Relationship Between Teacher’s Factors And Use Of ICT In Teaching And Learning Of Vocational Education (A Case Study Of Industrial Technology Education In Micheal Okpara University Of Agriculture Abia State)

Project and Seminar Material for Vocational Education

Relationship Between Teacher’s Factors And Use Of ICT In Teaching And Learning Of Vocational Education (A Case Study Of Industrial Technology Education In Micheal Okpara University Of Agriculture Abia State)


Abstract


This study focused on the relationship between teacher’s factors and use of ICT in teaching and learning of vocational education (a case study of industrial technology education in Micheal Okpara university of Agriculture Abia state). The study is was specifically focused on establishing the influence of teacher’s demographic factors (age, gender and level of education) on ICT integration in teaching and learning of vocational education; determining the influence of teacher’s attitude on ICT integration in teaching and learning of vocational education, investigating the influence of teacher’s subject specialization on ICT integration in teaching and learning of vocational education, establishing influence of teacher’s level of training on ICT integration in teaching and learning of vocational education and establishing the influence of teacher’s experience in teaching on ICT integration in teaching and learning of vocational education. The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff of of industrial technology education in Micheal Okpara university of Agriculture Abia state.


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 to the Study

The 21st Century education uses technique encouraging students in ways not previously possible, creating new learning and teaching possibilities, enhancing achievements, enhancing child centre education, and extending global interactions by way of access to educational information on a larger scale than hitherto known before. No doubt, Information and Communication Technology in education has been influencing changes in techniques of teaching and learning and vocational education programme in Nigerian universities should not be an exception because of its focus on acquisition of employable skills (Lucas and Milford, 2009; Eghonghon and Ndama, 2012) for self-reliance and productive living. According to National Policy on Education, (NPE), (Federal Republic of Nigeria, 2004), vocational education is an aspect of the total education programme offered in tertiary education levels in Nigeria to prepare students for careers in business. Thus, its aim is providing adequate general education, career specific and technical education needs at specific levels and in addition prepare youths for work (Lambrecht 2012; Udoye and Ndum, 2013; Okolocha and Onyeneke, 2013). In essence, it is that aspect of education that develops occupational skills that are capable of meeting the changing societal needs for self reliance as well as for socio-economic development.


1.2 Statement of the Problem

Many schools have access to computers courtesy of the various government spear-headed initiatives, development partners and individual schools. However, the pace of ICT usage in Nigerian universities has not been fast enough. University teachers particularly those in the north are still rooted in the traditional instructional forms and as a result they are not making the necessary efforts to use ICT in teaching of vocational education (Jones, 2001).

There are many efforts that have been made by the government of Nigeria to improve usage of ICT in various subjects. This includes initiatives such as in-servicing of teachers through workshops organized by various stakeholders in the Ministry of Education. Besides, the government through the Ministry of Education has put in place initiatives to facilitate usage of ICT in teaching and learning. For instance, the Intel-Teach Getting Started Course, which aims at developing teachers‟ basic computer skills, usage of ICT in teaching and the 21st Century approaches into teaching.

Although many public schools, among them schools in the north have received computers, their use in the classroom level is limited due to issues affecting usage (Yusuf & Yusuf, 2009) hence the need for the study to look into the teacher factors influencing usage of ICT in teaching of vocational education in public universities in plateau, Nigeria.


1.3 Objectives of the Study

The main objective of this study is to investigate the relationship between teacher’s factors and use of ICT in teaching and learning of vocational education (a case study of industrial technology education in Micheal Okpara university of Agriculture Abia state).

  1. To establish the influence of teacher’s demographic factors (age, gender and level of education) on ICT integration in teaching and learning of vocational education.
  2. To determine the influence of teacher’s attitude on ICT integration in teaching and learning of vocational education.
  3. To investigate the influence of teacher’s subject specialization on ICT integration in teaching and learning of vocational education.
  4. To establish influence of teacher’s level of training on ICT integration in teaching and learning of vocational education.
  5. To establish the influence of teacher’s experience in teaching on ICT integration in teaching and learning of vocational education.

