Factors Preventing Nigerian Secondary Schools From Integrating ICT Into Teaching And Learning Processes (A Study Of Public And Private Senior Secondary Schools In Jama’are LGA)
Factors Preventing Nigerian Secondary Schools From Integrating ICT Into Teaching And Learning Processes (A Study Of Public And Private Senior Secondary Schools In Jama’are LGA)
Abstract
This study was carried out to examine the factors preventing Nigerian secondary schools from integrating ICT into teaching and learning processes using public and private senior secondary schools in Jama’Are LGA, Bauchi State as a case study. The study was specifically set to determine whether inadequate availability of finance affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State, determine whether students poor exposure to technology affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State, determine whether teacher’s lack of technological skills affects its integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State, and determine whether epileptic power supply affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers and students of selected public and private secondary school in Jama’are Local Government Area of Bauchi State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that the extent inadequate availability of finance affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State is high. Furthermore the study also revealed that teacher’s lack of technological skills affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State. Therefore it is recommended that secondary schools should source for partners, stakeholders and sponsors to finance the acquisition of more ICT infrastructure. This will ensure the adequacy of computers in the schools so as to improve their use in the process of teaching and learning. 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 of the Study
The use of Information communication technology for classroom instruction is not new in the world. Information Communication Technology tools were first placed in schools in the early 1980s in the United States and will continued to be an important part of education for generations to come (Bransford& Brown, 2000). Globally, the number of computers in secondary education has greatly increased in the last ten years. In United States, the computer to student ratio increased from 1:9 in 1996 to 1:4 in 2001. According to Market data Retrieval (2001), access to internet improved from 70% in 1997 to 92% in 2001. In New Zealand, the computer to student ratio is 1:6 in secondary schools (Lari, Pratt &Trewern, 2002) while 98% of all schools have internet connections (Mallard, 2003). Information Communication Technology is therefore prominent as education instruction tool in the world. High rates of achievement in education are critical for transfer of technology and adoption of relevant changes in our society. Education attainment is one of the opportunity factors that will promote economic growth and reinforce equal pattern of globalization (United Nations Education, Scientific, and Cultural Organization [UNESCO], 2011). Achievements in education can be enhanced by providing opportunities for students to learn, operate and be exposed in the modern technology age. Information Communication Technology in education has made significant progress in china for the last two decades in higher education process (Finger, et al 2007). It is highly applied for distance education based on executing agencies, target students and goals to be achieved. The use of ICT in general has become more common during the last two decades with the existence of the internet and world wide web , the internet becoming the largest collection of information in the world (Parchler, 1999). Information Communication Technology has also changed quality of education in the world and it is clear that students are changing by using ICT tools (Finger, et al 2007). Developments in ICT have affected all sectors of the society including the education sector and its curricula. The integration of ICT into education can improve students’ learning by changing the way teachers teach and the structure of their pedagogies (Shear &Knobrel, 2003). It empowers secondary school students to develop new ways of thinking, being and acting in the world and begin learning (Khine& Fisher, 2003).
In using ICTs, students can plan and build models and use internet to bring a new dimension to their learning. In Australia, a survey of computer skills and knowledge of 6213 students tested four domains of activity to ICT adoption (Thomas & Wise, 1999). These activities are creativity (50%), information (70%), communication and educational programs (43%) and games (43%). ICT has also been in the use where instead of using ICT in education, educational technology is used. Technological education is used to support learning, delivery, development, and effective use of computers as an aid to problem solving, classroom management and leadership (Watson et-al, 2003). Hence, ICT in teaching and learning can influence changes in what and how the learners learn and reform the organization and structure of schooling itself. In Africa, ICT is influencing every aspect of human life. It is playing a salient role in work places, business, education and entertainment. Information Communication Technology in Africa has the potential of increasing access and improving relevance and quality of education. It has facilitated the acquisition and absorption of knowledge and enhanced educational systems (Fisseha, 2011).
Information and Communication Technologies (ICT) are electronic technologies used for information storage and retrieval. Information and communication Technology (ICT) is seen as an important tool that will support and enhance education in recent time. Dawes (2001) is of the view that new technologies have the potentials to support education across the curriculum and provide opportunities for effective communication between teachers and students in ways that have not been possible before. The field of education has been affected by ICT’s, which have undoubtedly affected teaching, learning and research (Yusuf 2003). ICTS have the potentials 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 strengthen teaching and help schools change (Davis and Tearle 2009). Yelland (2001) argued that, traditional educational environments do not seem to be suitable for preparing learners to function and be productive in the workplaces of today’s society. This implies that, organization that do not incorporate the use of new technologies in schools cannot seriously claim to prepare their students for life in the twenty-first century. Grimus (2000), pointed out that by teaching ICT skills in primary schools the pupils are prepared to face future developments based on proper understanding. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competences needed for the twenty-first century (Bransford, Brown and Cocking 2001).
Preparing learners to function and be productive in the workplaces of today’s society. This implies that, organization that do not incorporate the use of new technologies in schools cannot seriously claim to prepare their students for life in the twenty-first century. Grimus (2000) pointed out that by teaching ICT skills in primary schools the pupils are prepared to face future developments based on proper understanding. What is now known about learning provides important guidelines for uses of technology that can help students and teachers develop the competences needed for the twenty-first century (Bransford, Brown and Cocking 2001). Based on the aforementioned this study seek to examine the factors preventing nigerian secondary schools from integrating ict into teaching and learning processes (a study of public and private senior secondary schools in Jama’Are LGA).
