Assessment Of The Use Of ICT Facilities In Teaching History Between Public And Private Secondary School

History Education Project and Seminar Material

Assessment Of The Use Of ICT Facilities In Teaching History Between Public And Private Secondary School


Abstract


This study was carried out to assess the use of ict facilities in teaching history between public and private secondary school using some selected private and public secondary schools in Owerri North LGA Imo State as a case study. Specifically the study was carried out to determine whether there is a significant difference on the availability of ICT facilities for the teaching of history subject between public and private secondary school, ascertain the impact of ICT usage in the teaching of history subject in public and private secondary school, and identify the factors affecting the effective use of ICT for the teaching of history subject in public and private secondary school. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of history teachers of some selected public and private secondary schools in Owerri North. In determining the sample size, the researcher conveniently selected 59 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables. The result of the findings reveals that there is a significant difference on the availability of ICT facilities for the teaching of history subject between public and private secondary school. The study also revealed that the use of ICT in the teaching of history subject facilitates teacher’s presentation of instruction, arouses students’ interest to learning, helps students retain knowledge of historical issues and events, widens teachers’ pedagogical scope in terms of experience and method, enhances teachers’ psychomotor domain in handling ICT facilities for teaching history, and assists in the sequential arrangement of historical contents for effective teaching to take place. Therefore, it is recommended that with respect to the potential benefits that could be harnessed from the use of ICT media for the classroom instruction, teachers should integrate ICT media into teaching so as to equip students with the necessary skills and knowledge that will not only enable students optimize learning in a fast changing world but would also foster active and autonomous lifelong learners. To mention but a few.


Table of Content


  • Title Page
  • Certification
  • Dedication
  • Acknowledgement
  • Table of Content
  • List of Tables
  • Abstract

Chapter One:

Introduction

  • 1.1 Background of the Study
  • 1.2 Statement of the Problem
  • 1.3 Objective 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
  • 1.9 Definition of Terms
  • 1.10 Organisations of the Study

Chapter Two:

Review of Literature

  • 2.1 Conceptual Framework
  • 2.2 Theoretical Framework
  • 2.3 Empirical Review

Chapter Three:

Research Methodology

  • 3.1 Research Design
  • 3.2 Population of the Study
  • 3.3 Sample Size Determination
  • 3.4 Sample Size Selection Technique and Procedure
  • 3.5 Research Instrument and Administration
  • 3.6 Method of Data Collection
  • 3.7 Method of Data Analysis
  • 3.8 Validity of the Study
  • 3.9 Reliability of the Study
  • 3.10 Ethical Consideration

Chapter Four:

Data Presentation and Analysis

  • 4.1 Data Presentation
  • 4.2 Analysis of Data
  • 4.3 Answering Research Questions
  • 4.4 Test of Hypotheses

Chapter Five:

Summary, Conclusion and Recommendation

  • 5.1 Summary
  • 5.2 Conclusion
  • 5.3 Recommendation
  • References
  • APPENDIX
  • QUESTIONNAIRE

Chapter One


Introduction

1.1 Background to the Study

History is the study of past events, particularly in human affairs. The whole series of past events are connected to a particular person or thing. History is one of the subjects that are offered by senior secondary school students in Nigeria. It is basically concerned with the memory of human experience. The main purpose of integrating history into secondary school curriculum is premised on fostering students’ understanding of a broad range of phenomenon that occurred in the past in order to form a well-informed identity in a dynamic and complex world (Osokoya, 2017).

Given the centrality and complexity of information that students may have to assimilate and comprehend in the history classroom, it therefore goes without saying that ICTs facilities are sine qua non if any meaningful teaching and learning is to take place. That is, in the modern era of rapid technological development and globalization, history can contribute to the sustainable development of nations with adequate and appropriate utilization of ICTs such as video tapes, computer, social media, radio, interactive whiteboards and web 2.0 technologies (Adesote & Fatoki, 2013). These technologies would make the abstract nature of concepts in the history curriculum more concrete and interesting for learners. Thus, the study of history has gone beyond story telling of the classical period because the indisputable achievement of History as a subject with the appropriate use of ICTs in teaching and learning of History instruction helps in making learning solid and makes History a living discipline (Ajayi, 2015).