1.4 Research question

  1. What is the influence of teacher’s demographic factors (age, gender and level of education) on ICT integration in teaching and learning of vocational education ?.
  2. What is the influence of teacher’s attitude on ICT integration in teaching and learning of vocational education ?
  3. What is the influence of teacher’s subject specialization on ICT integration in teaching and learning of vocational education ?
  4. What is the influence of teacher’s level of training on ICT integration in teaching and learning of vocational education ?
  5. What is the influence of teacher’s experience in teaching on ICT integration in teaching and learning of vocational education ?

1.5 Research Hypothesis

Ho1: There is no statistically significant relationship between teacher’s demographic factors (age, gender and level of education) and ICT incorporation in teaching and learning of vocational education.

Ho2: There is no statistically significant relationship between teacher’s attitude and ICT integration in teaching and learning of vocational education.

Ho3: There is no statistically significant relationship between teacher’s subject specialization and ICT integration in teaching and learning of vocational education.


1.6 Significance of the Study

This study generated information on the relationship between usages of ICT and teacher factor in teaching of vocational education in universities. Information Communication Technology (ICT) is recognized as one of the key pillars of education and training in the Sessional Paper No. 12 of 2012 (Reforming Education and Training Sectors in Nigeria), and this information would assist the Ministry of Education (MOE) to understand why there is need to develop appropriate ICT strategies for tertiary institutions in Nigeria. The findings of this study was useful to the teachers of vocational education to assist them in re-evaluating their styles of teaching and therefore make necessary adjustments as they are the key implementers of the curriculum. The findings of this study was also useful to curriculum planners and developers at the Nigeria Institute of Curriculum Developers (KICD) to sensitize them on the need to in-service courses for teachers of vocational education in line with the revised curriculum.
The information for this study was useful to the Ministry of Education (MoE) officers when planning for INSET programmes for university lecturers of vocational education. The suggested solutions assisted both the head teachers and teachers of vocational education to foster usage of ICT in teaching. This had an impact on curriculum development and teacher training colleges to offer ICT courses to the teachers that aim at


1.7 Scope of the Study

The study will analyze the relationship between teacher’s factors and use of ict in teaching and learning of vocational education (a case study of industrial technology education in Micheal okpara university of Agriculture Abia state). The study is limited to some selected Students in Micheal Okpara university of Agriculture Abia state. Hence, the respondents for this study will be obtained from and among Micheal Okpara university of Agriculture Abia state students in the study area.


1.8 Limitation of the Study

In the course of carrying out this study, the researcher experienced some constraints, which included time constraints, financial constraints, language barriers, and the attitude of the respondents. However, the researcher were able to manage these just to ensure the success of this study.


1.9 Definition of Terms

  1. Information communication technology refers to a wide range of software technology components such as computer, telecommunication, internet, video and digital cameras that can be used by teachers to support their work (Wikipedia).
  2. ICT usage refers to a range of learning environments from a stand-alone computer in a classroom to a situation where the teaching is done by the computer through pre-packaged “teacher-proof courseware” (Laferriere, 1999).
  3. ICT Integration: alludes to the use of technology in communication, data processing and storage to impart knowledge and assist in teaching and learning
  4. Demographic Factors: refers to personal characteristics that are used to collect and evaluate data on people in a given population.
  5. Teacher Characteristics: refer to feelings, thoughts and reactions teachers develop in regard to and innovation that is relevant to their job. These teacher characteristics are veiled and deeply entrenched in day to day activities (Ertmer 2005)
  6. Teaching Experience: refers to the teachers’ knowledge or mastery of subject content gained with time through involvement in or exposure to it.

1.10 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, Conclusions and Recommendations:

5.1 Introduction

This chapter summarizes the findings on the relationship between teacher’s factors and use of ICT in teaching and learning of vocational education (a case study of industrial technology education in Micheal Okpara university of Agriculture Abia state). The chapter consists of summary of the study, conclusions, and recommendations.


