The Application Of Information Technology To The Learning And Teaching Of Economics In Secondary Schools
Economics is one of the pre vocational subjects that has faced several criticisms since it’s introduction into the Nigeria National School Curriculum, among the criticisms is the method adopted by the teachers.This study therefore examines the need to apply Information and Communication Technology in the effective teaching and learning of Economics in Secondary Schools in Nigeria. It reviewed the concept of ICT, and its place in teaching and learning. ICT tools that are suitable for use in the three areas of Home Economics were identified. The tools were radio, television, cameras, video and computers others were social networks such as emails and search engines. The benefit of using ICT and factors militating against the effective use of ICT were highlighted. One of the suggestions on ways of solving the problems of using ICT among teachers in this paper is that training of teachers for Home Economics should include basic ICT and computer mastery.
Table of Contents
- Title Page
- Table of Content
- 1.1 Background of the study
- 1.2 Statement of problem
- 1.3 Objective of the study
- 1.4 Research Hypotheses
- 1.5 Significance of the study
- 1.6 Scope and limitation of the study
- 1.7 Definition of terms
- 1.8 Organization of the study
2.0 Literature Review
3.0 Research Methodology
- 3.1 sources of data collection
- 3.3 Population of the study
- 3.4 Sampling and sampling distribution
- 3.5 Validation of research instrument
- 3.6 Method of data analysis
4.0 Data Presentation, Analysis And Interpretation
- 4.1 Introductions
- 4.2 Data analysis
5.0 Summary, Conclusion and Recommendation
- 5.1 Introduction
- 5.2 Summary
- 5.3 Conclusion
- 5.4 Recommendation
1.1 Background Of The Study
In today’s world, the use of adoption of information technology (ICT) in teaching of economics in secondary schools could be helpful in the task of capacity building therefore; negative view in this direction could constitute a draw back to the achievement of our science and technology objectives (Adetula 2003). The adoption and application of ICT Information and Communication Technology in teaching of economics in secondary schools has come to occupy an important place in the education sector and national development and indeed the development of the world. This is because it has not only ensured scientific and technological development but it has also opened up more learning opportunities, improved the techniques of teaching and production of materials which reduce time consumption and distance.
Because of the adoption of or use of information communication technology in teaching of economics in secondary schools today one can communicate in different ways, fully capable of communicating his or her findings from economical enquiry using power points, spread sheets to present graphs of data from around the world moreover, the evolution of technology can be traced from the earlier days of human existence, when our early ancestors learn the benefits of setting in one area to cultivate farm lands and grow foods rather than wonder from one place to the other. Settling down increase population which necessitate the investigation of tools to increase food production that was the beginning of technology advancement.
The computer is one of the greatest inventions of the 20th century which has contributed to the service of humanity through its capacity to automate the highly needed respective calculation earlier inventions have necessitated from the history of man existence, it is clear that there has been a continuous search for a way to reduce computational efforts primitive and mechanical tools to speed up calculation during the ear of predigital electronic computer. The researcher observed that ICT is not effectively used in our classrooms situations; this is partly because most of the teachers are not computer literate, therefore making it difficult for them to operate ICT materials. The issue of power, which is needed to power the computers, is another problem affecting ICT application in the classrooms.
1.2 Statement Of The Problems
The use of Information Communication Technology in teaching economics in secondary schools, like any other devices is because of the ability or its capability to store large volumes of data, organize and analyze data accurately in other to produce quality information it has been the rapidly expanding trend. Could it be that there is a problem in the application of the ICT in economics classroom activities?
1.3 Purpose Of Study
The purpose of this work is to ascertain the current statues of ICT use in economics. Specific objectives of this work are as follows:
- Access the extend to which some schools use information communication technology in teaching of economics in secondary schools and operational activities
- Find out the advantages of the application or use of information communication technology to the teaching of economics in secondary schools
- Identify problems in the use of ICT in teaching and learning situations
- Recommend ways of using information communication technology in teaching economics in secondary schools effectively in order to promote the technique in teaching and learning for the growth of the Nigerian educational sector, most especially in secondary schools.
1.4 Research Questions
The following research questions would guide the study
- To what extend has Information Communication Technology has been used in teaching of economics in secondary schools and operational activities
- What are the advantages of the application of Information Communication Technology in the teaching of economics in secondary schools?
- What are the problems in the use of ICT in teaching and learning situations?