ICTs have the potential to accelerate, enrich and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers as well as strengthening teaching and helping schools change (Davis & Tearle, 2010). In like manner, there is no question that ICTs could be marshaled to facilitate the teaching and learning of several subjects in any school curriculum. For instance, the field of education has been affected by a plethora of ICT which have undoubtedly engendered significant changes in the teaching-learning process. Thus, the pervasiveness of technological developments occasioned by increased affordability, usability; accessibility and portability have placed a wide array of technological devices at the disposal of secondary school teachers and students in the teaching-learning process. In recent times, the excess of extant and emerging technological facilities has been broadly classified under the umbrella term of ICT (Suleiman, et al., 2013).

However, having ICT in schools does not guarantee their effective use regardless of the availability and adequacy of technology placed in classrooms, the key to how those tools are used depends on teachers’ dispositions which are determined by teachers’ skills and competence in ICT facilities utilization. Given the cardinal role of teachers in the implementation of the History curriculum in Nigerian secondary school system, it may be argued that the success or failure of utilization of ICTs in the teaching and learning of history depends, to a very large extent on what teachers do or fail to do (Tella et al., 2011). In the light of this, therefore, the way teachers perceive the use of ICT facilities may go a long way in facilitating the way these forms of technologies are harnessed by teachers in the pedagogic process.
Kiptalam and Rodrigues (2011), posied the use of ICT among male teachers is higher than female teachers and that male teachers were rather found to be interested in the utilization of ICT facilities for teaching and research work than their female counterparts in secondary schools. On the other hand, students in private schools liked their teachers to use ICT in their teaching because they found it useful and believed that it helped them to learn whatever the teacher was teaching. Hence, there are more ICT facilities/equipment in most of the private secondary schools than public schools which enable both teachers and students to learn effectively (Igwe, 2015). Meanwhile, it is believed that qualification is a special skill, type of experience or knowledge that makes someone suitable to do a particular job or activity.


1.2 Statement of Problem

Given the diverse potentials related to integration of ICT facilities in teaching learning process, it being observed that having ICT facilities in schools does not guarantee their effective utilization. Baek, et al., (2008) observed that the number of teachers using ICT facilities for teaching history in school are few due to a number of factors such as lack of access to ICT facilities, erratic power supply and teachers’ inadequate skills to handle ICT facilities. Thus, understanding how those tools are used in classrooms depends on teachers’ dispositions which are determined by teachers’ skills and competence in ICT facilities. All these have been perceived to prevail among secondary school teachers and these may affect their perceptions on the use of ICT facilities for teaching history. Hence, the need arises to assess of the use of ict facilities in teaching history between public and private secondary school.


1.3 Objectives of the Study

The study’s main goal is to assess the use of ict facilities in teaching history between public and private secondary school. The study specifically attempted to:

  1. Determine whether there is a significant difference on the availability of ICT facilities for the teaching of history subject between public and private secondary school.
  2. Ascertain the impact of ICT usage in the teaching of history subject in public and private secondary school.
  3. Identify the factors affecting the effective use of ICT for the teaching of history subject in public and private secondary school.

1.4 Research Question

The study will be guided by the following questions;

  1. Is there a significant difference on the availability of ICT facilities for the teaching of history subject between public and private secondary school?
  2. What is the impact of ICT usage in the teaching of history subject in public and private secondary school?
  3. What are the factors affecting the effective use of ICT for the teaching of history subject in public and private secondary school?

1.5 Research Hypothesis

  • Ho: The use of ICT facilities does not enhance the teaching of history subject in public and private secondary school.
  • Ha: The use of ICT facilities enhances the teaching of history subject in public and private secondary school.

