The Impact Of Information And Communication Technology On Pupil’s Communication Skills

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The Impact Of Information And Communication Technology On Pupil’s Communication Skills


Abstract


This study was carried out on the Influence of Information and Communication Technology on Pupils’ Communication Skills using primary school in Oshogbo Local government in Osun State as a case study. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of teachers of selected primary schools in Oshogbo Local Government Area. In determining the sample size, the researcher purposefully selected 53 respondents and 50 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. The result of the findings reveals that ICT tools are not adequately available for teaching and learning of speaking skills in primary schools. The study also revealed that the level to which teachers and pupils in primary schools uses ICT tools in teaching and learning speaking skills is low. Therefore, in order to facilitate the integration of ICT into language learning, the following should be put in place: Constant/regular supply of electricity, Teaching of computer course in schools, Encouragement of Research and Development Centers on ICT, Provision of computers in schools for learners and laptops for teachers of English language, Recruitment of competent instructors, Regular computer training and re-training for language teachers, Provision of internet facilities in schools and Government should develop policies and programmes that enhance the development of ICT in schools and the country as a whole. To mention but a few.


Table of Content


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 Significance of the Study
  • 1.6 Scope of the Study
  • 1.7 Limitation of the Study
  • 1.8 Definition of Terms

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

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 Study

Teaching is becoming one of the most difficult occupations in our current world, where the expansion of information necessitates the use of Information and Communication Technology (ICT) (Bakkabulindi, 2017). ICT has quickly become one of the fundamental pillars of contemporary civilization. Understanding ICT and its fundamental ideas is now seen as a fundamental component of education in many nations (UNESCO, 2002). To emphasize the significance of ICT in fostering economic growth and development, the Nigerian government has formed a Ministry of Communication Technology and a National Information Technology Development Agency. Observers and advocates of ICT hypothesize that our usage of more sophisticated and enabling technologies will continue, to the degree that technology literacy will become a fundamental prerequisite for our professional, social, and private life.

The National Council for Curriculum and Assessment of the United Kingdom (2004) emphasizes that as the rate of technological advancement continues to quicken, students in our primary schools will live in a world where ICT is increasingly integrated into their everyday life. Computers are not a new thing in education. During the 1990s, a greater emphasis was placed on expanding the use of computer technology in the classroom, and not simply by enthusiasts. Not only education departments, but also parents and the business sector are placing increasing emphasis and pressure on the implementation of technology in the classroom (Pelgrum, 2021). The Internet is one of the most significant aspects of the technology or digital era that is very relevant to education. Hargittai (2019) describes the Internet as a technically and functionally interconnected global network of computers and people.

Students’ playfulness can be stimulated by technology, which immerses them in a range of circumstances. Technology provides students with chances for self-directed activities, self-paced interactions, privacy, and a secure environment in which errors are addressed and detailed feedback is provided (Pelgrum, 2021). A machine’s capacity to identify failures and promptly connect students to activities that target those flaws adds to the usefulness of machine-generated feedback. Emerging research demonstrates the significance of qualitative software feedback. The use of headphones in the laboratory piques the students’ interest in the material and encourages them to repeat it repeatedly, as opposed to feeling bored (Musisi, Nansozi, Muwanga, and Nakanyike, 2020) Software is available to help students improve their communication abilities. By combining appropriate software via computers, the students will play it repeatedly with their own interest and strive to develop their speaking abilities, which are most important in today’s ICT-driven environment.

Speech recognition software may translate uttered words into machine-readable input, so aiding in the improvement of children’ speaking abilities. The technology identifies the correctness of what was read and then provides positive reinforcement. As the user’s speaking ability increases, the technology reads less text, allowing the student to read more. This program also analyzes and offers scores for grammar, pronunciation, and understanding, as well as the right forms; for instance, if a student mispronounces a word, the learning tool may quickly identify and assist in correcting the error. Due to the fact that distance learners do not have an instructor who corrects their speech, this gadget can aid in the improvement of their speaking abilities.

In addition, ICT is considered as a collection of technologies that may be utilized to process, acquire, and get access to information and communication services and goods. The services and goods may include hardware and software; the Internet, telephones/mobile telephones, telefax, typewriter, calculators, radios, TVs, and industrial hydraulic equipment, among others. According to Bakkabulindi (2002), ICTs fall into two major categories: ICTs for converting or processing data into information, such as adding machines, calculators, typewriters, and computers; and ICTs for communicating data and/or information from one location, such as telegraph, telephone, telefax, and computer networks. These devices provide the opportunity for an interactive approach. The interaction between the user and these devices is referred to as interaction. ICT also refers to these devices’ availability, accessibility, and usability. Accessibility refers to the degree to which these ICT resources are readily accessible to the greatest number of individuals feasible. User-ability refers to the students’ and instructors’ capacity to utilize these resources to achieve defined objectives.

According to Ayodele (2022), the effective use of ICT in teaching and learning is contingent on the availability of these resources and the instructors’ capacity to employ them. Observations indicate that there are few working ICT facilities in the majority of public elementary schools in Lagos state, which hinders the capacity of teachers to utilize them for teaching and learning. Ineffective usage of ICT facilities for teaching and developing communication skills in Yobe state is further hindered by insufficient computer-literate instructors, unreliable power supply, and inadequate budget. Therefore, it is necessary to solve these issues by providing instructors with the necessary ICT resources and training to utilize them effectively in the teaching and learning process. To use and develop ICT products that assist the teaching and learning of communication skills, instructors and students must display great cognitive flexibility (Jacobson, & Coulson, 2021).


