The Availability And Use Of ICT Facilities Towards Academic Performance In Junior Secondary School

Project and Seminar Material for Computer Science Education

The Availability And Use Of ICT Facilities Towards Academic Performance In Junior Secondary School


Abstract


The availability and use of ICT facilities towards academic performance in junior secondary school were investigated in this study, which used selected secondary schools in the Uyo local government, Akwa-ibom state as case study. In this study, a survey design was used, as well as simple random sampling procedures. Secondary schools make up the population in Uyo local government, Akwa-ibom. The researcher purposely chose 53 responders for the sample size, and 50 were verified. For data collection, a self-created and verified questionnaire was employed. Frequency tables were used to analyse the gathered and approved surveys. The hypotheses were examined with the chi-square statistical technique. The findings show that ICT has a significant relationship with academic performance of biology students in senior secondary schools because it simplifies learning, motivates students’ participation in classroom learning, increases students’ commitment to learning, and facilitates adequate comprehension. The study also discovered that ICT has a considerable influence on the academic performance of senior secondary biology students. As a result, it is advised that the school administration invest more ICT facilities and technology in offering answers to specific curriculum difficulties as soon as possible. The significance and application of ICT to improve qualitative and quantitative decision-making in successful academic output should be recognised by school administration. The higher-ups should make the compliance of ICT facilities more significant in order to boost students’ skill development and competency. only to name 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 Hypothese

Chapter Five:

Summary, Conclusion and Recommendation

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

Chapter One


Introduction

1.1 Background of the Study

Most developing nations prioritise education quality improvement. Policymakers generally believe that such enhancements might result in fundamental changes in productivity and benefit long-term economic growth. Governments have the problem of developing effective methods to employ restricted resources while improving educational quality. The availability of information and communication technology (ICT) in schools, as well as its usage for instructional purposes, can boost student success in at least two ways. First, the presence of ICT in the classroom alters the degree of instructional inputs, potentially affecting students’ learning results. Second, exposure to ICT may improve pupils’ cognitive ability, allowing them to learn more quickly. Computer-aided education may be more important in situations when teacher quality is low, as is the case in the majority of underdeveloped nations.

Previous research has demonstrated that programmes that give computer-aided mathematics education can improve pupils’ exam scores. For example, Barrow et al. (2009) discovered that in the United States, an educational computer programme for pre-algebra and algebra had a favourable influence on test results (approximately 0.17 standard deviation). Similarly, Banerjee et al. (2005) discovered that computer-assisted mathematics education improved fourth-grade math performance in Vadodara, India (at least in the short term). Other research has revealed little to no effect. Leuven et al. (2007), Goolsbee and Guryan (2006), Angrist and Lavy (2002), and Rouse and Krueger (2004) discovered no evidence that the usage of computers and software had a beneficial influence on student success using credible identification procedures. More study is needed to understand the conditions under which the deployment of ICT can improve student learning results. The study aims to assess the influence of ICT on academic achievement of biology students in senior secondary schools in Adamawa state’s local governments.


1.2 Statement of the Problem

ICTs include Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services, and other related information and communication activities, according to a United Nations report (1999). According to UNESCO (2002), information and communication technology (ICT) is the integration of ‘Informatics technology’ with other related technologies, notably communication technology.

Teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio counselling, interactive voice response system, audio cassettes and CD ROMs, and other ICT products relevant to education have been used in education for a variety of purposes (Sharma, 2003; Sanyal, 2001; Bhattacharya and Sharma, 2007). ICTs have clearly influenced teaching, learning, and research in the field of education (Yusuf, 2005).

A substantial amount of research has demonstrated the advantages to educational quality (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen skills, motivate and engage students, help relate school experience to work practises, create economic viability for tomorrow’s workers, strengthen teaching, and assist schools in changing (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). There are several variables and elements that provide obstacles and issues in preventing successful ICT dissemination in secondary schools. (Tella, 2007) cited challenges in motivating teachers, insufficient equipment, a lack of ICT policy, a negative attitude among staff, insufficient computers, and an issue with connectivity to off-campus students. Okorie, Agabi, and Uche (2005, p. 33) identified several inhibitors for investigation at Uniport, including a lack of a computer or ICT centre, inadequate facilities/equipment at the ICT centre, irregular power supply, Information Communication Technologies in Education Management, the absence of an alternative source of power supply, a lack of computer knowledge, the expensive nature of ICT facilities, and a lack of management willpower to embrace the ICT revolution. As a result, the challenge confronting this research is to explore the influence of ICT on Academic Achievement of biology students in senior secondary schools in Adamawa state.


1.3 Objective of the Study

  1. To provide an appraisal of ICT and academic performance of students in senior secondary schools.
  2. To determine the impact of ICT on academic performance of students in senior secondary schools.

1.4 Research Questions

  1. What is the relationship between ICT and academic performance of students in senior secondary schools?
  2. What is the impact of ICT on academic performance of students in senior secondary schools?

1.5 Statement of Hypothesis

  • Ho: ICT has no significant impact on academic performance of students in senior secondary schools.
  • Hi: ICT has significant impact on the academic performance of students in senior secondary schools.

1.6 Significance of the Study

Education is constantly challenged by the progressive nature of technology. Technology keep evolving speedily leaving some activities behind, formal education is therefore expected to meet up with the dynamics of technology. Hence, this study will serve as an awareness tool for academic audience. The findings from this study will serve as reliable report for school administrators and education policy-makers in adopting and enacting activities and guidelines that aligns with recent trends in technology as it regards the improvement of primary school education.


