The Awareness, Accessibility And Usability Of Internet Technology In Promoting Effective Teaching And Learning Of Basic Science

The Awareness, Accessibility And Usability Of Internet Technology In Promoting Effective Teaching And Learning Of Basic Science

Abstract

This study focused on the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science in Lagos state. The study was specifically set to examine the level of availability of Internet technology for effective teaching and learning of basic science, find out if Internet technology are adequately accessible for effective teaching and learning of basic science, examine the extent at which teachers utilize Internet technology during teaching and learning of basic science, and ascertain whether the use of Internet technology facilitates effective effective teaching and learning of basic science. The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent were students of some selected secondary schools in Lagos State.

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

The use of computers and electronic resources has dominated human activities especially in the last two decades (Straker, 2001). Its use is complemented by a whole lot of other electronic devices, all of which are now collectively regarded as Information and Communication Technology (ICT). Information and Communication Technology (ICT) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together and combine to form networked world-wide which reaches into every corner of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability, improving the delivery of basic services and enhancing local development opportunities (UNDP, 2006). To Ogunsola (2005) ICT ‘is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live’. Information and communication technology has changed how people live, work or play (Berenfield, 1999). Information and Communication Technology (ICT) has not only witnessed a wide range of application in virtually all human endeavours, it has also actually transformed the world into a global village in such a manner that its contribution to human development over the years cannot be overemphasized. Information and Communication Technology (ICT) plays a central role in information data collection, processing and dissemination. It is so much involved in ICT such that its exclusion may give another meaning to the acronym ‘ICT’. Thus, Information and Communication Technology (ICT) is invading the educational system in a way unparalleled in previous education history (Onasanya & Adegbija, 2007).

Most of the developed countries have exploited the potentials of ICT to transform their educational landscape at the tertiary, secondary and even primary school levels particularly the instructional process (Kosakowski, 1998). ICTs are the most important of all the technologies that enrich and facilitate the learning experiences of students from various abilities (Roberson, 2001). Generally ICT holds the opportunity to revolutionize pedagogical methods, expand access to quality education and improve the management of education systems (World Bank, 2002). The new Information and Communication Technologies of Internet and multimedia have revolutionized the field of education. According to Zandvliet & Straker (2001), ICT use is increasing in nearly all facets of life in the developing world and its use is now progressing rapidly in educational system. The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). 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 and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). Students who use ICT gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002). In addition, through ICT, students extend and deepen their knowledge, investigation, and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, 2001).

This also explains why the National policy on Education (2004) specifically stated on secondary education that ‘government shall provide necessary infrastructure and training for the integration of ICT in the school system in recognition of the role of ICT in advancing knowledge and skill in the modern world. This indicates that the Nigerian society also recognizes the importance of ICT in its secondary education. The Nigerian national educational goals which are derived from the country’s philosophy and goals include, “the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society” (Federal Republic of Nigeria (FRN), 2004:8). In order to realize fully the potentials of the contributions of education to the achievement of the national educational goals, emphasis is placed on the broad goals of secondary education which aim at preparing individuals for “useful living within the society and for higher education” (FRN, 2004:18).

Basic science, formerly known as Integrated Science, is the first form of science a child comes across at the secondary school level; hence basic science prepares students at the Junior Secondary School level for the study of core science subjects (physics, chemistry, biology) at the Senior Secondary School level (Olarewaju, 2004). This implies that for a student to be able to study single science subjects at the Senior Secondary School level successfully, such student had to. In view of this, basic science is given great emphasis in the Junior Secondary School curriculum. The principal reasons why Nigerian Government started Basic Science teaching in Nigerian secondary schools are as follow:

Unfortunately, in Nigeria classrooms traditional patterns of science teaching and learning have remained largely unchanged (Adamu, 1992). There is need to improve academic performance of students in basic science and ICT has been identified world wide as a way out of this for full access to the internet is just equivalent to having access to good library (Edeson, 1997). There is need to brace up the new challenges and system of education through the development and use of ICT in our secondary schools and other levels of education. Adigun (2007) revealed that presently in Nigeria the use of electronic learning (e-learning) in the educational sector is still at the rudimentary level.

