Relevance Of Information And Communication Technology On Quality Education In Osun State Nigeria
Relevance Of Information And Communication Technology On Quality Education In Osun State Nigeria
Abstract
This study was carried out to examine the relevance of information and communication technology on quality education in Osun state Nigeria. The study was carried out to ascertain whether ICT has the potentials to improve the quality of education in Nigeria, ascertain the extent ICT is adopted in Nigerian tertiary institutions, identify the role of ICT in Promoting Quality Education in Nigeria and find out the factors affecting the effective use of ICT in Nigerian tertiary institutions. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of ICT lecturers of Osun State University, Osun State, Nigeria. In determining the sample size, the researcher conveniently 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. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals ICT has the potentials to improve the quality of education in Nigeria. The study also revealed that the roles of ICT in Promoting Quality Education in Nigeria includes: restructuring education system, diversifying teaching-learning methods and practices, engaging all stakeholders of education and adapting rapidly to changes in society and the environment and enhancing education efficiency, effectiveness, and productivity. Therefore, it is recommended that the school management should as a matter of urgency put more ICT facilities and equipment in providing solutions to specific problems of curricula. 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
Education in Nigeria has severally been adjudged to be failing. The quality and standard of education in Nigeria have witnessed a continuous drop in the last few decades. This trend has reached an alarming state with youths migrating in their thousands and/or million to other parts of the world in search of quality education. Arresting this ugly situation is critical as this begins to have negative consequences on the economy and in serial manifestations of national security. By implications, the trend, if unchecked is capable of grounding the nation as was the saying that “if you want to kill a nation kill her education system.
Several authors have suggested diverse solutions and ways out of the falling standard of education and national insecurity. Olumzy (2019) opined that reviving the educational system lies in the hands of the government at all levels, which are expected to restructure the education system with the right investments. According to life Learners Academy (2018), improving the quality of education involves the use of Information Technology. The use of ICT facilities, they skills and ability and as an improvement over the quality of education. It seems that with the explosive innovations in Information and Communication Technology (ICT), utilizing various ICT tools and facilities in the educational system would have a great impact on improving the quality. It is against this background that the paper sought to determine the roles of ICT in promoting quality education and by extension improving national security.
Information Communication Technology (ICT) is considered as a key factor for economic growth and social wealth (World Bank, 2004). Thus, educational institutions around the world have been undergoing fundamental changes to meet the demands of the knowledge, society and ICT has been functioning as a catalyst for this educational reform (McDonald& Ingvarsore, 1997; Collins, 1991) cited in Yildirim (2007). Variables involved in the use of ICT in education include objectives, the availability of technologies, applications and content as well as teachers’ capacities (UNESCO, 2011). These are defined as combinations of competencies, motivation and the characteristics of teacher’ working environments. According to Ogunniran, Odujobi and Afe (2016) citing Wong (2015) stated that the advancement of ICT in the past decade has had a great impact on education and research shows that ICT can potentially benefit teaching if used properly. In support of this, Torruam and Abur, (2013) has no doubt that ICT had changed the face of teaching and learning globally. In the same vein, Karamani and Haveri (2012) professed that in realizing the process of teaching and learning through ICT, can be achieved inner alia through some factors such as infrastructure relevant to technologies and preparation accompanied by training of human resources that will work with the technology. They further stated that technology has driven the way teachers teach. The National Policy on Education (FRN, 2013) focuses more on the need of ICT at all Nigerian educational levels.
Ogunniran et al (2016) citing Ogunsola (2005) opined that Information Communication Technology is an electronic based system of information transmission, reception, processing and retrieval which drastically changed the way we think and the environment we live. ICTs are information usage tools that are used for the production, storage, processing, distribution and exchanging of information. Many different information tools work together, and merge to make a networked world-which gets into every part of the world (UNDP. Evaluation Office, 2001). Cox, Preston and Cox (1999) elucidates that constant use of ICT by teachers in their learning, and which were also seen to be of main importance to these teachers in their teaching will make teaching easier for them. Obahiagbon and Otabor (2014) citing Adeyemi and Olaleye (2010) stated that information and knowledge changes rapidly hence teaching and learning process as well as school management has to change. They opined that the use of ICT can potentially improve education quality, expand learning opportunities and make education accessible.
In the same vein, Yusuf and Onasanya (2004) stressed that ICT provides opportunities to communicate with one another through e-mail, chat room and other facilities. It provides quicker and easier access to more extensive and current information. They further stated that ICT can also be used to do complex tasks as it provides researchers with a steady avenue for the dissemination of research reports and funding. Thierer (2000) also agreed that experts in the field of education maintained that if ICT is properly use, it will influence to a great deal in improving quality of teaching in the educational sector generally compared to the traditional method of teaching.
