Effects of Information and Communication Technology on Students’ Learning During Coronavirus Pandemic
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain the effect of information and communication technology on student learning during coronavirus pandemic
- To ascertain contribution of information and communication technology on education during coronavirus pandemic
- To ascertain the challenges of education using information and communication technology during coronavirus pandemic.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Information and Communication Technology in Education
The education system today has found the place of integrating ICT into every stage of pedagogy in the school system. ICT when applied to education, enhances the delivery and access to knowledge, improves the breadth and scope of the curriculum, increases learning rates, encourages critical thinking and offers unlimited means of achieving educational goals (Iloanusi and Osagwu, 2009). The Federal Ministry of Education (2010) states the place of ICT in achieving the national educational goals as: “The policy provides the needed guidance on what is expected in the entire process of ICT integration in education to all stakeholders in education. Its’ implementation therefore should lead to a speedy transformation of the teaching, learning and administration of education. This in turn will foster the production of graduates in the education system that can survive in the contemporary society, sustain national development and can compete globally (p.3). The above policy statement poses challenges to the nations‟ education system and her stakeholders if ICT-driven instructional mode of learning will be successfully integrated into the school system for quality service delivery. This will help in producing the crop of graduates that will meet up the technological advancement needed globally for national development. Education is seen as the bedrock for any sustainable national development, therefore, it behoves that ICT is the horse that education must ride on to meet up global transformation, especially for the developing nations like Nigeria. The increase in the trend of use of ICT in classroom work across the globe has been necessitated by three major factors and they are: Electronic technological devices are being used to prepare the present generation of young people for a future work place that will undoubtedly be characterized by information technology (IT). Preparing students in economics for future economic and national development of the country that can be done through the use of ICT tools, electronic conferencing programmes, the web, spread sheets, database etc. which when adopted will enhance students‟ critical thinking. ICT tools make schools more efficient in the teaching-learning enterprise, classroom teachers‟ personal professional development and academic productivity will be greatly enhanced. ICT tools are being used to improve reform or renovate teaching and learning. Learners are stimulated to learn actively either on an independent basis or working closely with others (Olorundare, 2007).
Integrating ICT into the Education System
In order to gain access into the school system, Tinio (2002) observed that ICTs can expand access to education in the following ways: Anytime, anywhere: One defining feature of ICTs is the ability to transcend time and space. ICTs make possible and asynchronous learning or learning characterized by a time lag between the delivery of instruction and reception by learners. Online course materials, for example, may be accessed 24hours a day, 7days a week. ICT-based educational delivery (e.g. educational programing broadcast over radio or television) also dispenses with the need for all learners and the instructor to be in one physical location. Additionally, certain types of ICTs, such as teleconferencing technologies enable instruction to be received simultaneously by multiple geographically dispersed learners (i.e. synchronous learning). Access to remote learning resources: Teachers and learners no longer rely solely on printed books and other materials in physical media housed in libraries and available in limited quantities for their educational needs, due to the internet and the world wide web, a wealth of learning materials in almost every subject and in variety of media can now be accessed from anywhere or at any time of the day with unlimited number of people. This is particularly significant for many schools in developing countries, and even some in developed countries that have limited and out dated library resources. ICTs also facilitate access to resource persons, mentors, experts, researchers, professionals, business leaders, and peer all over the world. Improving the quality of education and training: This is a critical issue, particularly at a set time of educational expansion. ICTs can enhance the quality of education in several ways: By increasing learners‟ motivation and engagement; by facilitating acquisition of basic skills, and by enhancing teacher training (Haddad and Jurich, 2002). ICTs are also transformational tools which when used appropriately can promote the shift to a learner-centred environment. Motivating to learn: ICTs such as videos, television and multimedia computer software that combined text, sound and colourful, moving images can be used to provide challenging and authentic content that will engage the student in the learning process. Interactive radio likewise makes use of sound effect, songs, dramatization, comic skits, and other performance convention to compel the student to listen and become involved in the lessons delivered. More so that any type of ICT networked computers with internet connectivity can increase learner motivation as it combines the media richness and interactivity of other ICTs with the opportunity to connect with real people and to participate in real world event. Enhancing teacher training: ICTs have also been used to improve access to and quality of teacher training. For example in China, large scale radio and television based teacher education for many years have been conducted by the China Central Radio and Television University, the Shanghai radio and TV University in the country (Carnoy, 2002 in Tinio, 2002). With the above advantages, it could be said that the place of ICT becomes imperative to current trends in the teaching-learning process in the school system because it offers divers ways for people to access quality education conveniently towards achieving national educational objectives.
