Teachers Awareness and Utilization of ICT Facilities in Teaching Biology in Osun State
CHAPTER ONE
Objectives Of Study
The general objective of this study is to examine teachers’ awareness and utilization of ICT facilities in teaching Biology in Osun State. The specific objectives are:
- To examine the level of awareness of secondary school teachers on the use of ICT for teaching Biology among secondary school teachers in Osun State.
- To understand the importance of the use of ICT for teaching Biology among secondary school teachers in Osun State.
- To study the teachers’ role in the use of ICT for teaching Biology among secondary school teachers in Osun State.
CHAPTER TWO
Review of Related Literatures
This chapter focuses on a review of related literature on the study of Information Communication Technology ICT in education. The review aims to focus on the definition of ICT, ICT in education, importance & benefit of ICT in education, the needs of ICT facilities in schools, trends of developed & developing countries on the use of ICT in education, factors & barriers influencing the use of ICT in secondary schools.
Concept of ICT
Information and Communication Technology ICT may be viewed in different ways. Information and Communication Technology ICT, includes all forms of technologies such as internet, computers, websites , telephones, mobiles, wireless devices, networks, hardware, software and telecommunication equipment ( Latu and Koh, 2007).
The author posited that ICT is simply about sharing and having access to data with ease. It is regarded as the super highway through which information is transmitted and shared by people all over the world. Ozoji, 2003( 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.
Beckinsale et. al, (2006) defines Information and telecommunication technologies (ICT) as “any technology we use to facilitate processing ,gathering, distribution and use of information.” Bandele (2006) on the other hand, views ICT as, a revolution that involves the use of computers, internet and other telecommunication technology in every aspect of human endeavor.
Ogunsola and Aboyade (2005) viewed ICT as a cluster of associated technologies defined by their functional usage in information access and communication of which one embodiment is the internet. According to Marcelle (2000), ICT is described as a complex varied set of goods, applications and services used for producing, distributing, processing, transforming information including telecoms, TV and radio broadcasting, hardware and software, computer services and electronic media. Rodriguez and Wilson (2000) defined ICT as a set of activities which facilitate by electronic means the processing, transmission and display of information.
Information and Communication Technology as tools within the school environment include use for school administration and management, teaching and learning of ICT related skills for enhancing the presentation of classroom work, teaching/learning repetitive tasks, teaching/learning intellectual thinking and problem solving skills, stimulating creativity and imagination, for research by teachers and students and as communication tool by teachers and students (Bielefeldt, et.al 1999).
CHAPTER THREE
RESEARCH METHODOLOGY
INTRODUCTION
In this chapter, we described the research procedure for this study. A research methodology is a research process adopted or employed to systematically and scientifically present the results of a study to the research audience viz. a vis, the study beneficiaries.
RESEARCH DESIGN
Research designs are perceived to be an overall strategy adopted by the researcher whereby different components of the study are integrated in a logical manner to effectively address a research problem. In this study, the researcher employed the survey research design. This is due to the nature of the study whereby the opinion and views of people are sampled. According to Singleton & Straits, (2009), Survey research can use quantitative research strategies (e.g., using questionnaires with numerically rated items), qualitative research strategies (e.g., using open-ended questions), or both strategies (i.e., mixed methods). As it is often used to describe and explore human behaviour, surveys are therefore frequently used in social and psychological research.
POPULATION OF THE STUDY
According to Udoyen (2019), a study population is a group of elements or individuals as the case may be, who share similar characteristics. These similar features can include location, gender, age, sex or specific interest. The emphasis on study population is that it constitute of individuals or elements that are homogeneous in description.
This study was carried out to examine the Teachers Awareness And Utilization Of ICT Facilities In Teaching Biology In Osun State. Selected secondary schools in Osun State form the population of the study.
