The Influence Of ICT On The Student Academic Performance In Business Studies In Alimosho Local Government Area Of Lagos State

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The Influence Of ICT On The Student Academic Performance In Business Studies In Alimosho Local Government Area Of Lagos State


Abstract


This study is a comparative study on the influence of Information and Communication Technology (ICT) and Students’ Academic Performance in Business Studies in Junior Secondary Schools in Lagos State. In the study students’ achievement in Business Studies in junior secondary schools was investigated. Two research questions and two null hypotheses were used for this study. The hypotheses were tested at significance level of .05 to provide answers for the research hypotheses


Chapter One


Introduction

1.1 Background of the Study

Rapid advances in information technology have provided new learning methods and environments. This has been the case for the teaching of business studies over the years. More advancement is needed, however, and Nigerian business studies curriculum needs more use of technology and an examination of methods of delivering instruction. Research literature for the past decade has shown that technology can enhance literacy development, impact language acquisition, provide greater access to information, support learning, motivate students, and enhance their self-esteem (O’hara; Pritchard & Bacon 2014, West, 2002). Indeed, researchers have affirmed that computer technology provides abundant opportunities for students to build or modify their personal knowledge through rich experiences that technology affords (Wikipedia, 2009). Information and communication Technology is an umbrella term that include any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various and application associated them, such as video conferencing and learning. Information Communication Technology are often spoken of in the area of education, healthcare, Libraries, security etc. the term is somewhat more common outside Nigeria. The effect of Information Communication Technology (ICT) on learning in a content area and libraries had elsewhere been highlighted (Falobi, 2014; Ajisafe, 2014; Krubu & Osawaru, 2011). Information Technology (IT) and Information and Communication Technology (ICT) are often used synonymously. However the key differences is that IT is a subset of Information Communication Technology (ICT) covers all forms of computer networks, information etc. ICT stands for information & communication technologies. ICT refers to technologies that provide access to information through communications. It is similar to information technology (IT). “But primarily focuses on communication technologies. This includes the internet, wireless network, cell phones & other communications medium”. In the past few decades information & communication technologies have provided to society with vast array of a new communication capabilities. “People can communicate in real time with others in different countries using technologies such as instant messaging, voice over IP and video conferencing, social networking websites like face book allow users from all over the world to remain in contact and communicate on a regular basis”. Modern information communication technologies have created a global village in which people communicate with others across the world as if they were living next door. “For this reason ICT is often studied in the context of how modern communication technologies affected society” (tech factor, January 04, 2010). ICT stands for information & communications technology is an umbrella term that includes any communication device, encompassing radio, television, cell phones, computer and network hardware, satellite systems and so on, as well as the various services &applicate with them such as video conferencing and distance learning. “ICT are often spoken of a particular context such as ICTs in education, health care, or libraries” (Margaret Rouse, September, 2005). “ICT (information and communications technology or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning”. ICT (information and communications technology – or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning. “ICTs are often spoken of in a particular context, such as ICTs in education, health care, or libraries” (Abe &Adu, 2007). Concerns over educational relevance and quality coexist with the imperative of expanding educational opportunities to those made most vulnerable by globalization developing countries in general; low-income groups, girls and women, and low-skilled workers in particular. “Global changes also put pressure on all groups to constantly acquire and apply new skills”. The International Labor Organization defines the requirements for education and training in the new global economy simply as “basic education for all”, core work skills for all and “lifelong learning for all”. Information and communication technologies (ICTs) which include radio and television, as well as newer digital technologies such as computers and the Internet have been touted as potentially powerful enabling tools for educational change and reform. “When used appropriately, different ICTs are said to help expand access to education, strengthen the relevance of education to the increasingly digital workplace, and raise educational quality by, among others, helping make teaching and learning into an engaging, active process connected to real life. Information Communication Technology (ICT) covers also an extra focus on all forms of communication including telephony, mobiles etc. Information Technology (IT) refers to an en tire industry that uses computers, networking, software and often equipment to manage information. Ajisafe (2014) defined Information Communication Technology (ICT) as the technologies that help us record, store, process, retrieve, transfer and receive information. IT and ICT are dependent on each other (Asnafi, 2005). Information Technology (IT) can be considered as the convergence point for communication. It may also imply one-way communication, while Information Communication Technology (ICT) implies interaction between the user and the data. It can also be seen as a revolution that involves the use of computers, projector, internet and other telecommunication techniques in every aspect of human’s life. Pearson, Kinzer&Leu (2005) demonstrated positive effects of technology on both learning in a content area and learning to use technology itself. They study the potential of multimedia and hypermedia technologies. One study, the reporter project, used multimedia technology to enhance sixth-grade students, information gathering and writing skills. The reporter project was developed and tested in sixth grade classroom for two years and shown that students made statistically significant improvement in their recognition and the use of elements such as main ideas supporting details, and cause and effect relationships their writing was also more cohesive than their control-group peers who were taught using similar materials and sequences but without the use of ICT. IT and ICT have serious impact on teaching and learning of business studies. Technologies have changed the way people live, work and learn. The use of technology in education is one of the main challenges for NERDC and other stakeholders in the educational sector. Traditional methods of teaching business studies are no longer able to meet the needs of today’s learners. New technologies provide opportunities including the ability to tailor learning with various individuals.