1.7 Scope of the Study

The research focuses on the availability and use of ICT facilities towards academic performance in junior secondary school. The study will cover some selected junior schools in the Uyo local government, Akwa-ibom state.


1.8 Limitation of the Study

Like in every human endeavour, the researcher 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, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.


1.9 Definition of Terms

MIS Defined

MIS implies both the technique, the process, as well as the structure concerned with systemic, accurate and speedy organization and control of relevant signals, data or messages from the different parts and environment of an activity unit, through appropriate collection, editing, analysis, display, storage and retrieval of signals or messages in manners that would be useful for management decision-making

ICT Defined

According to a United Nations report (1999) ICTs cover Internet service provision, telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network-based information services.

Academic Performance

All students are required to maintain a satisfactory academic record and meet the obligations of the courses in which they are enrolled. Failure to do so will be dealt with as the Faculty and its designated Boards shall determine. In all cases, midyear grades in full year courses will be considered along with all other grades in the calculations for minimum requirements and satisfactory records.

Minimum Requirements

To meet the minimum academic requirements in any term, a student may have at most one failing grade, which may not be accompanied by another unsatisfactory grade; and at least two satisfactory grades, one of which must be a letter grade in an FAS course taken for degree credit (or in a course taken by cross-registration and counted toward concentration or UTEP requirements). A student who fails to meet the minimum requirements ordinarily will be required to withdraw for two terms, whether or not his or her previous record was unsatisfactory.

Satisfactory and Unsatisfactory Academic Records

The requirements for a satisfactory academic record are satisfactory grades in all courses, and at least one letter grade in an FAS course taken for degree credit (or in a course taken by cross-registration and counted toward concentration or UTEP requirements). However for freshmen in their first term, an academic record will be considered satisfactory if all grades are passing, at most one grade is unsatisfactory, and at least one grade is a satisfactory letter grade. A student whose record is unsatisfactory is ordinarily placed on probation. A student with two consecutive unsatisfactory records ordinarily will be required to withdraw for two terms.

Exclusion from a Course

A student who neglects any course may, after written warning by the instructor, be excluded from the course by the instructor with the approval of the Administrative Board. The warning should specify the steps the student must take in order to be allowed to continue in the course. Exclusion from a course is equivalent in all respects to failing it and in and of itself makes the student’s record for the term unsatisfactory. A notation of EXLD (excluded) on the transcript indicates that the student was not permitted to continue in the course and received no credit. A student may not withdraw from a course from which he or she has been excluded. Students excluded from a course are denied any right to further course evaluation, including final and makeup examinations.

Submission of Written Work

Students are responsible for ensuring that required written course work is submitted and received on time. Written work should not be left in open mailboxes or other unattended places but rather given personally and directly to the head of the course or to a responsible person acting on his or her behalf. Papers that are mailed to instructors should be sent by certified mail, and a receipt of delivery should be requested from the Postal Service. The student should keep both the postal receipt and a copy of the paper. If work is submitted electronically, students are responsible for confirming receipt.


1.10 Organisations 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 availability and use of ict facilities towards academic performance in junior secondary school using some selected secondary schools in the Uyo local government, Akwa-ibom 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 on the availability and use of ict facilities towards academic performance in junior secondary school using some selected secondary schools in the Uyo local government, Akwa-ibom state as a case study. The study is was specifically set to provide an appraisal of ICT and academic performance of students in senior secondary schools, and determine the impact of ICT on academic performance of students in senior secondary schools.

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 are teachers in the selected secondary schools in Uyo local government, Akwa-ibom.


5.3 Conclusions

The use of digital teaching aids contributes to a more relaxed atmosphere in class, students are more motivated to work and most of the students better master the material in the framework of digital educational content, because such lessons are more interesting to students. Based on the findings of this study, the researcher made the following conclusion.

  1. ICT has a significant relation with academic performance of students in junior secondary schools as it makes learning easier for students, motivate students’ participation in classroom learning, enhances students commitment towards learning, and facilitates adequate comprehension.
  2. ICT has significant impact on the academic performance of students in junior secondary schools.

5.4 Recommendation

The following recommendations were proffered with respect to the findings of the study;

  1. The school management should as a matter of urgency put more ICT facilities and equipment in providing solutions to specific problems of curricula.
  2. The school management should recognize the impact and applicability of ICT to enhance qualitative and quantitative decision-making in the successful academic output.
  3. The high ups should make the compliance of ICT facilities more relevant to encourage skill acquisition and competence of the students.
  4. The administrators should show more interest in the use of ICT tools to guarantee effectively administrator the learning process of the students.

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Frequently Asked Questions


What is the relationship between ICT and academic performance?

  • The direct link between ICT use and students’ study habits and academic performances have been the focus of extensive literature during the last two decades. Some of them help students with their learning by improving the communication between them and the instructors (Valasidou and Bousiou, 2005).

Does ICT affect the learning culture of secondary school students?

  • To ascertain the effect of ICT on the learning culture of secondary school students. H0: information communication technology has no impact on students academic performance.

Do students’ use of ICTs affect their study habits?

  • Data on students’ familiarity and attitude towards ICTs, and information on the possible relationship between students’ use of ICTs and study habits were collected through questionnaire and interview methods. The results of the data analysis revealed: that students have a positive attitude towards ICTs.

What is the role of ICT in education?

  • The application of Information and Communications Technology (ICTs) in education has revolutionized teaching and learning. Students with diverse learning styles are able to maximize their learning potential when instructors use ICT to support their teachings.
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