awareness, accessibility and usability of internet technology in promoting effective teaching and...
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AWARENESS, ACCESSIBILITY AND USABILITY OF
INTERNET TECHNOLOGY IN PROMOTING EFFECTIVE
TEACHING AND LEARNING OF BASIC SCIENCE AND TECHNOLOGY
AMONG SECONDARY SCHOOLS IN EPE
LOCAL GOVERNMENT AREA OF LAGOS STATE, NIGERIA
DECEMBER, 2012
Published Online By:
Pslooks Books
© 2012 Pelumi Solomon
ISBN: 978-37713-3-7
Published By:
Pslooks Books, Lagos State, Nigeria.
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ABOUT THE AUTHOR
Pelumi Solomon attended Michael Otedola College ofPrimary Education, Noforija-Epe, Lagos State (N.C.E. inComputer/Integrated Science) and holds a B.sc(Ed) inIntegrated Science from Ekiti State University, Ado-Ekiti.
He conducts researches (both online and offline) toproduce academic works that students can use for theirlong essays, theses and dissertations. Students inColleges of Education, Polytechnics and Universitiescan download full texts of related works prepared byhim and other researchers. This will enable them toread literature reviews, check for empirical evidencesfrom data analysis and understand the methodology used.
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AWARENESS, ACCESSIBILITY AND USABILITY OF INTERNET
TECHNOLOGY IN PROMOTING EFFECTIVE TEACHING AND LEARNING
OF BASIC SCIENCE AND TECHNOLOGYAMONG SECONDARY SCHOOLS
IN EPE LOCAL GOVERNMENT AREA OF LAGOS STATE, NIGERIA
ABSTRACT
This study examines the awareness, accessibility andusability of internet technology in promoting effectiveteaching and learning of basic science and technologyin junior secondary schools in Epe Local GovernmentArea of Lagos State. The respondents for the study wereone hundred junior secondary school teachers andstudents. In all a total of 200 respondents
participated in this study. Two self-structuredquestionnaires tittle teachers’ perceptions ofawareness, accessibility and usability of internettechnology (TPAAUIT) and Students Perceptions ofAwareness, Accessibility and Usability of InternetTechnology (SPAAUIT) both were designed in line withLikert scale format was used for data collection. Datagathered were analyzed using frequency count simplepercentage for research hypotheses 1-3. The resultrevealed that; there is a significant differencebetween teachers and students mean perception scores onaccessibility of internet technology. Based on thefindings of this study; it was recommended among othersthat: the school management should create awarenessabout the internet technology and electronic resourcesavailable in the ICT centers within the school and itsrelevance to students subject background.
TABLE OF CONTENT
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
1.2 Statement of the Problem
1.3 Purpose of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Scope of the Study
1.7 Significance of the Study
1.8 Operational definition of Terms
CHAPTER TWO
LITERATURE REVIEW
2.0 Literature Review
2.1 Integration of ICT into Secondary Education in
Nigeria.
2.2 Information Communication Technologies/ Technology
2.3 The role and relevance of technology tools
2.4 The Use of ICT for Educational Purposes
2.5 Teachers and Instructional Applications of ICTs
2.6 Teachers’ attitudes towards the use of ICT
2.7 Characteristic of students’ ICT skills
2.8 Appraisal of Literature
CHAPTER THREE
RESEARCH METHODOLOGY
CHAPTER FOUR
DATA ANALYSIS
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The use of computers and electronic resources has
dominated human activities especially in the last two
decades (Straker, 2001). Its use is complemented by a
whole lot of other electronic devices, all of which are
now collectively regarded as Information and
Communication Technology (ICT). Information and
Communication Technology (ICT) are information handling
tools that are used to produce, store, and process,
distribute and exchange information. These different
tools are now able to work together and combine to form
networked world-wide which reaches into every corner of
the globe (UNDP Evaluation Office, 2001). It is an
increasingly powerful tool for participating in global
markets, promoting political accountability, improving
the delivery of basic services and enhancing local
development opportunities (UNDP, 2006). To Ogunsola
(2005) ICT ‘is an electronic based system of
information transmission, reception, processing and
retrieval, which has drastically changed the way we
think, the way we live and the environment in which we
live’. Information and communication technology has
changed how people live, work or play (Berenfield,
1999). Information and Communication Technology (ICT)
has not only witnessed a wide range of application in
virtually all human endeavours, it has also actually
transformed the world into a global village in such a
manner that its contribution to human development over
the years cannot be overemphasized. Information and
Communication Technology (ICT) plays a central role in
information data collection, processing and
dissemination. It is so much involved in ICT such that
its exclusion may give another meaning to the acronym
‘ICT’. Thus, Information and Communication Technology
(ICT) is invading the educational system in a way
unparalleled in previous education history (Onasanya &
Adegbija, 2007).
