Integrating ICT Into Various Subjects At The Senior Secondary Level Of Education (A Case Study Of Some Selected Private Secondary Schools)

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Integrating ICT Into Various Subjects At The Senior Secondary Level Of Education (A Case Study Of Some Selected Private Secondary Schools)


Abstract


This study was designed to investigate the integrating of ICT into various subjects at the senior secondary level of education specifically private secondary schools. To achieve this aim, five (5) research questions was used to guide this study. Data was collected through the use of questionnaire. The questionnaire was administered to two hundred (200) students and ten (10) teachers in the selected private secondary schools.

Data analysis was carried out using simple percentage. Finding revealed that most private secondary schools have succeeded in integrating ICT into various subjects. However, it is recommended that there should be regular monitoring of schools for effective implementation of the use of ICT tools in the classroom and also, the teachers in rural areas should be encouraged to improve themselves on the use of ICT tools.


Chapter One


Introduction

1.1 Background of the Study

Quality education is a key concern as a means of preparing learners for the knowledge economy. ICT integration is described as the means of using any ICT tool such as Internet, e-learning technologies and CD ROMs to assist teaching and learning. Use of Information Communication Technologies (ICTs) in education has been reported to result in many learning benefits though it is quite demanding. ICTs in this study include the computer, the internet and CD ROMs. Enough preparation must be put in place for ICT integration in education to succeed. It requires keen planning, effective teacher preparation and sustained regular teacher professional support and visionary leadership that recognize the need to prepare the learners to live and work in the technological world of the 21st century. It also requires a teachers’ attitude that is adaptive to change and appreciation of the fact that in many ways modern technology enriches pedagogies. To achieve that, teachers might also require training and sustained professional development. Use of ICTs also demands teacher creativity, innovativeness hard work. This is because teachers would have to search the web for relevant material which they would customize for use in class to meet learner’s individual needs. The innovation also demands costly infrastructure to be in place, facilities, resources policy, professional support, secure storage and maintenance. In order to appropriately integrate ICT for improved education quality both technology and pedagogy must be addressed in the aspect Koehler calls Technological pedagogic Content Knowledge (TPACK). Inappropriate use of technology in education can lead to negative effects and that should be avoided. On the other hand effective use of ICTs as teaching learning resources has been associated with significant increase in students’ achievement. Students gain confidence as they get engaged by their teachers and sometimes work together with teachers as co workers in attempt to solve some technological problems. The students also get engaged in activities of searching the web, solving problems and conducting other class activities with aid of technology which they find exciting and complete their own learning tasks which they sent back to the teacher through email. Effective use of ICTs as teaching learning resources has been found to significantly increase students’ achievement. Use of ICT integration also promotes students critical thinking and problem solving skills needed in life. However many developing countries, Nigeria included, have found use of ICT in education an uphill task despite the government’s demonstrated willingness to support the venture. News in a local daily that a little unknown public secondary school in Nigeria had made efforts to integrate ICT in curriculum delivery helped the researcher to identify a case that would reveal teachers motivation to integrate ICT in curriculum delivery. It raised the researcher’s curiosity to establish the major influences of the schools ‘efforts to make the reported achievements. The main aim of the study was to confirm whether the school was integrating ICT in education and also to establish the motivation of the ingenious undertaking. This study therefore investigated integrating ICT into various subjects at the senior secondary level of education. The experience is useful in students’ life in a technology enriched environment that is anticipated and has already been experienced.


1.2 Statement of the Problem

There are many new changes and challenges that teachers face, and are required to adapt to. Included in this are a more modern and westernized approach from schools; new methods of teaching and learning, an increase in student numbers, and (most importantly) an explosion in the development of teaching with ICT. All of this means teachers need to update their knowledge and skills to develop the educational process in the classroom. With the advent of a new philosophy towards ICT and its role in education, a wide body of research has developed investigating the role of ICT and its effect in developing an interactive education environment. Many of these studies have provided evidence of the significant contribution that ICT makes to improving methods of teaching and positively impacting the learner (Kennewell and Beauchamp, 2007). However, many of these studies have been limited to investigating the impact of ICT on learners. There is substantially less research which focuses on the role which ICT plays in creating and promoting a more interactive educational environment, as part of teaching and learning. The presence of ICT in the interactive educational environment can help to develop thinking skills and make classrooms an environment for educational growth. ICT also helps students to develop new thinking skills which may transfer to different situations which may require analysis and comprehension skills, and consequently critical skill development (Al Hudhaifi and Al Dughaim, 2005). This again was a motivation for the study; to investigate the integrating ICT into various subjects at the senior secondary level of education