1.2 Statement of the Problem
Using Information Communication Technology, teachers can enhance students learning in every subject by engaging their thinking, decision-making, problem solving and reasoning behaviors (Grabe, 2001). Information Communication Technology (ICT) in education connect student and teachers to a vast array of global stock of knowledge providing quality education, alternative sources livelihood, and ultimately, a better way of life. It is the policy of government of Nigeria to make ICT part of teaching and learning (NI3C, 2010 – MOE). A national ICT policy was promulgated in 2006 in order to improve the livelihoods of Nigeria by ensuring availability, accessibility, efficient, reliable and affordable ICT service in order to integrate ICT in teaching and learning in secondary schools. There are not many schools in Ogun state with computers and hence there is no standard of what constitutes effective teaching and learning on computers. Although most secondary schools in Nigeria have ICT facilities, the extent to which they are used for effective instructional purposes has not been empirically established, however an explicit research on the factors that enhance ICT integration in teaching and learning in public secondary schools has not been done. There is need to study on the levels of ICT integration in order to identify the factors affecting this process. Based on the aforementioned this study seek to examine the factors preventing nigerian secondary schools from integrating ict into teaching and learning processes (a study of public and private senior secondary schools in Jama’Are LGA).
1.3 Objective of the Study
The main objective of this study is to investigate the factors preventing Nigerian secondary schools from integrating ict into teaching and learning processes (a study of public and private senior secondary schools in Jama’Are LGA)., specifically the study intends to:
- Determine whether inadequate availability of finance affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
- Determine whether students poor exposure to technology affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
- Determine whether teacher’s lack of technological skills affects its integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
- Determine whether epileptic power supply affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
1.4 Research Questions
The following research questions was formulated to guide the research
- To what extent does inadequate availability of finance affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State?
- Does students poor exposure to technology affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State?
- Does teacher’s lack of technological skills affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State?
- Does epileptic power supply affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State?
1.5 Research Hypotheses
- Ho: There are no significant factors preventing Nigerian secondary schools from integrating ict into teaching and learning processes.
- Ha: There are significant factors preventing Nigerian secondary schools from integrating ict into teaching and learning processes.
1.6 Significance of the Study
The study was aimed at coming up with factors that prevent the integration of ICT as a teaching and learning tool in secondary schools in Nigeria. The findings of this study would assist in coming up with ways to strengthen ICT integration in teaching and learning in the county. 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 factors preventing Nigerian secondary schools from integrating ICT into teaching and learning processes. Geographically, the study will be delimited to selected public and private secondary school in Jama’are Local Government Area of Bauchi State.
1.8 Limitations of the Study
The researcher encountered minor obstacles when conducting the study, as with any human endeavor. The significant constraint was the scarcity of literature on the subject due to the nature of the discourse, so the researcher incurred more financial expenses and spent more time sourcing for relevant materials, literature, or information and in the data collection process, which is why the researcher resorted to a limited choice of sample size. Furthermore, the researcher did this investigation alongside other academic activities. Furthermore, the sample size was limited because only a few respondents were chosen to answer the research instrument, therefore the results cannot be generalized to other secondary schools outside the state. Despite the constraints encountered during the research, all elements were minimized in order to provide the best results and make the research effective.
1.9 Definition of Terms
Educational Technology:
Systematic approach to designing, implementing and evaluating the instructional system on the basic principle of education.
Information Communication Technology:
Is the component culture that enables people to use their power to utilize their environment for their survival. It has made the world to be a global village.
Learning:
Is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. It is also the acquisition of knowledge or skills through study, experience, or being taught.
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 factors preventing Nigerian secondary schools from integrating ICT into teaching and learning processes using public and private senior secondary schools in Jama’Are LGA, Bauchi 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 examine the factors preventing Nigerian secondary schools from integrating ICT into teaching and learning processes using public and private senior secondary schools in Jama’Are LGA, Bauchi State as a case study. The study was specifically set to determine whether inadequate availability of finance affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State, determine whether students poor exposure to technology affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State, determine whether teacher’s lack of technological skills affects its integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State, and determine whether epileptic power supply affects ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
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 are teachers and students of selected public and private secondary school in Jama’are Local Government Area of Bauchi State.
5.3 Conclusions
Based on the findings of this study, the researcher made the following conclusion.
- The extent inadequate availability of finance affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State is high.
- Students poor exposure to technology affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
- Teacher’s lack of technological skills affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
- Epileptic power supply affect ICT integration in teaching and learning process in public and private secondary schools in Jama’are Local Government Area of Bauchi State.
5.4 Recommendation
Based on the responses obtained, the researcher proffers the following recommendations:
- Secondary schools should develop strategies to identify strengths and weakness of various technological resources with a view to adopting ICT in the process of teaching and learning.
- Secondary schools should source for partners, stakeholders and sponsors to finance the acquisition of more ICT infrastructure. This will ensure the adequacy of computers in the schools so as to improve their use in the process of teaching and learning.
- Schools should lessen the workload of teachers so as to enable them find time to learn and integrate ICT in the process of teaching and learning. Adoption of ICT in the process of teaching and learning would also go a long way in ensuring that the workload of teachers is lessened.
- Secondary schools in Bauchi state should provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process. The schools should ensure that they undergo refresher training on regular basis.
- Secondary schools should adopt policies that guide structured integration of ICT in the process of teaching and learning. One of the policies that can be adopted is adoption of appraisal practices that reward teachers who endeavour to use ICT in the teaching and learning process in addition to outlining ICT competency standards for the teacher trainers.
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