TITLE PAGE
PERCEPTION OF TEACHERS’ AND STUDENTS’ OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN TEACHING
AND LEARNING OF GOVERNMENT IN SECONDARY SCHOOLS IN ENUGU SOUTH LOCAL
GOVERNMENT AREA.
ENE, UCHENNA .J.
U16/EDU/POL/029
A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF ARTS AND SOCIAL SCIENCES, FACULTY OF EDUCATION GODFREY OKOYE
UNIVERSITY UGWU-OMU NIKE, ENUGU STATE
IN PARTIAL FULFILLMENT FOR THE AWARD OF BACHELOR OF SCIENCE IN EDUCATION (BA.ED) IN SOCIAL STUDIES
EDUCATION
JULY, 2018
APPROVE PAGE
This project has been approved for the Department of Arts and Social Sciences, faculty of Education Godfrey Okoye University Ugwu-Omu Nike, Enugu State.
BY
_________ _________ _________________
Mrs. Anukenyi B.A. DATE Project Supervisor
__________________ __________________
Dr. Ene Felicia N. DATE H.O.D
__________________ __________________
Internal Examiner DATE
__________________ __________________
External Examiner DATE
_________________ _________________
Prof. Aron Eze DATE Dean, Faculty of Education
CERTIFICATION
This is to certify that I am responsible for the work submitted in this project.
The original work is mine except as specified in the acknowledgements and references, and that neither the project nor the original work contained therein has been submitted to this Godfrey Okoye University Ugwu-Omu Nike, Enugu State for the award of Bachelor of Education (B.Ed) of other university or institution.
____________________
ENE UCHENNA .J. DATE U16/EDU/POL/029
DEDICATION
This research project is dedicated to God the Father, God the Son and God the Holy Ghost for His mercy which saw me through in this difficulty time.
ACKNOWLEDGEMENTS
My gratitude goes to God Almighty, for His love, protection and guidance throughout my stay in the university.
A research of this nature could not have been possible but for the immense assistance received from many sources during the various stages of the work. I therefore, wish to express my profound gratitude to my supervisor, Mrs. Anukenyi B.A, for her motherly advice to me and for her criticisms and thorough supervision of my research work. Also I equally want to express my thanks to my H.O.D. Dr. Mrs. F.N. Ene, for her support and encouragement and to all my lecturers who contributed to my success.
I appreciate my most loving parents, Mr and Mrs. Ene for their provision and guidance throughout this project work. This project cannot be complete without recognizing my siblings; Ene Somto and Ene Daniel for their support and love throughout my program.
In a unique way, I must appreciate the beautiful, large heart and tireless hands and heart of Henry the Goodman, who took time to do all the computer work and typing of the entire research work. Words can never be enough to express my hearty gratitude. To God Be the Glory.
TABLE OF CONTENTS
TITLE PAGE i
APPROVAL PAGE ii
CERTIFICATION iii
DEDICATION iv
ACKNOWLEDGEMENTS v
TABLE OF CONTENTS vi
ABSTRACT ix
CHAPTER ONE: INTRODUCTION
Background to the Study 1
Statement of the Problem 5
Purpose of the Study 7
Research Questions 7
Significance of the Study 8
Scope of the Study 9
CHAPTER TWO: REVIEW OF RELATED LITERATURE
Conceptual Framework 10
Theoretical Framework- 18
Empirical Studies 21
Summary of the Literature Reviewed 28
CHAPTER THREE: RESEARCH METHODOLOGY
Research Design 30
Area of Study 31
Population of the Study 31
Sample and Sampling Techniques 31
Instrument for Data Collection 32
Validation of the Instruments 32
Reliability of the Instrument 32
Method of Data Collection 33
Method of Data Analysis 33
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF RESULTS 35
CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
Discussion of Findings 39
Conclusion 41
Educational Implications of the Findings 42
Limitation of the Study 43
Suggestions for further Study 43
Recommendations 44
Summary of the Study 45
References 47
Appendix (questionnaire) 52
Abstract
The main aim of this study was to find the perception of teachers and students of Information and Communication Technology (ICT) in teaching and learning of government in Secondary schools in Enugu South Local Government Area.
Three specific purposes and three corresponding research questions were raised to guide the study. The literatures related to this study were reviewed under conceptual framework, theoretical framework and empirical studies. The research design adopted for this study was survey design. The population of the study comprised 15,675 students and 15 secondary schools in Enugu South Local Government Area of Enugu State. Simple random sampling technique was used to select 100 secondary schools students. The instrument used to obtain information was a structured questionnaire. The instrument used was validated by three lecturers in the school of Education Godfrey Okoye University Enugu.
Therefore, the findings of the study showed that lack of funding for equipping information communication technology facilities in secondary school have been a problem for the government to equip all the necessary information communication technology facilities needed by the secondary schools for effective teaching and learning. Lack of skilled technical workers is another problem that secondary schools are facing due to lack of funding to take them on train them on how to handle the information communication technology facilities. Based on these, the study recommended that ICT equipment and facilities should be made available to all technical colleges. Government should encourage and put in place policies to attract international codes and nongovernmental organizations (NGOs) to invest on ICT related projects in secondary schools.
CHAPTER ONE INTRODUCTION Background to the Study
ICT is an acronym that stands for information communication technology.
