ABSTRACT
The study examined the influence of
information and communication technology on pupil’s communication skill. A detailed literature was reviewed in relevant
subheadings. The descriptive research design was used in order to assess the
opinions of the respondents using the questionnaire and the sampling technique.
A total of 100 (One Hundred) respondents (made up of 50 males and 50 females)
were selected and used in this study as the sample of the study which
represented the entire population of the study. Three research questions were
raised in the study and were analyzed together with the bio-data of the
respondents using the simple percentage frequency counts, while three null
hypotheses were formulated and tested using both the Pearson's Product Moment
Correlation Coefficient and the independent t-test statistical tools at 0.05
level of significance. At the end of the data analyses, the following results
emerged: there is a significant relationship between ict tools available
for teaching and learning and speaking skills in primary school, there is a
significant difference between teacher and the use of ict tools in teaching and
learning, there is a significant different
between implementation and
challenges facing ict facilities in primary school, it is summarized
that there is a positive relationship between information and communication
technology (ict) and children's communication skills. Based on the conclusions
of this study, the researcher recommended certain number of measures to the
parents, government, teachers and the society that will be useful in promoting
the communication skills that will breed a healthy future leader of the Nation.
TABLE OF CONTENTS
Pages
Title
page
Certification
Dedications
Acknowledgement
Abstract
Table of
contents
CHAPTER ONE:
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
chapter two: Literature review
2.0 Introduction
2.1 Concept
of Communication Skills
2.2 ICT
and Teaching and Learning
2.3 ICT
and Listening Skills
2.4 Theoretical
Framework
2.5 Conceptual
Framework
2.6 The
Role of Information and Communication Technology In Nigeria Educational System
2.7 Obstacle
to the Use of ICT In Primary Schools In Nigeria
2.8 Availability
of ICT Resources and Student’s Learning
2.9
Accessibility of ICT Resources
and student’s learning
2.10 User-ability
of ICT Resources and Student’s learning
CHAPTER THREE: RESEARCH METHODOLOGY
3.0
Introduction
3.1
Research
Design
3.2
Population
3.3
Research
Instrument
3.4
Data
Collection Procedure
3.5
Data
Analysis
CHAPTER FOUR: DATA ANALYSIS AND
INTERPRETATION OF RESULTS
4.0 Introduction
4.1 Presentation of Demographic Data.
4.2 Analysis of Research Questions according
to respondents' responses to questionnaires.
4.2 Testing of Hypotheses
4.3 Summary of Findings.
CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
5.0 Introduction
5.1 Summary
of the Study
5.2 Conclusions
5.4 Recommendations
References
Appendix
CHAPTER ONE
INTRODUCTION
1.1
Background of Study
Teaching is becoming one of the most challenging
professions in our society today where knowledge is expanding so rapidly that
modern technologies demand the use of Information and Communication Technology
(ICT) (Bakkabulindi, 2007). ICT has become within a short time one of the basic
building blocks of a modern society. Many countries now regard understanding
ICT and mastering its basic concepts as part of the core of education (UNESCO,
2002). In Nigeria, Government has established a fully-fledged Ministry of
Communication Technology and National Information Technology Development Agency
to stress the importance of ICT in promoting economic growth and development.
Observers and proponents of ICT suggest that our use
of increasingly sophisticated and enabling technologies will continue, to the
extent that technological literacy will become a basic functional requirement
for our work, social and personal lives. The National Council for Curriculum
and Assessment, UK (2004), notes that as the pace of technological development
continues to grow, children in our primary schools today will live in a world
where ICT will be increasingly embedded in their daily lives.
The use of computers in education is not a new
phenomenon. In the 1970’s, its promoters claimed that it would transform and
save education (Lockard & Abrams, 1994). The late 1980’s saw a growing
shift towards computer integration which emphasized the curriculum and not the
tool. Its proponents felt that students would learn new skills as they needed
them in order to make the computer work for them. The computer could now be
viewed more as a partner as opposed to a competitor and could be treated in a more
natural manner (Lockard & Abrams, 1994). The 1990’s saw a heightened focus
on increasing the use of computer technology in the classroom, and not just by
the evangelists. Growing attention and pressure to implement technology in
education is coming from many directions, including parents and the business
sector, not just departments of education (Pelgrum, 2001). One of the most
significant features of the technological or digital era of much relevance to
education is the Internet. Hargittai (2009) defines the Internet technically
and functionally as a worldwide network of computers and people interacting
together.