1.2 Statement of the Problem

Educators are finding out that while ICT can provide a technical environment for constructivist learning to occur, there are needs to develop quality teaching and to sustain environment that will change and inspire students to learn (Aviram and Talmi, 2004). One of the problems of teaching and learning is the method of imparting knowledge to learners. The major difficulty in teaching of business studies has been the method by which the subject is customarily taught without regards to instructional materials. The pedagogical approach in imparting knowledge to learners has become inadequate to their needs. Bajah (1995) and Okeke (1986) found that science subjects has not been taught in Nigeria schools the way pupils can maximally benefits, as science instruments have mostly been teacher-centered. For the past two decades, science education has been facing a lot of difficulties which include poor performance of students in science subjects (Adeyegbe, 1992). Business Studies like other subjects, recorded poor students’ performance both in national and international examination (Akale, 1986). Many factors contributed to the poor performance of students in examination (Akale, 1986; Okebukola and Jegede, 1997). It is in view of this that the researcher intend to investigate the influence of ICT on the student academic performance in business studies in Alimosho LGA of Lagos state


1.3 Objective of the Study

The following are the objectives of this study:

  1. To examine the relationship between ICT usage and academic performance of student in business studies in Alimosh LGA of Lagos state.
  2. To examine the effectiveness of computer usage in teaching and learning process in business studies.
  3. To identify the disadvantages of computer usage in secondary schools.
  4. To examine whether ICT impact on students’ study habit in Alimosho.

1.4 Research Hypothesis

  1. H0: There is no significant relationship between ICT usage and academic performance of student in business studies in Alimosh LGA of Lagos state.
    H1: There is a significant relationship between ICT usage and academic performance of student in business studies in Alimosh LGA of Lagos state.
  2. H0: ICT does not have an impact on students’ study habit in Alimosho LGA of Lagos state.
    H2: ICT have an impact on students’ study habit in Alimosho LGA of Lagos state.

1.4 Significance of the Study

The outcome of this study aims at determining whether or not the use of computers or ICT has any significant influence on the academic performance of students in Alimosho LGA of Lagos state.

More over education is the bedrock of any society. Nigeria and Lagos as a developing nation needs a standard education that has available learning resources, that teachers can improvise learning resources easily and more often also where teachers and students utilize learning resources on a regular basis. It could be a guide line for incoming students and be educative to them when writing and studying similar problems in school.

This research will be a contribution to the body of literature in the area of the effect of personality trait on student’s academic performance, thereby constituting the empirical literature for future research in the subject area.