CHAPTER THREE
RESEARCH METHODOLOGY
Research design
The researcher used descriptive research survey design in building up this project work the choice of this research design was considered appropriate because of its advantages of identifying attributes of a large population from a group of individuals. The design was suitable for the study as the study sought the effective of information technology in teaching and learning on students learning during coronavirus pandemic
Sources of data collection
Data were collected from two main sources namely:
(i)Primary source and
(ii)Secondary source
Primary source:
These are materials of statistical investigation which were collected by the research for a particular purpose. They can be obtained through a survey, observation questionnaire or as experiment; the researcher has adopted the questionnaire method for this study.
Secondary source:
These are data from textbook Journal handset etc. they arise as byproducts of the same other purposes. Example administration, various other unpublished works and write ups were also used.
Population of the study
Population of a study is a group of persons or aggregate items, things the researcher is interested in getting information effective of information technology in teaching and learning on students learning during coronavirus pandemic. 200 staff of selected secondary schools in Ethiope East local Government Area of Delta state were selected randomly by the researcher as the population of the study.
CHAPTER FOUR
PRESENTATION ANALYSIS INTERPRETATION OF DATA
Introduction
Efforts will be made at this stage to present, analyze and interpret the data collected during the field survey. This presentation will be based on the responses from the completed questionnaires. The result of this exercise will be summarized in tabular forms for easy references and analysis. It will also show answers to questions relating to the research questions for this research study. The researcher employed simple percentage in the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effectiveness of information communication technology on students learning during coronavirus pandemic. In the preceding chapter, the relevant data collected for this study were presented, critically analyzed and appropriate interpretation given. In this chapter, certain recommendations made which in the opinion of the researcher will be of benefits in addressing the challenges of information communication technology on students learning during coronavirus pandemic
Summary
This study was on effectiveness of information communication technology on students learning during coronavirus pandemic. Three objectives were raised which included: To ascertain the effect of information and communication technology on student learning during coronavirus pandemic, to ascertain contribution of information and communication technology on education during coronavirus pandemic and to ascertain the challenges of education using information and communication technology during coronavirus pandemic. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staff of selected secondary school in Ethiope East local government of Delta state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. A total of 133 respondents made principals, vice principals adm, senior staff and junior staff were used for the study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
The experiences found so far show that the e-learning has come to conform space to “substitute” for traditional classrooms, which had been gaining space in an emerging way. However, in the face of the COVID-19 pandemic, have become the alternative for training students of all educational levels. The change from face-to-face to virtual modality has meant a change in the structures, processes, and roles of traditional teaching practice, whose main characteristic is teaching centred on the figure of the teacher, while e-learning is based in the leading role of the student, guided by the teacher towards autonomous and collaborative learning. The opportunity that this situation of COVID-19 gives us should be valued, to rethink a new way and sense of educating, which even considers changes in the curriculum, leading to the development of new skills and abilities aimed at new learning routes, fundamentally considering aspects such as interaction with content, interaction with teachers and interaction between peers
Recommendation
We recommend and encourage that instructors try their best to keep in touch with their students through online office hours, as well as reach out to each student in their class individually if there is a sudden decrease in performance. It is best if instructors communicate with their students and vice versa in a more informal way like through WhatsApp groups, Messenger calls, private video call meetings and so on.
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