Technology can stimulate the playfulness of pupils
and immerse them in a variety of scenarios. Technology gives pupils a chance to
engage in self-directed actions, opportunities for self-paced interactions,
privacy, and a safe environment in which errors get corrected and specific
feedback is given (Pelgrum, 2001). Feedback by a machine offers additional
value by its ability to track mistakes and link the pupils immediately to
exercises that focus on specific errors. Studies emerging show the importance
of qualitative feedback in software.
The usage of headphones in the lab makes the pupils
to have interest over the subject and induces them to repeat again and again
instead of feeling boredom (Musisi, Nansozi, Muwanga, and Nakanyike, 2003) Softwares
are available to develop speaking skills in pupils. By incorporating suitable
software through computers the pupils will play it again and again with their
own interest and try to improve their speaking skills, which are most essential
in this modernized ICT world.
Speech recognition software also helps improving the
pupils speaking skills, this can convert spoken words to machine-readable
input. The device recognizes the accuracy of what was read and then provides a
positive reinforcement like “You sound great!” or gives the user an opportunity
to try again, in this way the pupil can figure if he is reading well or
not. As the user’s speaking skill
improves, the technology reads less material so that the pupil reads more. This
software also evaluates and provides scores of grammar, pronunciation, comprehension
and provided with the correct forms, for examples if a pupil mispronounces a
word, the learning tool can immediately spot it and help correct it. This
device can be a very useful device for distance learners because they don’t
have a teacher who corrects their speech and this device can help improving
their speaking skills.
Internet is a commonly acknowledged term and widely
used by people throughout the world. Amin (2005) opined that pupils now use
Internet in the class to learn speaking skills and online teaching inside the
classroom seems to be interesting and makes the pupil to find out the suitable
materials for them, that is, pupils are instructed to do the grammar exercises
which are available online. Through Internet we can collect data from various
source for any instruction to improve speaking skill with the use of software
programme Skype, MSM Messenger, Google talk (used to have conferences on line)
and other applications where pupils can connect with friends, other pupils; teacher
and even native speakers. These ways of learning have been observed to improve
oral proficiency in pupils and make up for the lack of native speakers in the
areas where pupils live and what is more, on line conferences also enhance
intercultural awareness, motivation and raise the level of interaction.
Barbra, (2004) opined that pupils can find a lot of
learning materials over the internet, for example, audio, video, radio and TV shows, games, voice recordings,
quizzes, podcasts and so on, in this way, they become exposed to great amount
of target language and this help them develop their speaking skills.
Jung, (2005) opined that podcasts can be uploaded or
downloaded on the internet, this audio help the pupils familiarize with the
target language and teachers can use them as useful audio material that can be
used in class for activities like discussions, besides, in the web, there are
even particular podcasts that are for English as Second Language (ESL),learners
and these can include pronunciation for particular needs of pupils. Podcast
undoubtedly help pupils in speaking skills. Pod casting is the integration of
audio files where we can feed our own materials and ply it inside and outside
of the classroom. Pupils can use i-pods to hear their favorite music files. In
the same way they have their education in the form of entertainment. Sekaran,
(2003) opined that Podcasting allows pupils to use their tech-based
entertainment systems for educational purposes. With it we are able to move
away from the traditional face-to-face training without losing the pupil-to-trainer
relationship that is so effective in any learning process. Podcasts enables pupils
and teachers to share information with anyone at any time. An absent pupil can
download the podcast of recorded lesson and is able to access the missed
lectures. They could also access lectures of experts which may not otherwise be
available because of geographical distance and other reasons.
In this study ICT is viewed as set of tools that can
be used to process, avail and access, information and communication services or
products. The services and products may include hardware and software;
Internet, telephones/mobile phones, telefax, type writer, calculators, radios,
televisions, hydraulic machines used in industries among others. Bakkabulindi
(2002) observes that ICTs are of two major types namely; ICTs for converting or
processing data into information such as adding machines, calculators,
typewriters and computers; and ICTs for communication of data and or
information from one place to another: These include telegraph, telephone,
telefax and computer networks. These gadgets offer the possibility for an
interactive approach. Interaction refers to the relation between the user and
these gadgets. ICT further refers to the availability, accessibility and
user-ability of these gadgets. Availability implies the presence of these ICT
resources, accessibility means the degree to which these ICT resources are
easily accessible by as many people as possible .User-ability refers to the
capability of the students and teachers to use these resources to achieve
specified goals.
According to Ajayi (2008), the effective utilization
of ICT in teaching and learning depends on the availability of these facilities
and teachers competence in using them. Observation has shown that there are few
functional ICT facilities in most public
primary schools in Lagos state
and this hampers the teacher ability to use them for teaching and learning.