However, apart from explaining an acronym, there is not a universally accepted
definition of ICT; this is because the concepts, methods and applications involved in ICT are constantly evolving on an almost daily basis. It is difficult to keep up with the changes- they happen so fast (Wikipedia ICT_Education) James (2010). A good way to think about ICT is to consider all the uses of digital technology that already exist to help individuals, businesses and organization use information. ICT covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. Such as personal computer, digital television, email, robots. So ICT is concerned with the storage, retrieval, manipulation, transmission or receipt of digital data Henry (2011).
Government as an academic subject of study in secondary school education is synonymous with politics, political and civic education. Politics as a concept has a strong influence on the well being of the citizen and the stability of a country. In Nigeria, a pervasive atmosphere of inconsistency in government policies and absence of a political culture tend to prevail most of the time. This atmosphere of uncertainty has led to constant friction within the political system and this in essence led to political instability, a situation which does not create room for meaningful development. It becomes imperative that young generations of students in secondary schools as future leaders of the nation
should, as a matter of urgency, be given a through political education with the aim of awakening in them a spirit of political consciousness that will lead to high sense of loyalty, patriotism and commitment to the nation’s goals Herry (2013).
Hence, the study of government in secondary schools can be a useful vehicle for fostering political consciousness if only our political leaders, policy makers and educational agencies can formulate a curriculum that will help in molding the youths to cultivate a positive attitude and the understanding of the Nigeria Political system. The emergence of politically conscious youths in Nigeria will make for wise use of their political rights by the citizenry by voting into power, leaders that will be politically and economically vibrant. In line with the above, it is imperative that the youths in secondary schools as leaders of tomorrow should understand the rudiment of our political systems to give them the insight into how these different political systems operate. Therefore, no effort should be spared in teaching the future leaders in such a way that will make them more interested in the study of government, which is the only way to know the rules of the game of politics Ifeanyi (2010).
Information and communication technologies (ICT) have become key tools and had a revolution impact on how we see the world and how we live. Today,
the place of ICTs in education and the world in general cannot be undermined.
Modern day businesses are conducted and facilitated through the use of telephones, fax machines and computer communication networks through the internet. This phenomenon has given birth to the contemporary ecommerce, e- government, e-medicine, e-banking and education among others.
According to Bandele (2006), ICT is a revolution that involves the use of computers, internet and other tele-communication technology in every aspect of human endeavour. The author posited that ICT is a simply about sharing and having access to data with ease. It is regarded as the super highway through which formation is transmitted and shared by people all over the world. Ozoji in Jimoh (2007) defined ICT as the handling and processing of information (texts, images, graphs, instruction etc) for use, by means of electronic and communication devices such as computers, cameras, telephone. Ofodu (2007) also refer to ICT as electronic or computerized devices, assisted by human and interactive materials that can be used for a wide range of teaching and learning as well as for personal use. From these definitions, ICT could therefore be defined as processing and sharing of information using all kinds of electronic device, an umbrella that includes all technologies for the manipulation and communication of information. The field of education has certainly been affected
by the penetrating influence of ICT worldwide and in particular developed countries; ICT has made a very profound and remarkable impact on the quality and quantity of teaching, learning research in the educational institutions.
Information and communication technology has the potentials to accelerate, enrich, and deepen skill; to motivate and engage students in learning to help relate school experiences to work practices; to help create economic viability for tomorrow’s workers, contribute to radical changes in school; to strengthen teaching and to provide opportunities for connection between the school and the world. Aribisala (2006) posited that ICTs are increasingly playing an important role in organisations and in society’s ability to produce access, adopt and apply information. They are however being heralded as the tools for the post-industrial age and the foundations for a knowledge economy due to their ability to facilitate the transfer and acquisition of knowledge. Stressing the importance of the use of ICT in schools, Olurunsola (2007) posited that through ICT, educational needs have been met; it changes the needs of education as well as the potential processes. Message can be communicated through the e-mail, telex or telephones particularly the mobile ones. The pervasiveness of ICT has brought about rapid teleological, social, political and economic transformation, which has eventuated in a network
society organized around ICT (Yusuf, 2015). The author posited that ICT is an indispensable part of educational administration as its application makes institutions more efficient and productive, thereby engendering a variety of tools to enhance and facilitate teachers’ pedagogical activities. For instance, e- learning is becoming one of the most common means of using ICT to provide education to students both on and off campus by means of teaching online offered via web-based systems.
Statement of the Problem
The information technology revolution especially in the area of internet and computer technology has heralded the development and implementation of new and innovative curriculum delivery strategy in the education sector. Oye, (2012) emphasized that the growth in internet technology and its application in education have brought great transformation which has made teaching and learning less burdensome, effective and result oriented by providing avenue for sharing idea and information. Well researched and packaged teaching materials can be prepared by teachers and delivered to students using e-learning devices such as power point presentation, video tutorials, e-books, computer based training and web based training (Selwyn, 2011).
The teacher’s knowledge of the subject matter is the problem, Unavailability of qualified ICTs teachers are part of the problem; Lack of ICTs and their accessories constitute the problems, Lack of teaching aids and computer textbooks militate against the effective teaching learning. Among the militating factors hindering the effect of ICT on students academic performance, are a lot of capital investment to buy hardware’s, software’s and standby generators for the school. Lack of search skills, automation at infancy level, epileptic power supply, and technical knowhow are some of the problem encountered by the teachers in secondary school in Enugu South Local Government Area, and to find out; what the possible solutions of the challenges will be like.
