Evaluate the Use of Computer in Teaching and Learning of Basic Technology at the Secondary School in Orumba South Local Government Area of Anambra State
Chapter One
OBJECTIVE OF THE STUDY
The aim of this research work is to evaluate the use of computer in teaching and learning of basic technology at the secondary school in Orumba South Local Government Area of Anambra state. The specific objective of this research work includes the following:
- To determine how teachers make use of computer in preparing lesson note.
- To determine how teachers use computer assisted instruction in teaching.
- To determine how students make use of computer to gather academic information.
- To determine the ways students make use of computer to relate to other students and their teachers.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Concept of ICT
Many of the momentous economic and social changes that have been experienced in the late twentieth and early twenty first centuries have been facilitated by the dramatic increase in the capabilities and availability of information and communications technologies (UNESCO, 2011). Towards the end of the last millennium, deep structural, technological and scientific developments were impacting business, education and the ways we live and learn. The last few years witnessed two parallel revolutions in the field of information technology -the first represents the explosion of information that is easily accessible while the other is electronic communications through which all types of information are transferred securely at very high speeds at local and international levels (Al-Natour, Alkhamra & Ajlouni, 2008). Machlup (1983) as cited in Sholle (2000), noted that the original meaning of the word “information” derives from the Latin word „informare‟, which means “to put into form.” “Informing” therefore carries the sense of “imparting learning or instruction” or more generally conveys the sense “to tell (one) of something.” Thus, “information” refers to the action of informing or to that which is told. Adegbija (2009), explains in her work that there are many definitions of communication based of different disciplines. She further stressed that the term communication originated from a Latin word „communis‟ which means creating and establishing „commonness between two people with the intent of effecting a change in the recipients‟ attitude. Sambe (2008), sees communication as an instrument or a vehicle of social interaction and is the bedrock of modern society. A most critical component of modernity and civilization. Etymologically, technology is derived from the Greek word „teckne‟ which is an art or craft. Over time, technology has acquired meanings as a process and as a product. As a process, it involves applying resources to satisfy human wants and needs to extend human capabilities – systematic process of solving problems by scientific means. It is also refers to as a product in that it is perceived as hardware device that delivers information and serves to accomplish task – it implies the development of application of tools, machines and materials (Galbraith, 1967 in Egbowon, 2007). UNESCO (2004) as cited by Al-Natour, et al. (2008), defined ICT as those aspects of scientific, technological and engineering knowledge, and administrative methods that are used to access and process information and its applications – the interaction between computers and tools with human beings and their social, economic and cultural matters. Tella, Tella, Toyobo, Adika & Adeyinka (2007), claimed that formerly the term IT was used to mean ICT and the term ICT was synonymous with computer, but as the passage of time covered other equipment created to enhance acquisition, storage and dissemination of information materials. As ICT is becoming more pronounced to the extent that rarely is anything mentioned in any area of human endeavours without reference to this technology, Perez (2002) as cited by UNESCO (2011) provides an insightful summary and contrast between the technological, economic and social paradigms associated with the mass production and the information technology paradigm as follows; i. The primary distinction between the two paradigms is the shift from production of objects (mass production) to production of knowledge (Information Technology). They further stress that the hallmark of mass production is standardization while the hallmark of IT paradigm is personalization. ii. Secondly, the mass production paradigm used ICTs of an earlier time – print, radio and television- to support the dissemination of information from centralized authorities and to foster the consumption of mass produced goods. In the IT paradigm, ICT served primarily a production function, as more people have access to the multimedia information processing capabilities of computers and are able to use them to create new knowledge. Therefore, a good conclusion is that ICT can increase the economic and social well being of poor people, enhance the transparency of the public sector in the delivery of social services and empower individuals and communities to be part of global village (International Institute for Communication and Development, 2009).
Basic Technology as a Subject in the Nigerian Secondary School Curriculum
Technical and vocational education systems in Africa differ from country to country and are delivered at different levels in different types of institutions, including technical and vocational schools (both public and private), polytechnics, enterprises, and apprenticeship training centers. West Africa has a traditional apprenticeship which offers great opportunity for the acquisition of employable skills in the informal sector. In general, students enter the vocational education track at the end of primary school which corresponds to 6 – 8 years of education as in countries like Burkina Faso and Kenya, or at the end of lower or junior secondary school, which corresponds to 9 – 12 years of what is called basic education in countries like Ghana, Nigeria, Mali and Swaziland. (African Economic Outlook, 2008 as cited by Adeoye & Olabiyi, 2011). At the inception of 6. 3. 3. 4. system of education in Nigeria, technical and vocational education as offered as a subject at the end of primary school and was called “Introductory Technology” which is different from the current 9. 3. 4. system of education where it is called “Basic Technology” ( Fakomogbon, Morakinyo, Omiola & Ibrahim, 2012). Basic technology is a subject that introduces students at the Junior Secondary schools in Nigeria to the basic rudiment of technology. The National Policy on Education (FRN, 2004) defined it as the aspect of education which leads to acquisition of practical and applied skills as well as basic scientific knowledge.
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 to evaluate the use of computer in teaching and learning of basic technology at the secondary school in Orumba south local government of Anambra.
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 or things. The researcher is interested in getting information on evaluate the use of computer in teaching and learning of basic technology at the secondary school in Orumba south local government of Anambra. 200 staffs of selected secondary schools in Orumba south local government of Anambra 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 evaluate the use of computer in teaching and learning of basic technology at the secondary school in Orumba south local government of area of Anambra state.
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 use of computer in teaching and learning of basic technology at the secondary school
Summary
This study was on evaluate the use of computer in teaching and learning of basic technology at the secondary school in Orumba south local government of area of Anambra state. Three objectives were raised which included: To determine how teachers make use of computer in preparing lesson note, to determine how teachers use computer assisted instruction in teaching, to determine how students make use of computer to gather academic information and to determine the ways students make use of computer to relate to other students and their teachers. In line with these objectives, two research hypotheses were formulated and two null hypotheses were posited. The total population for the study is 200 staffs of selected secondary schools. 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
That there are no available ICTs for teaching of basic technology and most of the respondents are not competent though some could operate word document, access their mails and also use spread sheet. Also, basic technology teachers in Orumba South local of Anambra state do not utilize ICT for teaching on daily basis. In addition, there are several constraints to effective utilization of ICT in instructional delivery though ICTs are accepted to be useful in the process of instruction delivery by basic technology teachers in Anambra state. Also, there exist no significant differences between public and private schools and among the schools
Recommendation
The following recommendations were made based on the findings of the study.
- The government through the Ministry of Education, Science and Technology (MOEST), should upgrade the ICT centers in the state for utilization by teachers to enhance students‟ academic performance in basic technology.
- The basic technology teachers should endeavor to develop skills in utilization of ICT resources for effective teaching of basic technology in the secondary schools.
- Parents should not be left out in the drive to provide and support the utilization of ICT resources in instructional delivery in their children’s schools. Once parents and guardians realize the importance of ICTs in the education of their children and wards, they will not hesitate to give moral, material and financial support for their use in basic technology.
References
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