1.5 Scope and Limitation of the Study

The scope of the study covers the influence of ICT on the student academic performance in business studies in Alimosh LGA of Lagos state. But in the cause of the study, there are some factors that limited the scope of the study;

Time Constraint:

The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

Inadequate Materials:

Scarcity of material is also another hindrance. The researcher finds it difficult to long hands in several required material which could contribute immensely to the success of this research work.

Financial Constraint:

Insufficient fund tends 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).


1.7 Definition of Terms

ICT Literacy:

Literacy with Information and Communication Technology (LwICT) means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT safely, responsibly and ethically.

Information Literacy:

The United States National Forum on Information Literacy defines information literacy as “the ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively use that information for the issue or problem at hand.”

Computer Literacy:

Computer literacy is the ability to use computers and related technology efficiently, with a range of skills covering levels from elementary use to programming and advanced problem solving.

Academic Achievement:

Academic achievement or (academic) performance is the extent to which a student, teacher or institution has achieved their short or long-term educational goals.


1.8 Organization of the Study

This research work is presented in five (5) chapters in accordance with the standard presentation of research work.

  • Chapter one contains the introduction which include; background of the study, statement of the problem, aim and objectives of study, research questions, significance of study, scope of study and overview of the study.
  • Chapter two deals with review of related literature.
  • Chapter three dwelt on research methodology which include; brief description of the study area, research design, sources of data, population of the study, sample size and sampling technique, instrument of data collection, validity of instrument, reliability of instrument and method of data presentation and analysis.
  • Chapter four consists of data presentation and analysis while
  • Chapter five is the summary of findings, recommendations and conclusion.

Chapter Five


Summary, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to examine the influence of ICT on the student academic performance in business studies in Alimosho LGA of Lagos state.

In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of the use of ICT in teaching business studies in Alimosho LGA of Lagos state.


5.2 Summary

This study investigated the extent ICT enhance the teaching and learning of business studies, ICT tools used by teacher and its accessibility, teachers’ perception about the ease and usefulness of ICT. The study should that respondents are of the view that ICT enhancing teaching and learning and enhancing teaching and learning and enhancing comprehensibility through learner control and multimedia innovations. Result also showed that respondents were positive that ICT can make lesson more interesting. Video materials online can be enhanced with full captions, key word captions, and speech slowdown, allowing the readers or students more easily digest the information. It had been also revealed from the study that ICT provide meaning authentic communication opportunities. The entrance of ICT into vocational subjects had led to the review of educational program and teaching methods from the result, it appears that measures need to be put in place for proper utilization of computer technology in the school. The growth of ICT has had a profound impact on upper Basic Education.


5.3 Conclusion

Instructional strategies that teachers employ in teaching science subjects at secondary school level have significant effects on students’ achievement. The findings of the present study showed that better performance in business studies can be achieved through the use ICT instructional packages. Male and female students were affected positively and equally by the use of ICT instructional packages in teaching business studies. This showed that the ICT is not gender dependent. The use of ICT for teaching and learning in our schools should be encouraged. Therefore, computer instructions should be made compulsory for teachers and students in all levels of our educational systems.


5.4 Recommendations

The following recommendations are made:

  1. Curriculum planners should enforce/inoculate the use of ICT and computer education/training into school curricula
  2. Educators should continue to lay more emphasis and implement the concepts of educational technology as a means of enhancing the quality of education.
  3. Federal government should fully implement ICT literacy at all levels of education in Nigeria.
  4. In-service training should be given to teachers on educational technology particular on the production and use of computerized instructional materials.
  5. There is need for government and non-governmental organizations to organize seminars, workshops, conferences as well as in-service training for teachers on methodology of teaching so as to be able to compare and contrast effects of different methods of teaching on students’ achievement. 6. Schools should be equipped with computer and internet facilities and other necessary instructional packages like slide and video presentations. 7. Emphasis should be placed on making learning to be a learner-centered affairs as well as teaching for meaningful learning.

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