Purpose of the Study
The main purpose of this study is to find out the perception of teachers and students in Information and Communication Technology (ICT) in teaching and learning of government in Secondary schools in Enugu South Local Government Area. Specifically the study intends to:
i. determine the availability of ICT facilities for teaching and learning of government in secondary school in Enugu South Local Government Area.
ii. ascertain the perception of teachers and students in use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area.
iii. identify the challenges facing the use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area.
Research Questions
The following research questions were raised to guide this study:
i. What are the availability of ICT facilities for teaching and learning of government in secondary school in Enugu South Local Government Area?
ii. What are the perception of teachers and students in use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area?
iii. What are the challenges facing the use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area?
Significance of the Study
It is hoped that the findings of this study will benefit various educational stakeholders. They include teachers, curriculum planners, stakeholder, students.
It would be useful to students in determining the many opportunities the ICT technology provides in their academic lives.
Teachers would be guided on how integrating ICT technology will create a richer environment for teaching and learning. The mobile phone companies would be more informed and therefore invest in providing mobile phone technologies to schools with internet connectivity and smart phones at a reduced price.
Curriculum planners and policy makers would be aware of the numerous possibilities of using mobile phone technologies in learning, so as to assist in implementing and designing activities to support the various learning styles.
The findings of this study would also complement other studies and provide appropriate information for content developers and mobile learning developers in designing mobile phone applications for learning. This research would contribute to the body of educational research in that it explores student’s academic performance with multiple indicators of learning, which is satisfaction, learning style and performance.
The research may provide literature for educational researchers so as to add more information on innovative uses of mobile phone technologies to enhance educational experiences of students.
Scope of the Study
This study covers the perception of teachers and students in Information and Communication Technology (ICT) in teaching and learning of government in Secondary schools in Enugu South Local Government Area. Geographically, the study will cover all the government secondary schools in Enugu South Local Government Area.
CHAPTER TWO
REVIEW OF THE RELATED LITERATURE
In the course of the study, very many related literature were reviewed and reported under the following sub headings:
Conceptual Framework, Concept of ICT
Method of Teaching ICT in Schools Availability of ICT in School
Usage of Computer in Teaching and Learning Theoretical Framework,
Constructivism Behaviourism
Empirical Studies,
The study of Aleman (2011) The study of Koehler (2006) The study of Schulman’s (2006)
Summary of the Review of Related Literature
Conceptual Framework
Concept of Information Communication Technology (ICT).
Information Communication Technology according to Unagha (2006) encompasses computer and telecommunication. It is concerned with the technology used in handling, acquiring, processing, storing and dissemination of information. Thus Information Communication Technology is any technology used in producing, organizing and passing information through. Similarly, Oxford Advanced Learners‘Dictionary sees ICT as electronic media used in processing, analyzing, storing and sending out information. Evey et al (2010) observed that ICT is innovative device that can carry out such functions as receiving, storing, computing, analyzing, transmitting and retrieving information presented to them and allowing for one-to-one or group communication among humans. Obashoro (2007) identified ICT infrastructure to include multi-media CD-ROMs, MP3 players, websites, discussion boards, emails, computer-aided assessments, learning management software, blogs, etc. In the same vein, Folorunso, Longe
and Ijere (2003) identified ICT infrastructure to include internet, World Wide Web (www), Electronic Data Interchange (EDI), Local Area Network (LAN), Wide Area Networks (WAN), Protocols, Content Management and Meta Data Standard (MDS).
Availability of Computer in School
Bringing computer into the classroom can have a considerable impact on the practice of teachers, in particular when computer is conceptualised as a tool that supports a real change in the pedagogical approach. Not only do the teachers need to change their roles and class organisation, they also need to invest energy in themselves and their students in preparing, introducing and managing new learning arrangements. Some need to acquire basic computer skills. Teachers also need to determine which applications have added value for learning in their subject area. While doing this they need to be aware that this is not a one-time activity, as the information environment is continuously changing. Perhaps most important and challenging for teachers is determining which basic subject, social and management skills students need to function in such environments. The change can impact on assessment tasks, with new learning environments moving away from summative methods of assessment to formative approaches and open-ended products (such as reports and research
papers created by groups of students). These different aspects are time consuming, and result in an increased teacher workload. Some things can be done to reduce the workload. Teachers can be encouraged to share resources with others, locate good practices on the web (where available) and adapt these to their local circumstances. In a number of cases the high workload is caused by teachers wanting to control all the activities of their students, which means answering many questions and running from one student to the other all the time. Teachers can take time to discover that computers do not mean extra work – rather they actually make their work easier. Again, more competent students themselves can be a useful resource, this time for their peers.
There is no doubt that teacher who use computer in classrooms have to demonstrate high levels of energy, hard work and perseverance, often in the
„face of considerable odds‟ (Lankshear & Snyder, 2000). If they are early adopters then they are required to be resourceful and overcome many barriers to make things work. Planning lessons involving computers can take considerable time and demands complex scheduling and resourcing. Therefore, teachers using computers in the classroom should not act in isolation from each other. They need access to resources which will supply ideas and material for different classroom applications, including peers who are also developing their
own pedagogies and resources (Leach et al., 2005). For while computers have great potential in education, they also present teachers with additional obstacles to overcome.