Most of the developed countries have exploited the
potentials of ICT to transform their educational
landscape at the tertiary, secondary and even primary
school levels particularly the instructional process
(Kosakowski, 1998). ICTs are the most important of all
the technologies that enrich and facilitate the
learning experiences of students from various abilities
(Roberson, 2001). Generally ICT holds the opportunity
to revolutionize pedagogical methods, expand access to
quality education and improve the management of
education systems (World Bank, 2002). The new
Information and Communication Technologies of Internet
and multimedia have revolutionized the field of
education. According to Zandvliet & Straker (2001), ICT
use is increasing in nearly all facets of life in the
developing world and its use is now progressing rapidly
in educational system. The field of education has been
affected by ICTs, which have undoubtedly affected
teaching, learning, and research (Yusuf, 2005). A great
deal of research has proven the benefits to the quality
of education (Al-Ansari, 2006). ICTs have the potential
to accelerate, enrich, and deepen skills, to motivate
and engage students, to help relate school experience
to work practices, create economic viability for
tomorrow's workers, as well as strengthening teaching
and helping schools change (Davis and Tearle, 1999;
Lemke and Coughlin, 1998; cited by Yusuf, 2005).
Students who use ICT gain deeper understanding of
complex topics and concepts and are more likely to
recall information and use it to solve problems outside
the classroom (Apple Computer, 2002). In addition,
through ICT, students extend and deepen their
knowledge, investigation, and interest when access to
information is available on multiple levels (CEO Forum
on Education and Technology, 2001).
This also explains why the National policy on Education
(2004) specifically stated on secondary education that
‘government shall provide necessary infrastructure and
training for the integration of ICT in the school
system in recognition of the role of ICT in advancing
knowledge and skill in the modern world. This indicates
that the Nigerian society also recognizes the
importance of ICT in its secondary education. The
Nigerian national educational goals which are derived
from the country’s philosophy and goals include, “the
acquisition of appropriate skills and the development
of mental, physical and social abilities and
competencies as equipment for the individual to live in
and contribute to the development of the society”
(Federal Republic of Nigeria (FRN), 2004:8). In order
to realize fully the potentials of the contributions of
education to the achievement of the national
educational goals, emphasis is placed on the broad
goals of secondary education which aim at preparing
individuals for “useful living within the society and
for higher education” (FRN, 2004:18).
Basic science, formerly known as Integrated Science, is
the first form of science a child comes across at the
secondary school level; hence basic science prepares
students at the Junior Secondary School level for the
study of core science subjects (physics, chemistry,
biology) at the Senior Secondary School level
(Olarewaju, 2004). This implies that for a student to
be able to study single science subjects at the Senior
Secondary School level successfully, such student had
to. In view of this, basic science is given great
emphasis in the Junior Secondary School curriculum. The
principal reasons why Nigerian Government started Basic
Science teaching in Nigerian secondary schools are as
follow:
Unfortunately, in Nigeria classrooms traditional
patterns of science teaching and learning have remained
largely unchanged (Adamu, 1992). There is need to
improve academic performance of students in basic
science and ICT has been identified world wide as a way
out of this for full access to the internet is just
equivalent to having access to good library (Edeson,
1997). There is need to brace up the new challenges and
system of education through the development and use of
ICT in our secondary schools and other levels of
education. Adigun (2007) revealed that presently in
Nigeria the use of electronic learning (e-learning) in
the educational sector is still at the rudimentary
level. Though, Nigerian government has made some effort
towards the provision of basic tools for teaching
learning and application of ICT to schools, this effort
is limited to very few institutions (Youth for
technology, 2004). The plan of the Nigerian government
was to establish pilot schools and diffuse computer
education innovation first to all secondary schools,
and then to primary schools. Unfortunately, the project
did not really take off beyond the distribution and
installation of personal computers (Okebukola, 1997;
cited by Aduwa-Ogiegbaen and Iyamu, 2005). Okebukola
(1997), cited by Aduwa-Ogiegbaen and Iyamu (2005),
concludes that the computer is not part of classroom
technology in more than 90 percent of Nigerian public
schools. This implies that the chalkboard and textbook
continue to dominate classroom activities in most
Nigerian secondary schools.
Although efforts have been made to ensure that ICTs are
available and used in Nigerian secondary schools, the
level of uptake is still low. It has been observed by
Goshit (2006) that most schools, both private and
government, do not offer ICT training programmes.
Okwudishu (2005) discovered that the unavailability of
some ICT components in schools hampers both teachers'
and students use of ICTs. Lack of adequate search
skills, awareness of its usefulness and of access
points in the schools were reported as factors
inhibiting the use of the Internet by secondary school
teachers and students (Kaku, 2005). The absence of ICT
equipment in most Nigerian secondary schools leads
students to resort to cybercafés for Internet access.
Most cybercafé clients in Nigeria are students (Adomi,
Okiy and Ruteyan, 2003; Adomi, 2010). In this regard,
there is need to investigate the awareness,
accessibility and usability of internet technology in
promoting effective teaching and learning of basic
science and technology among secondary schools in Epe
Local Government Area of Lagos State
1.2 Statement of the Problem
The trend in all the great nations of the world, like
United States, Britain, Germany and Japan is the
integration of information and communication technology
(ICTs) and internet technology in all facet of life.
