by Information Communication Technology (ICT) and Learning Effectiveness among Students of Economics in Secondary Schools
Abstract
This study was designed to examine the influence of Information Communication Technology on the Learning Effectiveness among Students of Economics in Secondary Schools in Oruk Anam Local Government Area. Two null hypotheses were formulated to guide the study. An experimental research design was employed for the study. A sample of 240 students from four public secondary schools were selected from the population of 6,434 in the study area using simple random sampling technique. Economics Achievement Test (EAT) was used as an instrument for data collection.
The data collected were subjected to statistical analysis using t- test statistics. The results of the analysis revealed that students taught Economics using computer and television performed significantly better than their counterparts taught without in secondary schools. This was evident in calculated t- values of 12.16 and 9.21 against a critical table value of the 1.98 and 1.98 respectively.
TABLE OF CONTENTS
Contents Pages
Title Page – – – – – – i
Certification – – – – – – ii
Dedication – – – – – – iii
Acknowledgements – – – – – – iv
Abstract – – – – – – v
Table of Contents – – – – – – vi
CHAPTER ONE: INTRODUCTION
1.1 Background to the Study – – – – – 1
1.2 Statement of the Problem – – – – – 3
1.3 Purpose of the Study – – – – – 5
1.4 Significance of the Study – – – – – 6
1.5 Research Questions – – – – – 7
1.6 Research Hypotheses – – – – – 8
1.7 Limitation of the Study – – – – – 8
1.8 Delimitation of the Study – – – – – 9
1.9 Definition of Terms – – – – – 10
CHAPTER TWO: REVIEW OF RELATED LITERATURE
2.1 The Concept of Information Communication
Technology – – – – 12
2.2 Information communication Technology (ICT) and
Learning Effectiveness of students in Economics – – 16
2.3 Challenges Facing Information Communication
Technology (ICT) Utilization in Schools – – 20
2.4 Summary of Literature Review – – – – 24
CHAPTER THREE: METHODOLOGY
3.1 Area of the Study – – – – – 26
3.2 Research Design – – – – – 28
3.3 Population of the Study – – – – – 28
3.4 Sample and Sampling Technique – – – – 29
3.5 Instrument for Data Collection – – – – – 29
3.6 Validation of Instrument – – – – – 29
3.7 Administration of the Instrument – – – – 30
3.8 Method of Data Analysis – – – – – 31
CHAPTER FOUR: ANALYSIS OF DATA AND DISCUSSION
OF FINDINGS
4.1 Analysis of Data and Results – – – – – 32
4.2 Discussion of Findings – – – – – 36
CHAPTER FIVE: SUMMARY, RECOMMENDATIONS AND
CONCLUSION
5.1 Summary – – – – – – 40
5.2 Recommendations – – – – – – 41
5.3 Conclusion – – – – – – 42
5.4 Suggestions for Further Studies – – – – 42
References – – – – – – 43
Appendix – – – – – – 45
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
Certainly, Information Communication Technology (ICT) has become one of the basic building blocks of modern society. Because, many schools now consider understanding this technology very important alongside reading, writing and numeric. It is also an indispensable aspect of human concept which transformed one from manual way of life to a more sophisticated.
Moreover, advanced and science oriented knowledge applied in our daily undertakings for fast and effective learning (Okorie, 2012). The author further remarked that the use of computer technology in schools today for effective teaching and learning is one of the most far- reaching and fast growing development in education.
However, there is no doubt that information communication ; technology has become incorporated into our school systems. Certainly, according to Kalu (2003) the application and use of information Communication and Technology in Secondary schools can help to improve the quality of teaching and learning.
In addition, many schools have incorporated interactive-computer assisted instruction into their program to provide students opportunities to master specific educational objectives or standards.
Certainly, computer programmers have been able to create computer assisted instruction programs to increase student’s learning by effecting cognitive processes and increase motivation. Equally, the use of information communication and technology (ICT) in the teaching and learning is becoming wider in scope nowadays. It has become a tool to reshape knowledge delivery and enhance both teachers and students activities in the classroom. Lastly, studies by Okworo (2009) have shown that majority of students in our secondary schools lack basic information communication technology (ICT) skills.