Usage of Computer in Teaching and Learning
A range of studies have looked at why teachers choose to use computer in their teaching of school student. These typically involve conducting case studies of classroom use in a particular setting or from a longitudinal perspective. They portray the use of computer in teaching as being inherently advantageous. Only a few reports adopt a quantitative approach exploring access, and the reasons why teachers in schools choose to use computer in their classrooms. Tella, Toyobo, Adika & Adeyinka (2007) examined Nigerian secondary schoolteachers‟ uses of computer and implications for further development of computer use in schools using a census of 70 teachers.
The findings showed that most teachers perceived computer as very useful and as making teaching and learning easier. It was recommended that professional development policies should support computer -related teaching models, in particular those that encourage both students and teachers to play an active role in teaching activities. Additionally, emphasis should be placed on the pedagogy underlying the use of computer for teaching and learning.
Research and active development projects such as those run by Edqual, a
Research Consortium of educational institutions in the UK and Africa (Ghana, Rwanda, South Africa and Tanzania) on Educational Quality typically indicate two main reasons why teachers use computer. Firstly, they feel that their own use of computers benefits their learners, and secondly, teachers feel learners benefit from using computers themselves. Teachers see computer as kindling students‟ interest and learning in the subject. Computer promotes a positive attitude towards information technology as an essential part of a lifelong interest in learning. Teachers also perceive the use of computer as enhancing recall of previous learning, providing new stimuli, activating the learner’s response, and providing systematic and steady feedback. It is further perceived as sequencing learning appropriately, and providing access to a rich source of information. For example, Tella et al. (2007) found that computer use by teachers was driven by intentions to use it, and that perceived usefulness was also strongly linked to those intentions. The implication is that teachers will be inclined to use technology if they perceive it to be useful. Furthermore, computer is most effectively used as a learner-centred tool, instead of within a more traditional pedagogy. The real challenge for educationists is, therefore, how to harness the potential of computer to complement the role of a teacher in the teaching and learning process. There is an understandable apprehension,
even fear, as to the role of a teacher in a computer -equipped classroom (Futurelab, 2003). Teachers who lack the chance to develop professionally in the use of modern computer feel under threat.
The conception of utilization of computer in teaching and learning by secondary school teachers detailing the very use of technology on both formal and informal learning” (Underwood, 2009). When the computer is utilized into the classroom the role of the teacher changes from that of the information provider to that of a facilitator of learning (Clark 2000). For example to integrate technology into teaching and learning effectively, Heinich (2002) suggest a very simple integration approach as an example. According to him the teacher could give students an assignment to prepare a report on ecology. A group of students would use a computer database to search for resources to use in compiling the report. They could also send electronic messages to people in various places requesting relevant information. In addition, the students could use a data base program to store and sort out their information. Research, they could use a word processor and hyper media program to prepare a written document. Lastly the students would use a projector to display their findings to the rest of the class. In this type of computer integration into learning Heinich (2002) emphasise that the teacher must provide opportunity for learners to complete their work and
learn effectively. If this strategy is to be effective, the teacher needs to plan in advance to integrate the computer into teaching and learning, prepare good learning environment for the students, and work in collaboration with the students during the research period. After the presentation the teacher could organise quiz session for all students or give further assignment.
In another instance, Christman and Budgett (2009) carried out a comparative study to evaluate the effectiveness of computer on the achievement of American students following two different teaching methods.
The assessment covered four subject areas. The participants were drawn from urban, suburban and rural secondary schools. The sample included a total of 2343 students. The purpose of the study was establish the differences that existed between the academic achievement levels students who used computer assisted instruction, and those who used traditional approaches to learn. The experimental group that used systematically designed traditional instruction supplemented with computer obtained significantly better academic achievement compared to the control group that adopted a conventional teaching approach. Further result indicated that computer was more effective among students living in urban areas followed by those in suburban and those from rural areas had the lowest test score. In conclusion, Christman and
Budgett (2009) appealed for more research to establish whether computer could be more effective or ineffective among groups of students or within certain academic areas so as to support effective use of computer in teaching and learning.
However, for the integration of computer to be effective, the researcher must be able to use the technology. Once the teacher is comfortable with technology, the students will also be willing to use the computer because they have seen the teacher using it in teaching them. The experience of the teacher is also an important factor to consider. In this experiment the teacher was not trained in computer applications and did not regard the technology as potential medium to improve students’ scientific knowledge. Therefore, for any meaningful learning to take place in an innovative venture like the use of computer, the role and experience of the teacher needs to be examined carefully. The implementation of computers in education cannot be effective if teachers are not ready for using the technology.
Theoretical Framework
The most important learning theories are Behaviourism and Constructivism. These two approaches are based on two main schools of
psychology that have influenced learning theory. They have different perspectives on learning, different perspectives on teaching styles, and different approaches to pedagogy and evaluation. Constructivist learning theory has been used to study the impact of ICT on teaching and learning. This learning theory contributes to understanding both the construction of and relationship between curricula and events. It also provides direction for research and implementation. Because of the influence of the constructivist learning movement, the theory of constructive learning emphasises the teachers‟ central role in academic curricula and suggests improvement according to the teachers‟
needs and interests (Gredler, 2000; Woolfolk, 2006). This theory supports the individual’s growth and enables the students to explore their learning potential.
Despite the theorists‟ different definitions of learning, a majority are agreed that learning happens when experience leads to a constant change in the individual’s knowledge or manner (Weiten, 2002). What is meant by „experience‟ in this definition is „the interaction of the person with his or her environment‟
(Woolfolk, 2006).