Hence, research attention is been geared towards
integration of Information and Communication Technology
(ICT) and internet technology.
Efforts made so far by the government towards ICT
integration in Nigeria include the launching of the
National Telecommunication Policy in September 2000,
development of a comprehensive science and technology
policy in 2001, the development and launching of the
National IT policy in 2001, the establishment of the
National Information Technology Development Agency
(NITDA) in 2001, and the launching of the Nigeria
satellite systems programme by the National Space
Research and Development Agency (NASRDA) in 2001. Other
efforts made are: the granting of license to mobile
telephone network operators beginning with MTN in 2001,
development of a ministerial initiative on e-education
for the Nigerian education system by the Federal
Ministry of Education in 2004, formulation and
presentation of IT bill to the national assembly in
2006, and the organisation of computer training for
teachers across the country by Educational Trust Fund
(ETF) in 2006. Despite these efforts, Information and
Communication Technologies (ICTs) integration is still
marked with apathy on the part of science teachers and
students, possibly due to unawareness, inaccessible and
lack of basic ICT skills to use the ICT resources
available for effective academic activities in schools.
The study therefore examined the awareness,
accessibility and usability on internet technology in
promoting effective teaching and learning of basic
science.
1.3 Purpose of the Study
The purpose of this study was to determine the
awareness, accessibility and usability of internet
technology in promoting effective teaching and learning
of Basic Science and Technology in junior Secondary
Schools in Epe Local Government Area of Lagos State.
1.4 Research Questions
1. What are the teachers and students perceptions on
the awareness, accessibility and usability of
internet technology in promoting effective teaching
and learning of basic science and technology?
2. What are the male and female teacher’s perceptions
on awareness, accessibility and usability of
internet technology in promoting effective teaching
and learning of basic science and technology?
3. What are the male and female student’s perceptions
on awareness, accessibility and usability of
internet technology in promoting effective teaching
and learning of basic science and technology?
1.5 Research Hypotheses
1. There is no significant difference between teachers
and students mean perceptions scores on awareness,
accessibility and usability of internet technology
in promoting effective teaching and learning of
basic science and technology?
2. There is no significant difference between male and
female teacher’s perceptions on awareness,
accessibility and usability of internet technology
in promoting effective teaching and learning of
basic science and technology?
3. There is no significant difference between male and
female student’s perceptions on awareness,
accessibility and usability of internet technology
in promoting effective teaching and learning of
basic science and technology?
1.6 Scope of the Study
The study will cover only four junior secondary Schools
in Epe Local Government Area of Lagos State
1.7 Significance of the Study
This study is very important in various ways. It is
expected to identify the relationship between students
and teachers perceptions of Information and
Communication Technology (ICT) and internet technology
awareness, accessibility and usability for academic
activities. The results of this study are expected to
unfold the problem which the students face on the use
of ICT and internet technology and how the problem
affects their overall performance in school, especially
in basic science. Knowledge of Information and
Communication Technology (ICT) integration will help
the Government, school Administrators, Parents and
Science Teachers to start working together towards
alleviating some of the problem face by the students in
integrating information and communication technology
(ICT) for better educational outcome.
This study will also benefit administrators and
educators in pursuing knowledge that will assist in
determining the important variables in successful
academic performance.
The study will also help to reduce the increased
dropout rate in the country (especially for students
that lack ICT and internet technology skills thus
increasing literacy rate as well as level of ICT
awareness, accessibility and usability among students
and teacher.
Finally, the study will also be beneficial to students
as it will enlighten them on the need to take their
educational life more seriously especially with the
integration of ICT, so as to contribute to the
development of science and technology in the country
(Nigeria).
1.8 Operational Definition of Terms
INTERNET: This is a global system of interconnected
computer networks that use the standard Internet
protocol suite (TCP/IP) to link several billion devices
worldwide.
INFORMATION: This can be refers to as process data.
COMMUNICATION: This is the act of passing information.
TECHNOLOGY: This is the making, modification, usage,
and knowledge of tools, machines, techniques, crafts,
systems, and methods of organization, in order to solve
a problem, improve a pre-existing solution to a
problem, achieve a goal, handle an applied input/output
relation or perform a specific function.
INFORMATION AND COMMUNICATION TECHNOLOGY: This refers
to a set of combined technologies that will facilitate
not only information processing but also its
transmission for purpose of teaching and learning.
COMPUTER: This is an electronic device that accepts
data in coded form and processes them to give
meaningful information.
BASIC SCIENCE: is an academic program in secondary
school that combined all other science related subjects
such as physics, chemistry and biology.
AWARENESS: This is the state or ability to perceive, to
feel, or to be conscious of events, objects, or sensory
patterns.
ACCESSIBILITY: This is the degree to which a product,
device, service, or environment is available to as many
people as possible.
USABILITY: This is the ease of use and learn ability of
a human-made object.
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