1.2 Statement of Problem

The learning of pupil is important to any discussion of academic performance. ICTs provide educational institutions and other organizations with the possibility to leverage and assist the teaching and learning process using technology. Ikeokwu (2022) observed, however, that despite the extensive promotion of ICT as an aid to teaching and learning, investment and donation of ICT equipment to primary schools still face the challenge of transforming pupils’ learning processes as well as to equip them with the skills to function effectively in a dynamic, information-rich, and constantly changing environment.

Bizarrely, if this issue is not resolved, investment in the development of ICT in elementary schools will be wasted, and the quality of teaching and learning would degenerate. This may prevent the primary school from achieving its objective of preparing students for a workforce that is increasingly dependent on ICT-assisted knowledge creation and distribution. In light of this disparity, it is necessary to investigate the impact of availability, accessibility, and usefulness of ICT resources on the speaking abilities of students.


1.3 Objectives of the Study

The main purpose of this study is to investigate the Influence of Information and Communication Technology on Pupils’ Communication Skills.

Specifically, the study aimed at the following:

  1. To investigate the level of availability of ICT tools in teaching and learning of speaking skills in primary schools.
  2. To investigate the level of use of ICT tools in teaching and learning speaking skills.
  3. To examine the challenges facing the implementation of ICT facilities in primary school in Badagry Local Government Area.

1.4 Research Questions

Answers were sought to the following research questions

  1. To what extent is ICT tools available for teaching and learning of speaking skills in primary schools?
  2. To what extent are the teachers and pupils in primary school use ICT tools in teaching and learning speaking skills?
  3. What are the challenges facing the implementation of ICT facilities in primary school ?

1.5 Significance of Study

The manner in which we deploy ICT, guided by study results, will be crucial to the development of high-quality communication skills in our students. To encourage critical thinking and metacognition, the Internet may be utilized to establish learning settings where students are permitted to explain and defend their ideas, beliefs, and conclusions. This study is extremely beneficial since it will aid in examining the nature of student performance in communication skill classrooms. The research will establish the connection between the effective use of ICT tools by English teachers and student achievement. Without equivocation, the research will also identify tried and true methods for enhancing performance. Without a doubt, the findings of this study will also be of great use to education policy makers and the government. The research will help the government to enhance funding for school infrastructure, particularly ICT devices, so that instructors have sufficient ICT resources for teaching and learning.


1.6 Scope of the Study

The scope of this study borders on the Influence of Information and Communication Technology on Pupils’ Communication Skills. The study is delimited to selected primary school in Oshogbo Local government in Osun State.


1.7 Limitation of the Study

Like in every human endeavor, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject, owing that it is a new discourse. The researcher incurred more financial expenses and much time was required 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 covering only academic libraries in Oshogbo Local Government in Osun State. Thus, the findings of this study cannot be used for generalization for primary schools in other states within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work, which will impede maximum devotion to the research. However, despite the constraints encountered during the research, all factors were downplayed in order to give the best and make the research successful.


1.8 Definition of Terms

Communication Skill:

Is the ability to convey information to another effectively and efficiently

Speaking Skill:

Is the ability to convey information to another effectively and efficiently

Tools:

These are materials used in teaching and learning processes

Integration:

This is the act of making use of two variables.

ICT knowledge:

This is the ability to apply the knowledge in the Information and communication technology field.

Hardware:

These are the physical equipment in the computer system.


Chapter Five


Summary, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings into the Influence of Information and Communication Technology on Pupils’ Communication Skills using primary school in Oshogbo Local government in Osun 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 influence of Information and Communication Technology on Pupils’ Communication Skills using primary school in Oshogbo Local government in Osun State as a case study. The study specifically was aimed at investigating the level of availability of ICT tools in teaching and learning of speaking skills in primary schools; investigate the level of use of ICT tools in teaching and learning speaking skills; and examine the challenges facing the implementation of ICT facilities in primary school in Oshogbo Local Government Area.

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 respondents are teachers of selected primary schools in Oshogbo Local Government Area.


5.3 Conclusions

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

  1. ICT tools are not adequately available for teaching and learning of speaking skills in primary schools.
  2. The level to which teachers and pupils in primary schools uses ICT tools in teaching and learning speaking skills is low.
  3. The challenges facing the implementation of ICT facilities in primary school are Inadequate provision of funds, high cost of maintenance, lack of adequate technical support, limited accessibility and network connection, and lack of teachers’ competency.

5.4 Recommendations

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

  1. There is need for adequate implementation of ICT tools in primary schools is very necessary, and teachers of languages should be aware of the use of ICT tools to reach a successful teaching and learning process.
  2. In order to facilitate the integration of ICT into language learning, the following should be put in place: Constant/regular supply of electricity, Teaching of computer course in schools, Encouragement of Research and Development Centers on ICT, Provision of computers in schools for learners and laptops for teachers of English language, Recruitment of competent instructors, Regular computer training and re-training for language teachers, Provision of internet facilities in schools and Government should develop policies and programmes that enhance the development of ICT in schools and the country as a whole.

The Impact Of Information And Communication Technology On Pupil’s Communication Skills


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