Constructivist Principles
Learning theories based on mannerist and knowledge theories dominated the 20th century. Their principles have contributed to the enhancement of organised teaching practice through which the teacher transmits information and knowledge to students through methods similar to lecturing. Mannerist and knowledge directions placed little emphasis on students‟ input and their contributions in the teaching and learning process. Accordingly, students could be deemed by these theories to be passive participants in the learning process (Woolfolk, 2006). In contrast to knowledge and mannerist theories which emphasised the important role played by the teacher and the organised transfer of content, the constructionist theory emphasised the students‟ central role in the learning process and acknowledged the students‟ ability to construct meaning through their learning (Kanuka & Anderson, 2009). Despite the policy of implementing constructionist practices in the second half of the past century, the theories that formed student-centered learning were simplified.
Constructionism has been influenced as a learning theory by the writings and thoughts of Biajeh and Vijeotski (Woolfolk, 2006). The organisation of constructionist learning environments is done such that students are asked to construct meaning from the context and actively participate in the process of problem solving. Constructionism supports interaction between students and
their teachers, and this contributes to the creation of an environment in which all students and teachers participate in the learning process. Learning construction happens through the constructionist environment at different times.
Accordingly, constructionist theory implies that there are no specific goals and frameworks to be followed (Gance, 2002). Generally, the following principles are drawn from the constructionist approach (Brooks & Brooks, 2009; Kanuka &
Anderson, 2009):
Learning is an active process through which the learner constructs meaning.
There must be previous experience and knowledge for learning new things.
Individuals learn for the sake of learning -learning constitutes the meaning and its systems.
Motivation is regarded essential for learning.
Learning practice is considered important for active learning. Practical training activities have to be emphasised.
Learning represents a social activity, as our interaction with others is extremely important.
Language is an important component of the learning process.
Language is regarded as context-bound. Our learning is tied to what we know and believe in. It is also tied to our previous judgments and fears.
Learning is not instant. It occurs over a period of time.
Empirical Studies
The present study of Alemán (2011) was to appraise the awareness and use of Information and Communications Technology by Government subject teachers in Anambra State junior secondary schools. Four research questions were formulated to guide the researcher in carrying out the study. A sample of 234 Government subject teachers participated in the study. The data collection instrument was a 35-item questionnaire Data collected were analysed using mean scores and standard deviation to answer the research questions. The findings indicated that there was a low extent of teachers’ awareness of the potentials of ICT in Government subject for curriculum delivery and the teachers did not use ICT facilities in Government subject curriculum delivery. Findings also revealed some strategies perceived by the Government subject teachers for improving their use of ICT in curriculum delivery include: provision of well equipped ICT libraries, use of ICT facilities in teacher education institution, provision of information on where to obtain ICT facilities by Heads of department, and purchase of ICT facilities by school. The implementation of the
strategies identified in this study might contribute to a gateway to improving the use of ICT in delivery of Government subject curriculum through professional development of teachers in ICT competencies. Principals, heads of Government subject departments and supervisors from the State Education commission should sensitize Government subject teachers on the potentials of ICT for curriculum delivery.
This paper report of Koehler (2006) reviews the contribution of government subject to sustainable development education as part of the school curriculum for students aged 11-18 years, in a number of cultural contexts. A survey was used to collect data from government subject teachers in Australia, Canada, Malta and Scotland to better understand the similarities and differences of government subject curriculum in these contexts, as it contributes to sustainable development education. The data reveals that the teachers in the study considered sustainable development to be an important issue and the formal government subject curricula made significant contributions to the education of this topic. It is noted however that the field of sustainable development education has neglected studies of government subject education and its teachers’ perceptions about sustainable development education, and this is reinforced by a lack of research generated from the government subject field.
The researchers argue that this is an inhibiting factor affecting the capacity of schools to achieve sustainable development goals.
The study of Schulman’s (2006) sought to find out the effect of inquiry based method on academic achievement of secondary school students in government. The study covered the secondary schools in Orumba South Local Government Area of Anambra State. Quasi-experiment design was the design used. Two study groups were randomly sampled from the 15 schools in the Local Government Area and assigned to experimental and control groups respectively. The experimental group was taught with inquiry based method while the control group was taught using lecture method. A thirty five items government Achievement test developed by the researcher and validated by researcher’s colleagues was used to assess the subject achievement. Data collected were analyzed using percentage, mean and t-test statistics. The findings revealed that the experimental group (inquiry based method) achieved significantly higher than the control group (lecture method). Based on the findings, it was recommended that inquiry based method should be employed in teaching government.
The Behaviourist Theory: the behaviourist theorist also known as the environmentalist believed that man is born without innate abilities. He is seen as
a passive being. According to them, what a person becomes in the process of development is dependent on his environment. To support this stand, the results of some experimental studies have also been cited. In one of such studies children from parents of low occupational level and socially inferior parents, were taken away early in life and placed in rich foster homes. Their means intelligence scores after 2years and 4years were found to be higher than those of children of their ages. In another study, children from feebleminded parents were put in state institutions for mentally defective. When tested later in life they were found to have average intelligence while those not taken to the state institution were feeble-minded. The results of these studies showed that the difference in environmental factors were responsible for the differences in the children. One of the extreme environmentalists was Locke (2007) who in his tabula raise hypotheses held that human mind at mind can clean slate on which the environment writes. What a person then becomes depends on what is written on it. Another extreme environmentalist was Watson (2003) who held that the environment determines what a person becomes. He transformed into any type of human being once the proper environment is provided. This led to his famous boast. Give me a dozen healthy infants well formed and my special world to brining them up and I will guarantee to take anyone at random and
train him to become any type of specialist I might select doctor, lawyer, artist, merchant chief and yes even beggar man and thief regardless of his penchants, tendencies ability, vocations and race of ancestory.