5.2 Summary of the Study

In this study, our focus was on the relationship between teacher’s factors and use of ICT in teaching and learning of vocational education (a case study of industrial technology education in Micheal Okpara university of Agriculture Abia state). The study is was specifically focused on establishing the influence of teacher’s demographic factors (age, gender and level of education) on ICT integration in teaching and learning of vocational education; determining the influence of teacher’s attitude on ICT integration in teaching and learning of vocational education, investigating the influence of teacher’s subject specialization on ICT integration in teaching and learning of vocational education, establishing influence of teacher’s level of training on ICT integration in teaching and learning of vocational education and establishing the influence of teacher’s experience in teaching on ICT integration in teaching and learning of vocational education.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 100 responses were validated from the enrolled participants where all respondent are staff of of industrial technology education in Micheal Okpara university of Agriculture Abia state.


5.3 Conclusions

With respect to the analysis and the findings of this study, the following conclusions emerged;

The first objective was to determine the influence of teacher’s demographic aspects (age, gender and extent of education) and ICT merger in teaching and learning of vocational education. In regard to age, the study concluded that, age of teachers influences the integration of ICT in teaching. This was based on the fact that, teachers aged below 30 years were more desirable to combine ICT in teaching than the ones over thirty years. Thus, to bridge the difference between the age brackets, there is need for more training, increased exposure and sensitization to deflect the negative attitude and the use of incentives.

With respect to gender as the second demographic factor, it was concluded that, female teachers lagged behind in integrating ICT in teaching.

In regard to extent of education, the study concluded that the measure of education influences integration of ICT in teaching. This is because to the reality of teachers who are holders of masters are all at higher level of competence in ICT merging in teaching.

With regard to the second aim which was establishing the influence of teacher’s attitude on teaching ICT integrated in teaching and learning of vocational education, it was concluded that teachers had a perceived attitude in integrating ICT although not all embraced it, because the younger teachers were more receptive and adopted ICT much more easily compared to the older teachers. Mitigation measures should be taken especially on the long serving teachers to change their attitude and also make it easy for them to use through training.

The third aim sought to investigate the influence of teacher’s subject specialization in the combination of ICT for teaching. This study concluded that subject specialization doesn’t influence combination of ICT in teaching though particular subject content demanded the utilization of Information communication technologies in classes such as computer lessons and Sciences subjects. Test results on significance of influence of teaching subjects on integration of ICT reveal no significant relationship which implies that teachers of all subjects have significant opportunity for integrating ICT in its teaching

With regard to influence of teacher’s level of training on ICT combination for teaching and learning of vocational education. In-service training was cited as of paramount importance in equipping teachers with extra knowledge on integration of ICT. Concerning the measure of training in ICT programmes, the study concluded that more frequent trainings on ICT programme especially power point presentation would improve the competencies applicable in ICT teaching. Training of Power Point application increases ICT incorporated teaching.

With reference to influence of span of teaching experience on ICT incorporation in teaching and learning of vocational education, this study concluded that the years of teaching experience in teaching service had no direct impact on ICT merger in teaching. This was evidenced by the fact that the teachers with of 0-10 span of experience in the teacher profession were the higher number with higher levels of competence; average, advanced and expert levels while those with 31 years and above, were the majority in the lower levels of competence.


5.4 Recommendation

Based on the findings the researcher recommends that;

Focused on the study findings, the researcher makes several recommendations; the government should empower teachers through training preferably on the job training to equip all in ICT competencies. This training should be done in a way to ensure teachers of the same age bracket are trained together so as to meet their individual differences.

There is need for clear policy guidelines and effective commitment to training of teachers in use of subject specific equipment in ICT integration in teaching especially to female teachers. Such a policy must have clear and positive incentives for participation.

More sensitization workshops are needed to deflect the negative attitudes and also increase appreciation of ICT incorporation in teaching by teachers. This can be organised by the Ministry of Education (MOE).


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