Information Communication Technology (ICT) and Learning Effectiveness among Students of Economics in Secondary Schools
1.2 Statement of the Problem
For sometimes now, the teaching and learning of Economics in schools have increasingly become more challenging as a result of adequate teaching – learning facilities.
However, many educators and stakeholders in the education sector have viewed with serious concern the performance of students in Economics in both internal and external examinations. Accordingly, researchers and scholars have investigated factors responsible for ineffective teaching and learning of Economics (Davies et al 2008). Thus, among the factors identified were; lack of teachers, in conductive learning environment, lack of libraries and students’ attitude to studies.
In addition, to ameliorate these problems, Government and some educational agencies have made concerted efforts to improve on the learning of the subject. This has been in the areas of recruitment of qualified and competent teachers to teach Economics, construction of dilapidated classrooms to make environment conductive for teaching and learning as well as equipping of libraries in schools to facilitate learning. All these efforts notwithstanding the performance of students in the subject is still on the decline.
However, available data have shown that little or no research has been conducted along the line of information communication and technology (ICT) in relation to learning effectiveness. There is no doubt therefore that apart from the aforementioned factors. Therefore, the use of information communication and technology (ICT) could exert significant influence on learning effectiveness among students thereby resulting into effective learning and good performance in the subject.
1.3 Purpose of the Study
Generally, this study was to examine the influence of information communication and technology on the learning effectiveness among students of Economics in secondary schools.
Specifically the study sought to:
- Examine the learning effectiveness of students taught Economics using computer and those taught without the use of computer in secondary schools in Oruk Anam Local Government Area.
- Examine the learning effectiveness of students taught Economics using television and those taught without in secondary schools in Oruk Anam Local Government Area.
1.4 Significance of the Study
- Firstly, this study will enable schools to begin the use of Information Communication Technology (ICT) facilities as a teaching approach in Economics and to familiarize the students with the use of computer technology.
- It will enable the students to appreciate the use of computers and other ICT devices in learning and later in life.
- Also, the study will motivate the parents to provide their wards with information technology devices that will enhance learning effectiveness in Economics.
- The findings will equally help Economics teachers to be aware of the importance of ICT in lesson delivery.
- Lastly, the study will enable educational administrators and planners to know the value of ICT and apply same in the curriculum for effective teaching and learning of Economics.
1.5 Research Questions
- Is there any difference in the learning effectiveness of students taught Economics using computer and those taught without the use of computer in secondary schools in Oruk Anam Local Government Area?
- What difference exists in the learning effectiveness of students taught Economics using television and those students taught without in secondary schools in Oruk Anam Local Government Area?
1.6 Research Hypotheses
- There is no significant difference in the learning effectiveness of students taught Economics using computer and those taught without the use of computer in secondary schools in Oruk Anam Local Government Area.
- There is no significant difference in the learning effectiveness of students taught Economics using television and those taught without the use of television in secondary schools in Oruk Anam Local Government Area.
1.7 Limitation of the Study
Limitations are bound to occur in a study of this magnitude. However, the major limitations encountered in the study were; lack of funds to execute the work to a wider extent, insufficient research materials for the review of related literature. Also, timeframe for the completion of the research work and researcher’s academic workload.
1.8 Delimitation of the Study
The study was delimited to senior secondary two (SS2) Economics students of public secondary schools in the area.
1.9 Definition of Terms
ICT: This is an acronym for Information Communication and Technology.
Information: In brief, this refers to facts or details about something or somebody.
Communication: This is the process of exchanging information between or among individuals or organizations.
Technology: In brief, this is the application of scientific knowledge for practical purpose.
Information Communication Technology (ICT): This refers to the various technological tools and resources used to create. Process, store, retrieve and also communicate and manage information around the world.
Computer: This is an electronic device that is capable of accepting data, processing data, storing. Thus, giving out the results or output according to the order and command of the user (operator).
Learning Effectiveness: In brief, this is the degree to which the learning outcomes and objectives have been achieved.
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