For behaviourist, learning is seen as a change in behaviour as a result of experiences and as Ebubo and Unachukwu (2005) points out, the change in behaviour is as a result if conditioned stimuli (environment activities) being related to response according to certain mechanistic principle called conditioning. The stimuli act on the learner and cause him to respond or increase the probability of a response of a given type. Behaviourist theories thus see learning in terms of connections between stimuli and responses or between responses and reinforcement. The above presentation reinforces the, great stress placed on the role played by the environment on an individual performance.
On the basis motivational theory, one would predict a high performance in children from homes where the parents insists that their children reach or try to reach high standards of excellence. Furthermore, one would expect such parents to show engagement and affection in the attainments of the children.
These parents will also be expected to stress the importance of independence in the development of their children. Mothers who let their sons acquaint
themselves early with the neighbourhood, town or district, and who, for instance, allowed them freedom to choose their own friends had sons with high academic performance. Mothers who restricted such behaviour and otherwise discouraged independent behaviour in their sons, had sons with lower academic performance (Winterbottom, 2008). In addition this view was supported by the study which showed that mothers of boys with high performance were emotionally involved, showed more affect, in connection with the performance of their sons. A follow-up check after 6 years showed that there was still a correspondence between measured performance at that time and the earlier characterization by the mothers of their own child-rearing behaviour (Rosen &
Andrade, 2000).
A recent trend in the investigations of this nature is to observe parents' behaviour directly in a situation when their boys solve problems. In these investigations, mothers of high academic achieving boys were emotionally more engaged than mothers of boys with low performance scores. It is also observed that parents in the first group set relatively high standards, for the performance of their sons. In addition to independence training and emotional engagement performance training is stressed as part of the pattern of rearing practices (Deci
& Ryan, 2001; Frazer, 2002). What situations may engage the subject's
performance will probably to a certain degree depend on attitudes, values, and ideals which the subject has absorbed in his home? Most performance data employed in the early investigations have a more or less clear and positive correlation between such performance and performance. Do all homes, then value equally highly good school performance and intelligence? Probably not, there are several investigations which indicate that attitudes toward school and intelligence are influenced rather heavily by the home-background of the child.
In particular such attitudes have been related to the socio-economic aspects. Middle and upper-class children are reported to receive a greater pressure toward higher performance in these directions and toward a positive evaluation of scholastic performance s (Bell, 2006. Generally speaking, it is expected that the homes will affect the performance of the children, and that this influence has some relationship to the socio-economic status of the family.
Only few, and methodologically unsatisfactory investigation have been concerned with the development of performance in girls (Bell, 2006), The results of these studies suggest that the pattern of child rearing leading to a high performance in girls may be markedly different from the one leading to a high performance in boys IBell, 2006). Among the sexes, different factors account for performance motivation. The factors which are most effective for a
majority of the girls may be less relevant to boys' academic performance (Frazer, 2002; Gottfried, 2004).
Summary of the Literature
This study was conducted to find out utilization of computer in teaching and learning of by secondary school in Enugu South local government area. The objective of the study was to provide evidence that teachers use computers into teaching and learning of government. The findings indicated that a great deal of teachers had not use computers into teaching and learning. However, the majority of them valued the use of computers in learning and inform students to look for relevant topics as they carry out computer literacy study. The study further established that students learn. A male teacher from two of the schools in Enugu South local government area reported that computer increases students’
knowledge of how cancer spread in the body. Despite the value of using computers in education the study established that very few teachers were trained in computer skills. The study recommends that teachers should be trained on the skill required to integrate computer into the teaching of government.
CHAPTER THREE RESEARCH METHOD
In this chapter the study is done under the following subheading:
Research Design, area of study, population of the study, sample and sampling techniques, instrument for data collection, validation of instrument, reliability of the instrument, method of data collection, and method of data analysis.
Research Design
The research design adopted for this study was a descriptive survey design. Survey design according to Iketaku (2011) is one in which a group of people or items are studied by collecting and analyzing data from only a few items considered to be representative of the entire group. This design is used to elicit different opinions of people on an issue of wide concern. It is a design that enables us to describe a number of decisions which need to be taken regarding the collection of data before ever the data are collected. These decisions must be undertaken through undertake a systematic or scientific process.
Area of the Study
This research was carried out in Enugu south Local Government Area of Enugu State. Which was surrounded with Enugu North, Enugu West and Enugu East.
Enugu south Local Government Area shares cultural traits with its neighbouring towns. Two important Igbo traditional festivals take place in Enugu annually;
the Mmanwu festival and the New yam festival. The Mmanwu festival takes place in November and features various types of masquerades that each have a name.
Population of the Study
The population of the study consist of all the secondary school students in Enugu South Local Government Area with the population of 15,675 students in 15 secondary schools in the area.
Source of Data was from Post secondary school management board 2016/2017, (PPSMB) Enugu zonal Office Statistics and Record Office
Sample and Sampling Techniques
The simple random sampling techinques was adopted for the study to sample 5 government secondary schools in Enugu South Local Government
area of Enugu state. 385 secondary school students were randomly sampled from the sampled five (5) secondary schools in enugu south.
