Digital Teachers Competence, Virtual Classroom Management And Secondary Schools Students Attitude To Learning In Lagos State Schools

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Digital Teachers Competence, Virtual Classroom Management And Secondary Schools Students Attitude To Learning In Lagos State Schools

Abstract

Information and communication technology (ICT) is a programme that has changed many aspect of the way people manage information and communication. the study is digital teachers competence, virtual classroom management and secondary schools students attitude to learning in Lagos state schools, The design of this study was survey design of the descriptive type of research. This was considered as appropriate because the researcher did not manipulate any of the independent variables been measured. The population for the study comprises of all secondary schools in Lagos state.Simple random sampling technique was used to selected two institutions out of the four institutions in Lagos state States which are three polytechnics and one college of education.Sample size of one hundred (100) respondents was used for the study. They are students of the sampled secondary schools. Out of the total population of the students from SS1 to SS3 in the secondary schools, twenty five (25) respondents were selected from each of the Classes using simple random sampling technique to make a total number of one hundred (100) respondents. The findings of this study based on result in table 1 above shows that, respondent agreed that lack of electricity is part of the problem encountered in the use of ICT gadgets in teaching in secondary Schools.

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
  • 4.5 Interpretation of Result

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

Information and communication technology (ICT) is a programme that has changed many aspect of the way people manage information and communication. If ICT is to be compared with such fields as medicine, tourism, business, law, banking and architecture during the past two or three decades, its note has been enormous. The way these fields operate before is different from the ways they operate at present. As pointed out by Kennedy and MC Naught (2000) when one looks at education there seems to have been less influence and change than other fields have experienced. A number of people have attempted to explore this lack of activity and influence, these include Soloway and Prior (2001) and Collins (2002).

Oliver and short (2002) stated that in recent times, factors have emerged which have strengthened and encourage moves to adopt ICT in classrooms and learning settings. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by information and communication technology system and the growing use of internet and www as tools for information access and communication have witnessed growth in recent time (Oliver and Towers, 2000).

ICT is a generic term that refers to technologies which are being used for collecting, storing, editing and passing on information in various forms. A personal computer is the best known example of the use of ICT in education, but the term multimedia is also frequently used. Multimedia can be interpreted as a combination of data carriers, for example video, CD-ROM, floppy disc and Internet and software in which the possibility for an interactive approach is offered (Smeets, 1996).

Information and communication technologies (ICTs) have become key tools and had a revolutionary impact of how we see the world and how we live in it. This phenomenon has given origin to the contemporary and advances in our ways of life. ICT is having a revolutionary impact on educational methodology globally.

Although ICT recognized resources will differ from school to school, opportunities to create effective learning and teaching environments makes it necessary for tutors to not only talk about ICT in the classroom but also to model best practice by demonstrating different ways in which technology can enhance the delivery of ICT. ICT within the context of ICT teaching should be used to create stimulating and motivating learning environments and provide a breadth of experiences to trainee teachers. Tutors should therefore provide experiences that clearly demonstrate to trainees how they too can use ICT in the delivery of ICT to the pupils they teach.

The world has turned to be a global village now as a result of Information Communication Technology (ICT). Simply put, we are in the era of information age. These technologies have brought profound changes to all human endeavours. The ease of data collection, processing, transmission, and interpretation provided by these technologies have engendered the flow of information across boards and between individuals, cultures, nationalities, corporate bodies and organization as never before, causing great technological, economic and social changes and binding the world ever more closely together. The call for the 21st century literacy in ICT simply reflects the fact that the call for an educated citizenry and work force continues to rise to reflect changes in the society: Hardly could we not talk of involvement of ICT in all sectors of life; be it in medicine, business, banking, politics, military, economics, insurance, and even education. For teachers and their students, the availability of modern computers, peripherals, networking and resources within an increasingly diverse range of technologies is an essential part of learning and teaching in the 21st century. ICT constitutes an input in the student learning process and this should help to produce better learning output. The availability of ICT resources can enhance learning by making education less dependent on differing teacher quality and by making education available at home throughout the day (Mbwesa, 2002). Bonnet (2007) argues that the use of ICT can positively transmit knowledge to students. Furthermore, the availability and use of ICT can help students exploit enormous possibilities for acquiring information for schooling purposes and can increase learning through communication (Riel, 2008).