1.6 Significance of the Study

The findings of this study would assist in coming up with ways to strengthen ICT integration in teaching and learning in secondary schools.

The recommendations of the study would help other rural and even some urban constituencies to hasten the integration of ICT in educational institutions.


1.7 Scope of the Study

This study focuses on the use of ICT facilities in teaching history between public and private secondary school.
Geographically, the study will be delimited to selected public and private secondary school in Owerri North LGA Imo State.


1.8 Limitation of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.


1.9 Definition of Terms

ICT:

Information and communications technology is an extensional term for information technology that stresses the role of unified communications and the integration of telecommunications and computers.

Educational Technology:

Systematic approach to designing, implementing and evaluating the instructional system on the basic principle of education.

History:

History is the analysis and interpretation of the human past enabling us to study continuity and changes that are taking place over time.


1.10 Organization of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the use of ict facilities in teaching history between public and private secondary school using some selected private and public secondary schools in Owerri North LGA Imo State as a case study. The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was to assess the use of ict facilities in teaching history between public and private secondary school using some selected private and public secondary schools in Owerri North LGA Imo State as a case study. The study was specifically carried out to determine whether there is a significant difference on the availability of ICT facilities for the teaching of history subject between public and private secondary school, ascertain the impact of ICT usage in the teaching of history subject in public and private secondary school, and identify the factors affecting the effective use of ICT for the teaching of history subject in public and private secondary school.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were history teachers of some selected public and private secondary schools in Owerri North,.


5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

  1. There is a significant difference on the availability of ICT facilities for the teaching of history subject between public and private secondary school.
  2. The use of ICT in the teaching of history subject facilitates teacher’s presentation of instruction, arouses students’ interest to learning, helps students retain knowledge of historical issues and events, widens teachers’ pedagogical scope in terms of experience and method, enhances teachers’ psychomotor domain in handling ICT facilities for teaching history, and assists in the sequential arrangement of historical contents for effective teaching to take place.
  3. The factors affecting the effective use of ICT for the teaching of history subject in public and private secondary school includes; lack of technological skill, Inadequate provision of latest IT facilities, epileptic power supply, technical errors, and poor maintenance.

5.4 Recommendations

Based on the findings, conclusions and implications of the study, the following recommendations are made:

  1. With respect to the potential benefits that could be harnessed from the use of ICT media for the classroom instruction, teachers should integrate ICT media into teaching so as to equip students with the necessary skills and knowledge that will not only enable students optimize learning in a fast changing world but would also foster active and autonomous lifelong learners.
  2. Government, proprietors and parents should improve in the provision of ICT facilities to enhance the level of accessibility and reduce the cost of the ICT facilities in Nigeria.
  3. Constant training should be organized by the government for the history teachers on how to manage their time with the use of ICT facilities in presentation of instruction in the classroom so as to achieve teaching objectives within stipulated time.

Get Complete Project Material

6,000 Naira

The Complete Material Will Be Sent to You in Just 2 Steps

Quick & Simple…


Step One Purchase

Make Payment (Through Transfer) of ₦6,500 to the Account Below

Zenith BankAcc No: 1225513212
Samphina Academy
Current Account

Or CLICK HERE To Pay With Debit Card


FOR STUDENTS OUTSIDE NIGERIA
CLICK HERE To Purchase Material ($25)

Step Two Purchase

Send the Following Details on WhatsApp ( 08143831497) After Payment

  1. Payment Details

  2. TOPIC: Assessment Of The Use Of ICT Facilities In Teaching History Between Public And Private Secondary School

The Complete Material Will Be Sent To You On WhatsApp After Receiving Your Details
T & C Apply


  Contact Our Help Desk


Need a Different Topic? Perform a Quick Search



List of Related Works

Click on Any Topic to Preview the Content

samphina.academy

Samphina Academy

Samphina Academy is an Online Educational Resource Center that is aimed at providing students with quality information and materials to aid them in succeeding in their academic pursuit.