Instrument For Data Collection
The instruments for data collection well be questionnaire. It has Sections A which comprise of the biographic data of the respondents, while section B is for the research questionnaire items. It is a four point rating scale viz strongly Agree (4), Agree (3), Disagree (2), Strongly Disagree (1) with 4,3,2,1 respectively.
Validation of the Instrument
The instrument will be validated by two experts in encasement and evaluation of Enugu State University of Science and Technology. Their comments will be used to effect corrections in the items
Reliability of the Instrument
In order to determine how reliable the instrument was, test-retest reliability procedure was adopted. The two sets of responses were scored and computed from the data collected from secondary school students in Enugu
south local government area. Responses were statistically analyzed using cronbach Alpha, this gives a reliability index of 0.75 indicating that the instrument is reliable.
Method of Data Collection
The questionnaires were administered personally by the researcher to the respondent in order to retrieve a maximum number of the questionnaire issued out within 2 weeks of the research distribution. The copies of the questions were collected back from the respondents after they were filled.
Method of Data Analysis
Mean statistic will be used for data analysis, In order to determine the degree of respondent’s agreement/ disagreement on each of the items in the questionnaire, nominal values were assigned to the response options as follow:
Strongly agree (SA) - 4 points
Agree (A) - 3 points
Disagree (D) - 2 points Strongly disagree (SD)- 1 point
A cut off rule will be determined by finding the mean of the nominal values assigned to the response options in the questionnaire, using the formula below
∑fX
Χ = N Where X – Mean
∑fX – The score
N - total Number of the respondents 4+3+2+1 10 2.50 Thus X = 4 = 4
Therefore, decision will be take that any of the questionnaire items that have mean score of 2.5 and above regarded as strongly agree while any values below 2.5 was regarded as strongly disagree.
CHAPTER FOUR
PRESENTATION AND ANALYSIS OF RESULTS
This data collection for the study was presented and analysed in this chapter based on the research questions that guided the study.
Research Question 1: What are the availability of ICT facilities for teaching and learning of government in secondary school in Enugu South Local Government Area?
Table 1:
s/n Items SA
4 A
3 D
2 SD
1 N ∑FX X
Mean Remark
1 Projectors 170 140 38 40 388 1216 3.1 Agree
2 Computers 210 80 80 18 388 1258 3.2 Agree
3 Radio (Tape recorder) 30 58 100 200 388 694 1.7 Disagr ee 4 Electronic notice boards 202 96 65 25 388 1251 3.2 Agree
5 Television 198 92 68 30 388 1234 3.1 Agree
From the computed mean in table 1: it was found that the mean of items (1,2,4,5) were above the cut- off point of 2.5 and therefore agree on the availability of ICT facilities for teaching and learning of government in secondary school in Enugu South Local Government Area. Item (3) was below the cut- off point and therefore not agreed on the availability of ICT facilities for teaching and learning of government in secondary school in Enugu South Local Government Area.
Research Question 2: What are the perception of teachers and students in use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area?
Table 2:
s/n Items SA
4 A 3
D 2
SD 1
N ∑FX X
Mean
Remark 1 information communication
technology increases student motivation through hands-on activity, visual representations and improved modes of presentation;
200 100 50 38 388 1238 3.1 Agree
2 information communication technology encourages independent learning and
individual preferences for process, layout, style and format;
150 180 30 28 388 1228 3.1 Agree
3 information communication technology gives students more control; Allows students to
produce high quality multimedia products;
220 80 28 60 388 1236 3.1 Agree
4 information communication technology changes teacher practices, planning tools and assessment rubrics;
180 120 50 38 388 1218 3.1 Agree
5 information communication
technology has motivated students to commit to learn and to
participate in learning activities;
30 58 100 200 388 694 1.7 Disagr ee
From the computed mean in table 2: it was found that the mean of items (1-4) were above the cut-off point of 2.5 and therefore agreeing on the perception of teachers and students in use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area. While item (5) was below the cut- off point and therefore not agreeing on the perception of
teachers and students in use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area?
Research Question 3: What are the challenges facing the use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area?
Table 3:
s/n Items SA
4 A 3
D 2
SD 1
N ∑FX X
Mean
Remark 1 Teachers lack of expertise in
information communication technology affects their classroom performance
188 100 70 30 388 1222 3.1 Agree
2 Lack of confidence in using information communication technology affect students performance in external examinations
193 95 55 45 388 1212 3.1 Agree
3 Insufficient knowledge of appropriate software affects the
use of information
communication technology in schools
145 108 92 43 388 1131 2.9 Agree
4 Insufficient knowledge of how to use information communication technology equipment affect the standard of education in Nigeria
186 102 80 20 388 1230 3.1 Agree
5 Lack of power supply affect the
usage information
communication technology in rural area.
30 58 100 200 388 694 1.7 Disagre e
From the computed mean in tables 3: it was found that the items (1-4) were above the cut-off points of 2.5 therefore agree on the challenges facing
the use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area. While items (5) were below 2.5 therefore not agreeing on the challenges facing the use of ICT in teaching and learning of government in secondary school in Enugu South Local Government Area?
CHAPTER FIVE
DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS This chapter presented the discussion of the findings, conclusion and recommendations.
Discussion of the Findings
The study aimed to cover the perception of teachers and students in Information and Communication Technology (ICT) in teaching and learning of government in Secondary schools in Enugu South Local Government Area.