1.2 Statement of the Problem

Many teachers appear to lag behind in computer technological skills, and therefore face some challenges. Some teachers are anxious about change and therefore, shy away from integrating technological tools into their classrooms and their instructional process. Where Interactive white boards (IWBs) are available adequate training are not provided for the teachers.

The new curriculum in secondary schools has no doubt come with some challenges that must be met by both the teachers and the students in order to achieve the general objectives of the programme. The resources namely, human, material and financial which are the basic requirements for the attainment of the objectives of the new programme are not available. The challenges include lack of funds, insufficient number of ICT gadgets like projector, laptop computers, printer and visual aids among others in the learning environment.

1.3 Objective of the Study

This research an assessment of digital teachers competence, virtual classroom management and secondary schools students attitude to learning in Lagos state schools Nigeria. The objectives of this study are:

  1. To ascertain the problems that is usually encountered in the use of information and communication technology.
  2. To determine the availability of ICT gadgets in the teaching in secondary schools in Lagos state .
  3. To examine the impact of virtual classroom management tools on the teaching and learning in secondary schools in Lagos state .

1.4 Research Questions

The following research questions were raised for the study:

  1. What are the problems that are usually encountered in the use of information and communication technology?
  2. How available are the ICT gadgets in the process of teaching in secondary schools in Lagos state ?
  3. What are the impact of ICT tools on the teaching and learning in secondary schools in Lagos state?

1.5 Significance of the Study

This study discusses the availability of information and communication technology gadgets in tertiary institution in Lagos state States. The availability and the effective use of information and communication technology will provide support for modified educational programme to meet the needs of individual learners. Effectiveness of information and communication technology will develop ability to reason well, solve problems, communicate effectively, negotiate outcome, manage time, project management and collaboration and team work. Students, teachers and schools or institutions will find the outcome of this study useful in their planning and other school activities.

Moreover, the outcome of this study will in no small measure increase the speed and accuracy of students in their day to day learning and also to realize the importance of ICT in teaching and learning process.
This study is also a contribution to the field of knowledge that researchers in the area of information and communication technology will find out in their research.

1.6 Scope of the Study

This study was limited to secondary schools in Lagos state, in investigating the Digital Teachers Competence, Virtual Classroom Management And Secondary Schools Students Attitude To Learning In Lagos State Schools.

1.7 Limitation of the Study

This research work is specifically on the Digital Teachers Competence, Virtual Classroom Management And Secondary Schools Students Attitude To Learning In Lagos State Schools. In the limitation on research work of this magnitude or nature can be carried out without limitation. Hence, during the course, certain constraints were encountered.

Cost:

The cost of thorough research is not what can be afforded by a student. The prices of materials needed for this work has gone up and transport fee has also gone up.

Time:

The time was one of the limitations in the process of carrying out this research work.

Scarcity of Literature:

The research encountered some problems in collection of literature especially on the bank History and operations. This are hindered the smooth running of this work.

1.8 Definition of Terms

Information and Communication Technology:

The scientific method of storing and processing information and corresponding, sharing, exchanging and sending such information from one place to another.

Gadgets:

A device or control that is very useful for a particular job

Information:

Facts or knowledge provided or learned

Communication:

The means of sending information.

Technology:

The application of scientific knowledge for practical purposes.

CD-ROM:

A compact disk that is used with a computer (rather than with an audio system); a large amount of digital information can be stored and accessed but it cannot be altered by the user.

1.9 Organizations of the Study

The chapter one consist of the introductory part of the study which includes the study background, the statement of the research problem, the study objective and scope of the study.

The second chapter is a critical review of other Literature relevant to the study and its objectives including the theoretical framework for the study. While the third chapter is methods of data collection, sampling and data analysis used in conducting the study. The fourth chapter centers around the research findings including an analysis of how it relates to previous findings. The fifth chapter consists of the summary of findings, conclusion and recommendations base on the study objectives.

Chapter Five

Summary, Conclusion and Recommendations

The chapter deals with summary, conclusion and recommendations.

5.1 Summary

The study is design to assess the Digital Teachers Competence, Virtual Classroom Management And Secondary Schools Students Attitude To Learning In Lagos State Schools. A total number of 100 respondents were used for the study. Simple random procedure was used in sample selection in order to have equal representation of respondents from the two institutions. The research instrument used in selecting sample for this study was the questionnaire.

