Comparative Assessment of the Use of ICT Facilities in Teaching Biology Between Public and Private Secondary Schools in Mkpat Enin LGA
Chapter One
Aim and Objectives
The aim of the present study focuses on the impact of ICT in the teaching and learning of Biology in public and private secondary schools in Mkpat Enin local government of Akwa Ibom state.
The specific objectives are:
- Is there a difference in the number of ICT resource materials available for teaching biology in public and private schools
- To what extent do teachers used ICT in teaching biology
- Is there a difference in the use of ICT between male and female teachers
- Is there a difference in the availability of ICT materials for teaching biology in public and private
CHAPTER TWO
LITERATURE REVIEW
Introduction
The use of information and communication technology (ICT) is becoming an integral part of education in many part of the globe. Nigeria is not left behind as ICT gradually find its ways into the educational system despite chronic limitation brought about by economics disadvantages. Fundamentally education is a discipline like any other. It is a branch of human knowledge which is basically concerned with getting the young in the society prepared when they come of age. According to Gbamanja (1987, pg 131) education is a process which seeks to change the behavior pattern of a learner. Overall behavioral view education as the process of changing the behavior pattern of people. Behavior in his sense refers to the way we change the learner, his or her thinking, feeling and other overt actions (Hergenhaln and Olson 1997). Thus education is the process by which society deliberately transmits its cultural heritage through schools, colleges, universities and other institution (Gbemanja 1989). In other to achieve the above mentioned purpose in education information and communication technology (ICT). One could argue that it is an essential ingredient that could help bring these gains and benefits to the fore. Realistically several researchers admitted that ICT have an impact in learning and teaching of biology.
Globally, the availability and use of information and communication technologies (ICT) is fast gaining prominence and becoming one of the most important elements defining the basic competence of students in Nigeria, science teaching at various levels still retains the old conservative approach and if this situation would change, there is need for diagnostic study. Many researchers have carried out research on the implication of ICT for science teaching especially biology. The role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary education policy (Rosen and Well 1995 and Thierer 2000). Most experts in the field of education agreed that when properly used, information and communication technology hold great promise to improve teaching and learning in addition to shaping workforce opportunities.
The important of ICT is quite evidence from the educational perspective, through the chalkboard, textbooks, radio/television and film have been used for educational purpose over the years, none has quite impacted on the educational process like computer. While television and film impact only on the audio visual facilities of users, the computer is capable of activating the sense of sight, hearing and touch of the users. Information and communication technology (ICT) has the capacity to provide higher interactive potential for users to develop their individual, intellectual and creative ability.
Various researchers have carried out research work to show the use of ICT in teaching and learning. Among these is Belts, S (2005) ICT contribute to quality in learning and teaching of science. The authors consider the meaning of quality in learning science at key stage 3. Data was drawn from test, interviews and observations.., the study examines how ICT affect students understanding, their mental engagement and the context for learning. The research has come out with the following finding;
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 constitutes of individuals or elements that are homogeneous in description.
This study was carried to Comparative Assessment of the use of ICT facilities in teaching Biology between public and Private secondary schools in Mkpat Enin LGA. Selected secondary schools in Mkpat Enin form the population of the study.
SAMPLE SIZE DETERMINATION
A study sample is simply a systematic selected part of a population that infers its result on the population. In essence, it is that part of a whole that represents the whole and its members share characteristics in like similitude (Udoyen, 2019). In this study, the researcher adopted the convenient sampling method to determine the sample size.
CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
INTRODUCTION
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 eighty (80) questionnaires were administered to respondents of which only seventy-seven (77) were returned and validated. This was due to irregular, incomplete and inappropriate responses to some questionnaire. For this study a total of 77 was validated for the analysis.
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain Comparative Assessment of the use of ICT facilities in teaching Biology between public and private secondary schools in Mkpat Enin LGA. 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 Comparative Assessment of the use of ICT facilities in teaching Biology between public and Private secondary schools in Mkpat Enin LGA
Summary
This study was on Comparative Assessment of the use of ICT facilities in teaching Biology between public and Private secondary schools in Mkpat Enin LGA. Three objectives were raised which included: Is there a difference in the number of ICT resource materials available for teaching biology in public and private schools , to what extent do teachers used ICT in teaching biology, Is there a difference in the use of ICT between male and female teachers and Is there a difference in the availability of ICT materials for teaching biology in public and private. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Mkpat Enin local governmnet. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
This study concludes that secondary school students’ satisfaction with computer studies /ICT instruction did not significantly differ with respect to school ownership, gender and school location. The results indicate that teaching and learning of computer or ICT instruction in both public and private secondary schools in Mkpat Enin local government is yet to produce intended result. Therefore, all hands must be on deck to ensure that computer studies in the secondary school is fully implementation for the benefit of the students to enable them function effectively in this age of ICT
Recommendation
- The Government at various levels, NonGovernmental Organizations (NGOs) as well as Parents Teachers Association (PTA) should improve in their efforts towards provision of both hardware and software ICT facilities to sustain blended pedagogy
- Educational stakeholders should ensure that the lesson contents and learning experience in ICT that meet the global demands are offered to students at secondary school level.
- Students should be effectively trained and well equipped with ICT skills before graduation.
References
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