In research question one; the researcher observed the availability of information communication technology facilities for teaching and learning in secondary schools in Enugu south Local Government Area from the findings, the research points out that 70% of the facilities are not available in the secondary school in Enugu south Local Government Area and also 30% of the information communication technology facilities are available in the secondary school. Yet these information communication technology facilities that are cheaper (projector, microphone radio, tape recorder, television electric notice boards and telephone) are not found in the secondary school while the expensive ones (computer system, computer Lab. and microscope) are found in the secondary
schools. So government should be able to found in equipping those information communication technology facilities that are not available in the secondary school in order to enhance the effective use of information communication technology in teaching and learning.
In research question two: this study observed the perceived benefit of information communication technology use in teaching and learning in secondary school in Enugu south Local Government Area from the observation;
it was found that the proper use of information communication technology in secondary schools have improved the abilities and increased the students habits towards learning. It also point out that students exponsure to the use of information communication technology facilities have given the students more in sight on how to make proper effective use of information communication technology facilities in learning and research purposes.
In research question four; the researcher, observed the challenges facing the adoption of information communication technology in teaching and learning in secondary school in Enugu south Local Government Area. from the findings, lack of funding for equipping information communication technology facilities in secondary school have been problems from government to equip all the necessary information communication technology facilities needed by the
secondary schools for effective teaching and learning. Lack of skilled technical workers is another problem that secondary schools are facing due to lack of funding to take them on training on how to handle the information communication technology facilities. And teachers and technical workers should be educated on how to use of information communication technology equipment effectively on teaching and learning. Power supply is another problem the country (Nigeria) is facing up to date, due to lack of power supply in the country the secondary school could not be able to make use of information communication technology facilities effectively and also due to the brown out of power supply most of the information communication technology facilities have been broken down. Most cases there have been a blackout and the schools could not make use their information communication technology facilities in teaching and learning, so government should improve more on the power supply. And most of these schools do not have generator to power the information communication technology facilities.
Conclusion
This study was conducted to find out if teachers use information communication technology in teaching/learning of government. The major
objective of the study was to provide evidence that teachers integrated information communication technology into teaching and learning of government. The findings indicated that a great deal of government subject teacher had not integrated information communication technology into teaching and learning of government subject.
However, the majority of them valued the use of information communication technology in learning of government subject and inform students to look for relevant of government subject topics as they carry out computer literacy study. The study further established that students learn of government subject subjects. A male of government subject teacher from rural school reported that computer increases students’ knowledge. Despite the value of using information communication technology, the study established that very few teachers were trained in information communication technology skills. The study recommends that should be trained on the skills required to integrate of government subject into the teaching of government subject.
Educational Implications for Further Studies
Findings from the present study have some implications for the educational policy makers. These include:
There should be policy formulation that will ensure adequate provision of instructional materials, both foreign and local.
All of government subject teachers should be exposed to, and trained on the art of improvisation of instructional materials on regular basis so as to make teaching-learning more effective.
Limitation of the Study
This study was limited to the Time and Financial resources available to the researcher. Time constraint – due to tight programme of the university as a result of the time schedule, the researcher might not be opportune to have all the time as she might require. Financial constraint – this constraint may arise due to the fluctuation in prices of goods and the current devaluation of the currency. As a result, the researcher may not have money enough to enable him get the necessary information essential for this research work.
Suggestions for Further Studies
The researcher is suggesting that study areas listed below should be given further research attention,
1. The impact of teachers working condition and their job performance in Enugu South local Government Area.
2. Factors affecting the use of computer in classroom management in Enugu South local Government Area.
3. The influence of poor learning environment on teachers’ classroom management in Enugu South local Government Area.
Recommendations
On the bases of the above findings the following, recommendations are made:
1. An government subject teacher should always use his immediate environment to teach as it contains a lot of material-resources for effective teaching of the concepts in the subject.
2. The Federal and State Ministries of Education should make appropriate plans to expose of government subject teachers to training workshops on improvisation in order to update their techniques for improvising specific equipment’s.
3. Government should make funds available and sponsor the teachers’
attendance at conferences, seminars and workshops on of government subject material resource production utilization and management.
4. Creative and resourceful teachers who improvise equipment’s and materials should be rewarded and motivated adequately.
5. There is need for organizations, government, parent Teacher Association Voluntary Organizations and philanthropists to join hands in procuring necessary of government subject materials resources in schools.
6. Government subject teachers should select the cheapest available equipment for demonstration or illustration of principles and concepts in science teaching. The functionality and duration of equipment should be taken into consideration.
Summary
Most of the schools in Enugu south Local Government Area do not have enough information communication technology facilities and has affected the enhancement of teaching and learning of government. Information communication technology like computer system, microscope and computer lab.
are available in the secondary schools and other information communication technology like tape recorder, television, mobile phone, projector, micro phone and electronic notice board which are necessary are lacking in the secondary
schools and it has affected the effectiveness of teaching and learning of government.
Information communication technology facilities has motivated the students learning habits it has made their study easier, students are now capable to use information communication technology to achieve a wider knowledge on multimedia products. Information communication technology has made teacher to have wider opportunity to make research in internet to get information on subject matter and it has changed their mode to teaching and impacting knowledge.
Information communication technology facilities are facing a lot of challenges due to funding and lack of technical workers and because government could not fund the training of skilled technical workers it has led to them not to have enough knowledge on the appropriate software to use and power supply on its own has created a lot of problem for information communication technology facilities to be used when it is needed by the students.
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