Though, Nigerian government has made some effort towards the provision of basic tools for teaching learning and application of ICT to schools, this effort is limited to very few institutions (Youth for technology, 2004). The plan of the Nigerian government was to establish pilot schools and diffuse computer education innovation first to all secondary schools, and then to primary schools. Unfortunately, the project did not really take off beyond the distribution and installation of personal computers (Okebukola, 1997; cited by Aduwa-Ogiegbaen and Iyamu, 2005). Okebukola (1997), cited by Aduwa-Ogiegbaen and Iyamu (2005), concludes that the computer is not part of classroom technology in more than 90 percent of Nigerian public schools. This implies that the chalkboard and textbook continue to dominate classroom activities in most Nigerian secondary schools.

Although efforts have been made to ensure that ICTs are available and used in Nigerian secondary schools, the level of uptake is still low. It has been observed by Goshit (2006) that most schools, both private and government, do not offer ICT training programmes. Okwudishu (2005) discovered that the unavailability of some ICT components in schools hampers both teachers’ and students use of ICTs. Lack of adequate search skills, awareness of its usefulness and of access points in the schools were reported as factors inhibiting the use of the Internet by secondary school teachers and students (Kaku, 2005). The absence of ICT equipment in most Nigerian secondary schools leads students to resort to cybercafés for Internet access. Most cybercafé clients in Nigeria are students (Adomi, Okiy and Ruteyan, 2003; Adomi, 2010). In this regard, there is need to investigate the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science among secondary schools in Epe Local Government Area of Lagos State

1.2 Statement of the Problem

The trend in all the great nations of the world, like United States, Britain, Germany and Japan is the integration of information and communication technology (ICTs) and internet technology in all facet of life. Hence, research attention is been geared towards integration of Information and Communication Technology (ICT) and internet technology.

Efforts made so far by the government towards ICT integration in Nigeria include the launching of the National Telecommunication Policy in September 2000, development of a comprehensive science and technology policy in 2001, the development and launching of the National IT policy in 2001, the establishment of the National Information Technology Development Agency (NITDA) in 2001, and the launching of the Nigeria satellite systems programme by the National Space Research and Development Agency (NASRDA) in 2001. Other efforts made are: the granting of license to mobile telephone network operators beginning with MTN in 2001, development of a ministerial initiative on e-education for the Nigerian education system by the Federal Ministry of Education in 2004, formulation and presentation of IT bill to the national assembly in 2006, and the organisation of computer training for teachers across the country by Educational Trust Fund (ETF) in 2006. Despite these efforts, Information and Communication Technologies (ICTs) integration is still marked with apathy on the part of science teachers and students, possibly due to unawareness, inaccessible and lack of basic ICT skills to use the ICT resources available for effective academic activities in schools. The study therefore examined the awareness, accessibility and usability on internet technology in promoting effective teaching and learning of basic science.

1.3 Objective of the Study

The purpose of this study was to determine the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of Basic Science in junior Secondary Schools in Epe Local Government Area of Lagos State. The specific objectives are to:

1. To examine the level of availability of Internet technology for effective teaching and learning of Basic Science in junior Secondary Schools.
2. To find out if Internet technology are adequately accessible for effective teaching and learning of Basic Science in junior Secondary Schools.
3. To examine the extent at which teachers utilize Internet technology during teaching and learning of basic science.
4. To ascertain whether the use of Internet technology facilitates effective effective teaching and learning of Basic Science in junior Secondary Schools.

1.4 Research Question

The research is guided by the following questions

1. Is there adequate availability of Internet technology for effective teaching and learning of Basic Science in junior Secondary Schools?
2. Are the available Internet technology adequately accessible for effective teaching and learning of Basic Science in junior Secondary Schools?
3. What is the extent at which teachers utilize Internet technology during teaching and learning of basic science?
4. Does the use of Internet technology facilitate effective effective teaching and learning of Basic Science in junior Secondary Schools?

