Effectiveness of Information Communication Technology in Teaching and Learning Economics in Ethiope East Local Government Area of Delta State
Chapter One
The objective of the study
The objectives of the study
- To ascertain the level of exposure of students and teachers to ICT
- To ascertain the effect of ICT in teaching and learning of Economic
- To investigate the impact of ICT on students’ performance in economics
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Theoretical Framework
This study shall consider two (2) main theories: the Sensory Stimulation theory and the Technological Pedagogical and Content Knowledge theory which will be discussed below.
The Sensory Stimulation Theory
This study will infer the sensory stimulation theory (SST) of learning, which has its basic premise on the fact that effective learning occurs when the senses are stimulated. According to Laird (1985) in Savic (2012), the SST theory states that by stimulating the senses, especially the visual sense, learning can be enhanced. However, this theory states that if multi-senses are stimulated, greater learning takes place. Stimulation through the senses is achieved through a greater variety of colours, volume levels, strong statements, facts presented visually, use of a variety of techniques and media. This theory has relevance to some extent with the present study, which seeks to investigate the “effects of ICT on the performance of SS2 students in Economics”. ICT instructional aids such as: Television, Video Machines, Computers disc, Projectors, etc., help to stimulate senses by attracting the attention of the students in the classroom 17 teaching-learning process to learn. However, this theory will not be best appropriate to the study due to the fact that it has much relevance to enhancing learning situation on the part of the students more than on the part of both teachers and students involved in teaching-learning process. The effective use/utilization of electronic media and other instructional materials in the classroom by the teachers is also a major factor contributing towards achieving the stated lesson objective, hence simulation theory might not be too appropriate to be considered since the study has to do with “Effects of ICT on Secondary Schools Students‟ Economics Performance in Kaduna State”.
The Technological Pedagogical and Content Knowledge
Theory This study shall therefore, be based on the theory of “Technological Pedagogical and Content Knowledge” (TPACK) developed by Mishra and Koehler (2006). The TPACK framework strives to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex multifaceted and situated nature of teacher‟s knowledge (Mishra and Koehler, 2006). Researchers argued that computers alone do not make the difference in teaching, rather, the difference is made by the pedagogical methods the teachers use when instructing with computer technologies (Clark, 2001). Therefore, TPACK provides a better feedback for integrating technology in classroom teaching and learning process than the Sensory Stimulation Theory (SST) which has some limitations as stated above.
The Concept of Information and Communication Technology (ICT)
Information and Communication Technology (ICT) combines three comparative complementary concepts – which describe its desired meaning and area of coverage. Information is a message that is transmitted and received in the process of communication and these messages, ideas or feelings are shared by both the receiver and sender at the same time. Communication refers to any process in which people share the same information, ideas and feelings. It involves spoken and written words, body language, personal mannerisms and style (Okorie, 2010). Technology refers to the systematic application of the tools and art. In practice, communication cannot be effective if information is not accurately received by the target audience, the passage of information cannot be complete without the instruments of communication and feedback. Technology makes communication easier, faster and more effective. Today, information and communication technology uses a combination of computer, telecommunication, and information systems services and products. Hence, communication serves as a connection- link between the teacher and the learners for effective pedagogy to take place in the classroom. There are diverse meanings to ICT by different people depending on the context of its usage. Definition of ICT by some scholars differs: According to Uzoigwe (2001), ICT involves all technologies employed in order to facilitate the collection, storage, retrieval and communication of information by the fastest means. Anderson and Glen (2003) defined ICT as generally related to those technologies that are used for accessing, gathering, manipulating, and presenting or communicating information. The technologies could include hardware (e.g. computers and other devices); software applications; and connectivity (e.g. access to the internet, local networking infrastructure, video- conferencing). Information and Communication Technology, according to Oloruntegbe (2006), can be viewed in the following perspectives: As an object, what is learnt is dependent on the type of education and the level of learners. Objects include computer and accessories, internet access, satellite, on line-self learning packages, etc. As an assisting tool:
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 economics in Ethiope East local Government Area of Delta state
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 the effective of information technology in teaching and learning economics in Ethiope East local Government Area of Delta state. 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 in teaching and learning economics in Ethiope East local government area of Delta 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 of information communication technology in teaching and learning economics
Summary
This study was on effectiveness of information communication technology in teaching and learning economics in Ethiope East local government area of Delta state. Three objectives were raised which included: To ascertain the level of exposure of students and teachers to ICT, to ascertain the effect of ICT in teaching and learning of Economic and to investigate the impact of ICT on students’ performance in economics. 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
On the basis of the findings of this study, the following conclusions were made:
- The use of Computer Assisted mode of Instruction has significant effect on SS2 Economics students‟ academic performance. It can be therefore said that Computer Assisted mode of Instruction proved to be more efficacious than the conventional method of teaching used in some schools today.
- The use of Computer Assisted Instruction has proved to be effective in reducing the rate of time spent by students in solving questions in Economics during test. This has enhanced students‟ ability to accomplish the task given during assessments faster than using the conventional method of teaching.
Recommendation
The following recommendations are made on the basis of the outcome of this study.
- There is a need for adequate provision of ICT-driven instructional devices that are functioning and their appendages for all Senior Secondary School students in Nigeria by the government just like the Delta State Government initiative of “Opon Imo” (Tablet of Knowledge). This will help Economics students to develop ICT independent learning skills to improve their academic performance and equally equip them to meet up the challenges of online system of examination currently adopted by some examination bodies.
- Computer Assisted Instructional technique is relatively new and should be incorporated into the senior secondary school curriculum of Economics. Consequently, schools supplied with computer systems by Government and other non-governmental agencies require the need for computer assisted instructional packages in different subjects to be installed on them for use. This will help Economics teachers to develop their skills and competency in instructional delivery. In addition, there is need for proper maintenance culture to be incorporated in schools, in the handling of ICT-driven instructional facilities provided for effective functioning and utilization
References
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- Savic, A. (2012). Thoeries of Learning. Published by Viser Ricum, Belgrade. Schmidt, D.A., Baran, E., Thompson, A.D., Mishra, P., Koehler, M.J. & Shin, T.S. (2009). Technological Pedagogical Content Knowledge (TPACK): The developmemt and validation of an assessment instrument for preservice teachers. Journal of Resources on Technology in Education, 42(2), 123-149.
- Schoepp, K. (2005). Barriers to Technology Integration in Technology Supported Mathematics Activities, Contemporary Issue in Technology and Teacher Education.
- Schug, M. (1985). Introduction in Economics in the School Curriculum. 10-12 (eds.) Education and National Association.
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