CHAPTER FOUR
ANALYSIS AND PRESENTATION OF RESULTS
This chapter presents the analysis of data derived through the questionnaire and key informant interview administered on the respondents in the study area. The analysis and interpretation were derived from the findings of the study. The data analysis depicts the simple frequency and percentage of the respondents as well as interpretation of the information gathered. A total of 250 questionnaires were distributed to teachers of five secondary schools. During distributing the questionnaires, it was considered that teachers from all streams and departments have a chance to participate in the study. Out of the 250 questionnaires distributed to sample teachers at five schools, 241 (96.40%) were appropriately filled and returned, the 5 questionnaires (2.00 %) were not returned and the rest 4 (1.60 %) questionnaires were partially filled, so that the researcher discarded them during analysis. Therefore a return of 241 (96.40%) of the questionnaires was considered acceptable for this research.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
Introduction
This chapter summarizes the findings on the Teachers Awareness And Utilization Of ICT Facilities In Teaching Biology In Osun State. The chapter consists of summary of the study, conclusions, and recommendations.
Summary of the Study
In this study, our focus was on the Teachers Awareness And Utilization Of ICT Facilities In Teaching Biology In Osun State.. The study is was specifically focused on eexamining the level of awareness of secondary school teachers on the use of ICT for teaching Biology among secondary school teachers in Osun State, understanding the importance of the use of ICT for teaching Biology among secondary school teachers in Osun State and investigating the teachers’ role in the use of ICT for teaching Biology among secondary school teachers in Osun State.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 241 responses were validated from the enrolled participants where all respondent are Biology teachers in Osun State.
Conclusions
With respect to the analysis and the findings of this study, the following conclusions emerged;
- Biology teachers are aware of the values of using Information and Communication Technologies (ICT) facilities for the teaching and learning process.
- About 64.7% of biology teachers do not use Information and Communication Technologies (ICT) facilities for the teaching of the subject.
- Only two (2) schools are equipped with Information and Communication Technologies (ICT) facilities and the facilities are in good working condition.
- Computer, television and CD player are the available Information and Communication Technologies (ICT) facilities in the schools for the teaching and learning of biology.
- Time allocation in the timetable, lack or inadequate facilities and power failure are among the problems that hinders the use of Information and Communication Technologies (ICT) in teaching and learning biology in secondary schools in Osun state.
Recommendation
Based on the findings the researcher recommends that;
- The required ICT facilities and infrastructure should be provided in schools by government, companies, religious groups, NGOs, social organizations, PTAs etc.
- The government should ensure regular supply of electricity in schools.
- Proper timing should be done in order to allow teachers to have maximum time for ICT integration in biology classes.
- Science teachers should be trained on the use of ICT resources for science teaching and learning particularly, the use of different software packages, CD ROMs, Video tapes on science concepts and processes etc.
- Government should make it mandatory for science teaches to always; attend seminars, workshops, conferences and fresher course in computer.
REFERENCES:
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- Aduwa-Ogiegbean, S.E. & Iyamu, E.O.S. (2005). Using Information and Communication Technology in Secondary Schools in Nigeria. Journal of Education, Technology and Society, 8(1), 104-112.
- Adebayo, A.A. (2002). New Trend in Access to Information Communication Technology. Its Implications to the Content of Africa STAN Proceedings of 43rd Annual Conference and Inaugural Conference of CASTME Africa Proceedings. Heineman Educational Books Nigeria. Pp 551-553.
- Akindolu, L.R. (2002). Information and Communication Technology ((CT) Centred Education: A Necessity for National Development. Nigerian Journal of Computer Literacy, 3:10-18
- Kazi, E.H., Ahmad, Z.A. & Mosa, F.Z. (2012). ICT Utilization among Secondary School Teachers and Principals in Malaysia. International Journal of Academic Research in Progressive Education and Development, 1(4), ISSN: 2226-6348.
- Onasanya, S.A., Shehu, R.A., Ogunlade, O.O. & ADefuye, A.L. (2011). Teachers’ Awareness and Extent of Utilization of ICT for Effective Science and Health Education in Nigeria. Singapore Journal of Scientific Research. 1, 49-58.