1.2 Statement of the Problem
Information, Communication and Technology (ICT) is an invaluable intervention of this modern time (Yusuf, Afolabi and Loto, 2013) as well as an indispensible tool for education in the contemporary world. It is loaded with potentials that are influential in bringing about changes in ways of teachings. However, this potential may not be easily realized as Prasad et al (2015) underlined when they stated that “problems arise when teachers are expected to implement changes in what may be well adverse circumstances (p.61). Due to this, only few teachers and learners incorporate ICT tools into their routine methodology of teaching and learning. Nigeria as a nation is yet to take full advantage of the possibilities of ICT-driven education (Idowu and Esere, 2013). hence this study seeks to examine the relevance of information and communication technology on quality education in Osun State Nigeria.
1.3 Objectives of the Study
The main aim of this study is to examine relevance of information and communication technology on quality education in osun state Nigeria. Other aims of this study are:
- Ascertain whether ICT has the potentials to improve the quality of education in Nigeria.
- Ascertain the extent ICT is adopted in Nigerian tertiary institutions
- Identify the role of ICT in Promoting Quality Education in Nigeria.
- Find out the factors affecting the effective use of ICT in Nigerian tertiary institutions
1.4 Research Questions
The following research questions will be answered in this study:
- Does ICT has the potentials to improve the quality of education in Nigeria?
- What is the extent ICT is adopted in Nigerian tertiary institution?
- What are the roles of ICT in Promoting Quality Education in Nigeria?
- What are the factors affecting the effective use of ICT in Nigerian tertiary institutions?
1.5 Research Hypotheses
- Ho: ICT does not play any significant role in Promoting Quality Education in Nigeria.
- Ha: ICT playsa significant role in Promoting Quality Education in Nigeria.
1.6 Significance of the Study
Education is constantly challenged by the progressive nature of technology. Technology keep evolving speedily leaving some activities behind, formal education is therefore expected to meet up with the dynamics of technology. Hence, this study will serve as an awareness tool for academic audience. The findings from this study will serve as reliable report for school administrators and education policy-makers in adopting and enacting activities and guidelines that aligns with recent trends in technology as it regards the improvement of tertiary institutions.
1.7 Scope of the Study
This study focuses on the relevance of information and communication technology on quality education in osun state Nigeria. specifically, this study focuses to ascertain whether ICT has the potentials to improve the quality of education in Nigeria, ascertain the extent ICT is adopted in Nigerian tertiary institutions, identify the role of ICT in Promoting Quality Education in Nigeria and find out the factors affecting the effective use of ICT in Nigerian tertiary institutions
1.8 Limitations 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.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.
1.9 Definition of Terms
Information Technology:
Information technology is the use of computers to create, process, store, retrieve, and exchange all kinds of electronic data and information. IT is typically used within the context of business operations as opposed to personal or entertainment technologies.
1.10 Organization of the Studies
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 relevance of information and communication technology on quality education in Osun state Nigeria. 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 relevance of information and communication technology on quality education in Osun state Nigeria. The study was specifically carried out to ascertain whether ICT has the potentials to improve the quality of education in Nigeria, ascertain the extent ICT is adopted in Nigerian tertiary institutions, identify the role of ICT in Promoting Quality Education in Nigeria and find out the factors affecting the effective use of ICT in Nigerian tertiary institutions.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled ICT lecturers of Osun State University, Osun State, Nigeria
5.3 Conclusions
Based on the findings of this study, the researcher concluded that;
- ICT has the potentials to improve the quality of education in Nigeria.
- The extent ICT is adopted in Nigerian tertiary institutions is low.
- The roles of ICT in Promoting Quality Education in Nigeria includes: Restructuring education system, diversifying teaching-learning methods and practices, engaging all stakeholders of education and adapting rapidly to changes in society and the environment and enhancing education efficiency, effectiveness, and productivity.
- The factors affecting the effective use of ICT in Nigerian tertiary institutions includes: Non-availability of ICT resources & facilities, Lack of finance, Access to resources, Teachers’ ICT integration capacity issue, School ICT policy and Teachers’ motivation towards ICT use .
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- The school management should as a matter of urgency put more ICT facilities and equipment in providing solutions to specific problems of curricula.
- The school managementshould recognize the impact and applicability of ICT to enhance qualitative and quantitative decision-making in the successful academic output.
- The high ups should make the compliance of ICT facilities more relevant to encourage skill acquisition and competence of the pupils.
- The administrators should show more interest in the use of ICT tools to guarantee effectively administrator the learning process of the students.
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