1.5 Research Hypothesis

• Ho1: There is no adequate availability of Internet technology for the effective teaching of basic science.
• Ho2: The use of internet do not facilitate effective effective teaching and learning of Basic Science in junior Secondary Schools.

1.6 Significance of the Study

This study is very important in various ways. It is expected to identify the relationship between students and teachers perceptions of Information and Communication Technology (ICT) and internet technology awareness, accessibility and usability for academic activities. The results of this study are expected to unfold the problem which the students face on the use of ICT and internet technology and how the problem affects their overall performance in school, especially in basic science. Knowledge of Information and Communication Technology (ICT) integration will help the Government, school Administrators, Parents and Science Teachers to start working together towards alleviating some of the problem face by the students in integrating information and communication technology (ICT) for better educational outcome.

This study will also benefit administrators and educators in pursuing knowledge that will assist in determining the important variables in successful academic performance.

The study will also help to reduce the increased dropout rate in the country (especially for students that lack ICT and internet technology skills thus increasing literacy rate as well as level of ICT awareness, accessibility and usability among students and teacher.

Finally, the study will also be beneficial to students as it will enlighten them on the need to take their educational life more seriously especially with the integration of ICT, so as to contribute to the development of science in the country (Nigeria)

1.7 Scope of the Study

The study will cover only four junior secondary Schools in Epe Local Government Area of Lagos State

1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.

1.9 Definition of Terms

Internet:

This is a global system of interconnected computer networks that use the standard Internet protocol suite (TCP/IP) to link several billion devices worldwide.

Information:

This can be refers to as process data.

Communication:

This is the act of passing information.

Technology:

This is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function.

Information and Communication Technology:

This refers to a set of combined technologies that will facilitate not only information processing but also its transmission for purpose of teaching and learning.

Computer:

This is an electronic device that accepts data in coded form and processes them to give meaningful information.

Basic Science:

Is an academic program in secondary school that combined all other science related subjects such as physics, chemistry and biology.

Awareness:

This is the state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns.

Accessibility:

This is the degree to which a product, device, service, or environment is available to as many people as possible.

Usability:

This is the ease of use and learn ability of a human-made object.

1.10 Organization of the Study

This research work is organized in five chapters, for easy understanding, as follows.

• Chapter one is concern with the introduction, which consist of the (overview, of the study), historical background, statement of problem, objectives of the study, research hypotheses, significance of the study, scope and limitation of the study, definition of terms and historical background of the study.
• Chapter two highlights the theoretical framework on which the study is based, thus the review of related literature.
• Chapter three deals on the research design and methodology adopted in the study.
• Chapter four concentrate on the data collection and analysis and presentation of finding.
• Chapter five gives summary, conclusion, and recommendations made of the study.

Chapter Five

Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science. 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 awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science in Lagos state. The study was specifically set to examine the level of availability of Internet technology for effective teaching and learning of basic science, find out if Internet technology are adequately accessible for effective teaching and learning of basic science, examine the extent at which teachers utilize Internet technology during teaching and learning of basic science, and ascertain whether the use of Internet technology facilitates effective effective teaching and learning of basic science.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent were students of some selected secondary schools in Lagos State.

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

1. There is no adequate availability of Internet technology for effective teaching and learning of basic science.
2. The available Internet technology are adequately accessible for effective teaching and learning of basic science.
3. The extent at which teachers utilizes Internet technology during teaching and learning of basic science is high.
4. The use of Internet technology facilitate effective effective teaching and learning of basic science.

5.4 Recommendations

Based on the findings of the study, the following recommendations are proffered.

1. The Government and the institutions authorities should provide facilities to enable the students browse easily.
2. More computers with Internet connectivity should be provided to increase the level of access to ICTs among teachers and students.
3. Teachers and students should be equipped with both internet basics and information literacy skills.
4. Maintenance of computers should also be done more regularly to ensure that the available computers are always in good condition to facilitate teaching activities.
5. Internet cables should be instituted in the lecture halls to encourage Internet use among teachers during instructions.
6. Standby generators and Uninterrupted Power supply (UPSs) should be made available for the computer labs in schools to cater the need for reliable power supply.

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