Also lack of adequate computer literate teachers, irregular power supply and
inadequate funding are another set of obstacle militating against effective
utilization of ICT facilities in teaching and learning of communication skills
in Yobe state. Therefore there is need to address such problems by providing
adequate ICT facilities and training needs of the teachers to effectively
utilize it in teaching and learning process.
For the teachers and pupils to use and develop ICT
materials that facilitate teaching and learning of communication skills, they
should be in position to demonstrate high cognitive flexibility (Spiro,
Feltovich, Jacobson, & Coulson, 2005). This puts emphasis on transfer of
learning. Transfer of learning refers to the extent to which performance in one
situation such as multimedia lesson is reflected in another situation such as
working on the job or in a subsequent lesson (Allessi & Trollip, 2006).
Therefore teaching is often a precursor to apply or use that knowledge in the
real world for pupils in the classrooms.
1.2
Statement of Problem
Pupils’ learning remains central in any academic
achievement debate. ICTs provide a window of opportunity for educational
institutions and other organizations to harness and use technology to complement
and support the teaching and learning process. However, despite the enormous
advocacy of ICT as aiding teaching and learning, investment and donation of ICT
equipment to primary schools still faces the challenge of how to transform
pupils’ learning process to provide
pupils with the skills to function effectively in this dynamic, information
rich, and continuously changing environment.
The cause of concern is that unless this problem is
addressed, investment in the development of ICT in the primary school is going
to be put to waste and improvement in the quality of teaching and learning is
going to be sluggish. This may make the primary school fail to achieve its
mission and to produce school leavers who are ready for the world of work which
is increasingly reliant on ICT aided generation and dissemination of knowledge.
In view of this discrepancy, there is need to examine the particular effects of
availability, accessibility and user-ability of ICT resources on pupils’
speaking skills.
1.3
Objectives of the Study
The main purpose
of this study is to investigate the Influence of Information and
Communication Technology on Pupils’ Communication Skills in Badagry Local
Government.
Specifically, the study aimed at the following:
1.
To investigate the level
of availability of ICT tools in teaching and learning of speaking skills in
primary schools.
2.
To investigate the level
of use of ICT tools in teaching and learning speaking skills.
3.
To examine the
challenges facing the implementation of ICT facilities in primary school in
Badagry Local Government Area.
1.4
Research Questions
Answers were
sought to the following research questions
1. To what extent is ICT tools available
for teaching and learning of speaking skills in primary schools?
2. To what extent are the teachers and
pupils in primary school use ICT tools in teaching and learning speaking skills?
3. What
are the challenges facing the implementation of ICT facilities in primary
school in Badagry Local Government Area?
1.4
Research Hypotheses
The following
hypotheses were tested:
Ho 1. There
is no significant difference between ICT tools available for teaching and
learning and speaking skills in primary schools.
Ho
2.
There is no significant relationship
between teachers and pupils in primary school and the use of ICT tools in
teaching and learning.
Ho
3.
There are no significant difference
between implementation and challenges facing ICT facilities in primary school
in Badagry Local Government Area?
1.5
Significance of Study
The way we
utilize ICT informed by the research findings will be of vital importance to
high quality communication skills for our pupils. The Internet can be used to create
learning environments where pupils are allowed to explain and defend their
thinking, opinions and decisions in order to cultivate critical thinking and
meta-cognition.
This study is of great benefit, as it will help in
looking at the performance nature of pupils in communication skill classroom.
The research work will establish the relationship between English teacher’s appropriate use of ICT tools and pupils’
performance. Without mincing words, the research will also point out tested and
trusted measures for better performance. Without doubt, the result of this
research will also be of immense benefit for education policy and the makers,
government. The research will enable the government to increase the allocation
for school facilities especially ICT gadgets for schools, so that teachers can
have enough ICT facilities for the teaching and learning processes.
1.6
Delimitation
This study is designed to evaluate the Influence of Information and
Communication Technology on Pupils’ Communication Skills in Badagry Local
Government in Lagos State. Both primary and secondary sources of data are used
in the study which can cover 5 primary schools in Education. For this reason,
generalization of the findings may not be possible.
1.7
Definition
of Terms
Communication skill: is the ability to convey information to
another effectively and efficiently
Speaking Skill: is the ability to convey information to
another effectively and efficiently
Tools:
These are materials used in teaching and learning processes
Integration:
This is the act of making use of two variables.
ICT
knowledge: This is the ability to apply the knowledge in the
Information and communication technology field.
Hardware:
These are the physical equipment in the computer system.
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