- What are the ways in which the application of information communication technology can be used effectively, in order to promote the technique in teaching and leaning for the growth of the Nigeria educational sector?
1.5 Research Hypothesis
There is no significant differences in the performance of students who use information communication technology and those who do not.
1.6 Significance Of The Study
The cardinal objective of carrying out this research is paramount with respect:
A. The teacher:
The teacher will hopefully benefit from this study because it will help the teacher to get a better understanding of ICT and also how it can be used to teach the students effectively, thereby making teaching easier for the teacher
B. The administrators:
Also this work or study will hopefully benefit the administrators, because it will make documentation easier for them instead of keeping documents in paper form, they can easily keep it in their computers and they can easily find it when they want to make use of it.
C. The students:
This work or study will benefit the student hopefully because it will make it easy for the students to understand what the teacher is teaching, and also the students can also get more information in the internet thereby widening their knowledge.
1.7 The Scope And Limitation Of The Study
The research is on the use of Information Communication Technology and its importance in teaching economics in secondary schools. The study is to enhance teaching and learning using Information Communication Technology which provides a safe and non-threatening environment for learning with the flexibility to meet individual needs and the ability of such students.
The use or application of internet that is world wide web gives students immediate access to richer source of materials, difficult ideas are made more understandable when communication technology make them easier and affect the power of trying different ideas and take risks, encouraging analytical and divergent thinking (Hansell, 2002:149). The work is limited in secondary schools within Jos North because of lack of time for the researcher to travel to other places of sources of data. And also lack of finance to enable the researcher to transport himself to other various places or cities in the country. However, care is taken to ensure that all data collected for this study are sufficient for the analysis.
1.8 Operational Definition Of Terms
The following term concepts may have other meaning but for the purpose of this study are giving operational definitions. ICT Information Communication Technology involves the use of computers and telecommunication devices for requiring processing, organizing, storing and distribution of various types of information used in many fields of human endeavors.
An electrical device which processes data at a very great speed according to a program stored within the device.
Silicon chip is a very thin piece of silicon or other semi-conductor materials. Only a few millimeters square on which all the components of a complete circuit (e.g. a radio, watch, calculator or computer).
Central processing unit is the part of the computer that controls and co-ordinates the operations of all the other part of the computer. It changes raw data (which is not useful or meaningful) to processed information.
A system for transmitting messages and computer fuels electronically from one computer to another e.g. computer network over the internet in an office.
The part of computer that looks like a typewriter. It is used to input raw data into the computer.
The part of computer that looks like television. It displays raw data and processed information on the screen.
The production of text using a computer application made for the input processing and retrieval of text.
Is the process that allows the transmission of available or visible information over long distance by means of electrical or electronic signals e.g. telephones, radio, TV, telegraph and fax data.
Internet Or E-Mail Services:
A computer set to prepare the message A telephone set for communication A modem to convert signals from analog signal (telephone) to digital signals which the computer understands.
Summary, Conclusion And Recommendation
It is important to ascertain that the objective of this study was on an application of information technology to the learning and teaching of economics in Nigeria.
In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of ICT in the teaching and learning of economics
This study attempted to justify the need of ICTs in the effective teaching of home economics in the secondary schools. The world has become technology driven and for any discipline to be relevant must of necessity move wit h ICT. This implies that all stakeholders in education must work together to make ICT accessible to teachers and students in the teaching and learning of all school subjects including home economics in secondary schools in Nigeria.
The finding of this study has shown that Nigeria secondary schools are lagging behind in the level of application of ICT in the teaching-learning process. The ICT facilities are lacking in schools, the capacity for using ICT by both teachers and students is also very low. Despite the perceived benefits in the use of ICT in school, there are a lot of factors inhibiting the successful application of ICT in secondary schools. In order to fit into the new scientific order, it is necessary for Nigerian institutions and individuals alike to develop a society and culture that places a high value on information and communication technology.
The following recommendations are therefore made. The government should increase funding for the entire educational sector with emphasis on ICT this will help improve the level of ICT facilities in the schools. There should also be continuous and periodic training of teachers on computer and ICT skills acquisition. This will help provide them with practical and functional knowledge of the computer, the internet and associated areas of ICT with the hope of integrating it with instructional methods of teaching and learning.
The Application Of Information Technology To The Learning And Teaching Of Economics In Secondary Schools
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