1.3 Objective of the Study

The objectives of the study

  1. To investigate the difference that ICT makes to teaching and learning in private schools
  2. To explore how ICT affects teachers‟ confidence in the classroom.
  3. To investigate the advantages and disadvantages of using ICT in the classroom for teachers and students in private schools.
  4. To examine the teaching and ICT contributions to improving attainment – notably students‟ perception of their attainment.

1.4 Research Hypotheses

For the successful completion of the study, the following research hypotheses were formulated by the researcher;

  1. H0: there is no difference that ICT makes to teaching and learning in private schools.
    H1: there is difference that ICT makes to teaching and learning in private schools.
  2. H02: teaching and ICT do not contribute to improving attainment notably students‟ perception of their attainment
    H2: teaching and ICT contributions to improving attainment notably students‟ perception of their attainment

1.5 Significance of the Study

It is considered that the research is potentially of considerable importance, for a number of reasons:

  1. It will help to support policy makers in the Ministry of Education in Nigeria and also teachers in developing ICT use within schools.
  2. It will provide an opportunity to compare the views of teachers, students, and policy-makers on ICT use in Nigeria schools.
  3. It will support educational administrators and policy makers in choosing the appropriate methods of managing changes associated with ICT use in the educational system in Nigeria.
  4. It will be considered to be the first study in Nigeria which takes into consideration the different aspects of the application of ICT in the educational system.

1.6 Scope and Limitation of the Study

The scope of the covers integrating ICT various subjects at the senior secondary level of education: a case study of some selected private secondary schools.The researcher encounters some constrain which limited the scope of the study;

a) Availability of Research Material:

The research material available to the researcher is insufficient, thereby limiting the study

b) Time:

The time frame allocated to the study does not enhance wider coverage as the researcher has to combine other academic activities and examinations with the study.

c) Organizational Privacy:

Limited Access to the selected auditing firm makes it difficult to get all the necessary and required information concerning the activities


1.7 Definition of Terms

Integrating:

Indicating the mean value or total sum of a measured quantity

Subject:

A person or thing that is being discussed, described, or dealt with.

Senior Secondary:

The senior secondary years are the years of later adolescence corresponding to the later part of secondary education. Although definitions vary, the senior secondary years are sometimes defined as being from approximately age 15 to age 18


1.8 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, Conclusion and Recommendation

5.1 Introduction

It is important to ascertain that the objective of this study was to ascertain integrating ICT into various subjects at the senior secondary level of education. 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 integrating ICT into various subjects at the senior secondary level of education


5.2 Summary

This study was on integrating ICT into various subjects at the senior secondary level of education: a case study of some selected private secondary schools. Four objectives were raised which included: To investigate the difference that ICT makes to teaching and learning in private schools, to explore how ICT affects teachers‟ confidence in the classroom, to investigate the advantages and disadvantages of using ICT in the classroom for teachers and students in private schools, to examine the teaching and ICT contributions to improving attainment notably students‟ perception of their attainment. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected private secondary schools in Uyo local government of Akwa Ibom state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals,vice principals administration, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies


5.3 Conclusion

It came out clear that the studied school was integrating ICT in instruction which benefited both teachers and learners. The greatest motivation for integration of ICT in education was found to be the teachers’ desire to teach better. School supportive leadership played a second leading role


5.4 Recommendation

It was recommended that schools need to integrate ICT in education which is the way so far viable to prepare learners to operate in the modern knowledge economy which is expected to further advance in future. Schools should play a leading role to implement ICT at the school with self help initiative. Teachers should show initiative and the school leadership should support and create an enabling teaching learning environment for teachers and students. The philosophy of pulling resources together and self help could be applied and further source support from alumni and other well wishers to facilitate ICT integration in education at school level. The government should support schools more by ensuring that they access electricity and internet connectivity. The parents and the community should also be supportive. There is a lot other schools could emulate from the studied secondary school. Future study should investigate specifically impact of ICT integration in students, performance of the subjects the teacher participants study, teach and means of incorporating parents and local community to support ICT integration in instruction.


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