilization and
students’ overall outcomes in home economics.
4.
Evaluate whether students’ perception of information technology differ
from their practical works in home economics.
5.
Assess whether full-time students utilize ICT often than the part-time
students.
1.4
Research
Questions
The following research
questions were raised in this study:
1.
Will there be any significant impact of information technology on
teaching/learning of home economics?
2.
Is there any relationship between information technology and students’
academic achievement in home economics?
3.
Will there be any significant relationship between the use of information
technology and students’ performance in home economics?
4.
Will the perception of students on information differ from their
practical works in home economics?
5.
Do full-time students use information technology more often than their
counterparts in part-time studies?
1.5
Research
Hypotheses
The under-mentioned
hypotheses were tested in this study:
1.
There will be no significance relationship between information technology
and teaching/learning of home economics.
2.
There will be no significance relationship between information technology
and students’ academic achievement in home economics.
3.
There will be no significance relationship between the academic
performance of students who are taught home economics with ICT and those taught
without it.
1.6
Significance
of the Study
This study will be beneficial
to the following:
Students: Students will benefit from the findings and
recommendations of this study because it will help them to be able to be more
aware of the information technology in the school. This study will enable
students to get more involved in the utilization of information technology due
to the benefits derivable from it.
Teachers: They will find this study beneficial because
with the findings and recommendations of this study, teachers would avail
themselves of the opportunity to get involved in the use of information
technology because of the numerous benefits that can be derived from it. With
the study also, information communication technology and their functions would
be made known to the public.
Family: Parents would benefit from this study because
it will enable them to know the benefits their children/wards derive from using
the information technology in their academic work or activities. Parents
themselves, will themselves of the opportunity have knowing the importance of
information technology through this study and those who do not use information
technology would start to use it as it is beneficial to all human activities.
The School Authority: This will assist the
school authority to be able to know more about information technology and its
functions especially in the life of the full-time or sandwich students. The
recommendations of this study will enable the school authority to expand its policy
on the availability and usage of information communication technology in the
school system in Nigeria.
The Society: The society will benefit from this study,
because it will assist the society to be information technology friendly due to
the advantages it has. This study will afford the society to know more about
information technology and its functions in the world today.
1.7
Scope
of the Study
This study covered the
investigation of the impact of information technology on teaching and learning
of home economic at University
of Lagos, Akoka, Lagos.
1.8
Definition
of Terms
Operational terms were
defined in this study thus:
Information
technology – This refers to the
application of scientific knowledge. Information communication technology is
the acquisition, processing, storage and dissemination of vocal, pictoal,
textual and numerical information by a micro-based combination of computing and
telecommunication, Asiobie, (1989).
Full-time
Studentship – This refers to
students who are involved in full-time studies. Students who were admitted
through Joint Admission and Matriculation Board (JAMB).
Utilization – Putting something in use or utilizing.
Accessible – This refers to get or get into, to or at. Easily
persuaded or influenced.
Acquisition – The act of acquiring something or someone.
Home Economics: This is the acquisition of knowledge to improve the
life of an individual. It draws knowledge through various fields of study,
synthesizes the knowledge drawn of uses to it to equip the individuals for
effective management of self and family.
Sandwich Studentship: This is a programme meant for individuals, who could
not engage themselves in full-time students due to employment either as teacher
or civil servants or other situations.
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