Effects of ICT on Teaching and Learning Process in the 21st Century
CHAPTER ONE
Objective of the study
The objectives of the study are;
- To find out the effect on ICT on teaching and learning process in 21st century
- To find out the characteristics of 21st century teaching and learning
- To find out the effect of ICT on the academic performance of student
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
Numerous specialists and researchers have done famous effort in the field of ICT in Tertiary Education. The review of restricted related researches on Evaluating the Impact of ICT for the twenty-first Century: As Modification Driving Tools for Tertiary Institutions in Nigeria may identify the key trends and gaps in these areas. Many studies have documented either the Evaluating the Impact of ICT for the 21st Century: A Change Driving Tools for Tertiary Education in Nigeria or Information and Communication Technology for Enhancement of Education Development in Northern Nigeria. One of the earliest studies by, Anyasi, et al., cited in State & Rasheed, 2014) examines the significance of information and communication technology for sustainable development. The author utilized both primary and secondary data to achieve relevant data from the respondents. Specially, structural questionnaire was employed to elicit information from the respondents. The findings reveal that information and communication technology is a necessary tool to achieve sustainable development in Nigeria. A more recent study by Sukanta, cited in State & Rasheed (2014) examines the role of ICT in tertiary institutions for the twenty-first century. Study looks into the possible areas where ICT has affected positively vis-a-vis the higher education, research and teaching. The study revered that ICT that lends itself to more learners-centred learning situations. In contrast, Ogunwale et al., cited in State & Rasheed (2014) conducted a study to find out the degree of perception, acquisition and utilization of wonders of ICT in Irewolede LGA in Ikire Osun Sate. Simple random sampling procedure was used to select fifty teachers as sample for the study. The authors also employed questionnaire as a data gathering instrument. The finding from the study reveals that ICT were grossly inadequate in all the secondary schools selected. According to the United Nations Educational Science and Cultural Organization (UNESCO), ICT includes ‘all types of technology used to produce, store, distribute, transfer and exchange information through means such as telephones, satellites, computers and the Internet, as well as equipment and services related to these technologies, these as video conferencing, online banking, electronic commerce. Yusuf, cited in State & Rasheed (2014) sees information and communication technology as an automated technology utilized for accessing, gathering, processing, presentation, and dissemination information. Similarly, Sukanta cited in State & Rasheed (2014) described ICT as the diverse collection of technological equipment and assets that used for the purpose of communication.
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 examine effects of ICT on teaching and learning process in the 21st century. Selected secondary schools in Uyo form the population of the study.
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.
TEST OF HYPOTHESIS
H1: there is no effect on ICT on teaching and learning process in 21st century
H2: there is no effect of ICT on the academic performance of student
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain effects of ICT on teaching and learning process in the 21st century. 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 effects of ICT on teaching and learning process in the 21st century
Summary
This study was on effects of ICT on teaching and learning process in the 21st century. Three objectives were raised which included: To find out the effect on ICT on teaching and learning process in 21st century, to find out the characteristics of 21st century teaching and learning and to find out the effect of ICT on the academic performance of student. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Uyo. Hypothesis was tested using Chi-Square statistical tool (SPSS).
Conclusion
The work of ICTs in an instruction are unavoidable and recurring. Rapid advancement in the innovations is demonstrating that the impact of ICT, later on, will develop hugely in education. Eventually, the utilization of ICT will improve the learning encounters of learners. Likewise, it causes them to think autonomously and convey innovatively. It additionally helps learners for building successful professions and lives, in an undeniable technological world. The researcher triedd to assess the impact of technology as a modification driving tools for tertiary institutions in Nigeria. Research showed that technologies have essentially affected towards educational rehearsal in Nigeria, which would develop significantly in the future if the different issues thwarting successful usage of technology as a variation operator for tertiary institutions were appropriately improved
Recommendation
1) Government and Non-governmental Organization should increase budget allocation to institutions to enable them embark on Information and Communication Technology.
2) Government should make Information and Communication Technology part of National minimum standards for all graduates in Nigeria.
3) Workshop, seminars should be organized regularly to create proper awareness of ICT to students and teachers.
4) Steady electricity supply and telecommunication facilities should be provided in urban and rural areas to facilitate the implementation of ICT. 5) The use of ICT in the educational instructions for all levels of system should be highly encouraged by the government through the supply of computers and other ICT gadgets.
References
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