Discussion of Findings

The findings of this study based on result in table 1 above shows that, respondent agreed that lack of electricity is part of the problem encountered in the use of ICT gadgets in teaching in secondary Schools. Also, cost of maintenance is one of the problems facing information and communication in the teaching in secondary Schools. The researcher affirms that in-conducive environment is part of problem that is encountered in the use of information and communication technology. This finding confirms that inadequate professionals to operate ICT gadget is also a problem facing the use of ICT in the teaching of in secondary Schools. Furthermore, inadequate space to store ICT tools is also included in the problem encountered. This is in line with the view of Akunja (2011) who observes that lack of adequate ICT infrastructure has hampered provision of efficient and affordable ICT services in the country. She suggested that emphasis should be placed on provision of software development. Other consideration should be Promotion of local manufacture and assembly and implementation of ICT policy.

The findings from table 2 above reveal that, respondent agreed those ICT gadgets are available for teaching in secondary Schools in Lagos state States. This statement was in agreement with that of Oliver and short (2002) which stated that in recent times, factors have emerged which have strengthened and encourage moves to adopt ICT in classrooms and learning settings. These have included a growing need to explore efficiencies in terms of program delivery, the opportunities for flexible delivery provided by information and communication technology system and the growing use of internet and www as tools for information access and communication have witnessed growth in recent time (Oliver and Towers, 2000). However, there is similarity in the contribution found in the same table that database management e.g. Ms Access, Power Point, Accounting software e.g. Peachtree were also is need to provide information and communication technology in the teaching of in secondary Schools in tertiary institution.

The researcher is no need to use ICT gadgets in the teaching of in secondary Schools in tertiary institutions student to get information and also serve as sources of information for the teachers to impact more knowledge into the student and so for the student to much interest in the study of in secondary Schools.

The findings from the table 2 also reveal that are available ICT gadgets like; Overhead project, Laptop set, electronic typewriter in your institution of study in secondary Schools give it easy delivery during lecture in tertiary institutions.

Information and communication technology (ICT) has become common entities in all aspects of life, for the past twenty years, the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor in the area of business and the way government activities are carried out. In the area of education, Starr (2008) averred that information and communication (ICT) has begun to have a presence but the impact has not been as extensive as in other fields.

The findings from table 3 above show that the use of ICT tools in teaching and learning of in secondary Schools give it easy delivery during lecture. Also using ICT tools to teach in secondary Schools student make them to become lazy to study in tertiary institutions. Without the use of information and communication technology aim in achieving educational practices have been revealed in such a way that site of interaction globally among the in secondary Schools teachers in tertiary institution and student are now available worldwide.

5.2 Conclusion

Instructional resources are important ingredients for the attainment in secondary Schools objectives. Human resource is paramount to derive the use of ICT effectively in tertiary institutions. Teacher is central to the successful implementation of the new ICT curricula. Equipping students with employable skill is the main responsibility of instructional personnel. It is certain that the qualities of today’s teachers will be reflected in the citizens of tomorrow. This is why it is very necessary to have professional skilled, competent and efficient instructional personnel to enhance the realization of the dreams and expectations in secondary Schools programmes in our business world. The need for the provision of relevant material resources in every secondary school class is no doubt importance, just as the stethoscope is to a medical doctor and farming tools to a farmer, so are the material resources to secondary Schools lecturers/instructors and students. This is because the mastery in secondary Schools courses will not be easy if not impossible without the use of relevant materials. Based on the findings of the study therefore, it could be concluded that this resources are only lecturers and instructors and physical facilities for secondary Schools programme are partly adequate while equipment and supplies for office practice are grossly inadequate. This could be impacting negatively on the preparation and performance in secondary Schools graduates of these polytechnics over the years.

5.3 Recommendations

Based on the findings of this study, the following recommendations are made:

  1. Secondary Schools lecturers and instructors should be adequately re-trained by polytechnic authority in line with the curriculum components especially on ICT to enable them deliver instructional activities effectively.
  2. Most of polytechnics in the area should recruit and retain adequate number of lecturers relative to NBTE (2004), minimum standards.
  3. Management of polytechnics in the area should provide adequate physical facilities for secondary Schools department as stipulated by NBTE (2004), minimum standards.
  4. Secondary Schools departments should regularly appraise and review the status of their instructional facilities in line with the minimum standards stipulated by the supervisory body.
  5. The National Board for Technical Education (NBTE) should regularly supervise
  6. Secondary Schools programmes ensure that its stipulated standards are maintained.
  7. The National Board for Technical Education (NBTE) should review the secondary Schools curriculum at least every five years.

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