Impact of Information and Communication Technology (ICT) on Students’ Academic Performance in Secondary Schools
Chapter One
PURPOSE OF THE STUDY
The main purpose of this study was to find out the influence of ICT on students’ academic performance in Secondary Schools in Afikpo North Local Government in Ebonyi State. Specifically, the study is aim at findings out whether;
- ICT has any direct effect on students’ academic performance.
- ICT as a tool for learning influences students’ academic performance.
- ICT as a tool for teaching and students’ academic performance
CHAPTER TWO
REVIEW OF RELATED LITERATURE
INTRODUCTION
The impact of information and communication technology on academic performance has revolutionized teaching and learning. Students with diverse learning styles are able to maximize their learning potential when instructors use ICT to support their teachings. ICT enables the learners to be more independent, reflective and self-regulated in their learning process. In addition, ICT makes it possible to deliver virtual instruction to students outside the classroom. ICTs help student’s master materials and skills though it depends on the teacher’s instructional goal, students’ levels, instructional needs and available resources. Stephen, Thomas and Cook (2002), stated that technology teaching strategies are often based on cognitive view of teaching and learning. Teachers here are viewed as facilitators and collaborators with students as they learn, rather than as experts imparting knowledge. There also tend to be strong emphasis on the use of problem-solving and research skills as students take more active role in defining, developing their ideas. Areas teachers can use ICTs in their teaching are broad, as with most developments in technology, new tools and techniques are developed every day. Even though such teaching strategies are very expensive to come by, they are exciting. Examples of such facilities are the use of multimedia, C.D Rom, web-based instructions (WBI), the intelligent tutoring systems (ITS), Virtual reality (VR), Audio visual aid, computer-assisted instruction and a host of other recent development network. Stephen et al (2000). The impact of ICTs on learning is in relation to use of digital media, primarily computers and internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means. They provide powerful tools that may help in transforming the present isolated teacher-centered and text-bound classrooms into rich-student-focused, interactive knowledge environments. To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. The direct link between ICT use and students’ study habits and academic performances have been the focus of extensive literature during the last two decades. Some of them help students with their learning by improving the communication between them and the instructors (Valasidou and Bousiou, 2005).
ICT stands for information & communications technology is an umbrella term that includes any communication device, encompassing radio, television, cell phones, computer and network hardware, satellite systems and so on, as well as the various services & applicate with them such as video conferencing and distance learning. “ICT are often spoken of a particular context such as ICTs in education, health care, or libraries” (Margaret Rouse, September, 2005). “ICT (information and communications technology or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning”.
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 examine the impact of ICT on students’ academic performance in secondary schools.
Sources of Data Collection
Data were collected from two main sources namely:
- Primary source and
- 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 research.
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 on the study the impact of ICT on students’ academic performance in secondary schools. 200 teaching and non-teaching staffs and students of Afikpo North Local Government in Ebonyi State was 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 pertinent to note that this research was aimed at cross examining the effects or contributions of ICT on academic achievement, thus the topic “impact of ICT on the students’ academic performance in secondary schools”.
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 associated with ICT usage and student academic performance in Nigeria.
SUMMARY
Based on the findings of this study, it is true that student’s computer literacy enhances their academic performance in higher institutions generally, that computer literate students perform better academically than the non-computer literate, that female computer literate students perform better academically than the male counter-part that the non-computer addicted students perform better academically than the addicted ones. ICT does affect academic performance by way of increasing test scores, motivation or facilitating collaborative learning. ICT tools, and more generally technology, do not guarantee success however. Learning environments must be rooted in constructivism and teacher support and scaffolding is necessary throughout the entire process. Activities must be rich in content and advance thinking by requiring students to work through complex problems rather than perform low level processing tasks. Wenglinsky (2006) states that teachers must not use technology as mere “drilling machines” but should incorporate tools that can serve as “catalysts of creativity” (p. 30). The results in table vii which it a hypothesis reveal that ICT does not have an impact on students’ study habit in HNAUB University. In a related research, Ekpo and lfreke (2001) assessed the performance of students in physics using Computer Assisted Instruction (CAI) and reported that it influences the performance of the student positively.
CONCLUSION
The introduction of information communication Technology in the 21st century was a welcome development. Its application in education system has opened wide range frontier of knowledge for both young and old. Thus, it also poses a great challenge to the government and owners of private schools to put in place the necessary ICT infrastructures in schools and a greater challenge to the teachers and students to acquire the necessary ICT competence and skills. It is believed that this will bring about much improvement in the performance of the student in the higher institution. The ICT has opened the door to a new way of learning. The wealth of information available therein exceeds that of any physical library. Of the various uses the internet can be put to, academic purpose occupies the highest enviable position as far as students are concerned. However, in Nigeria students are faced with a lot of challenges using the internet for academic purpose. Such as incessant power outage and the disgusting network failure.
The researcher finally concludes that, ICT seems to have a deep impact on the process of learning in secondary schools by offering new possibilities for learners and teachers. These possibilities can have an impact on student performances and achievement. Empirical literature shows contradictory results in this field.
RECOMMENDATIONS
From the findings of this study the following recommendations were suggested;
- Students should be taught how to use the computer facilities to search for valid information that are related to their academic work.
- Computer instructors in secondary schools should organize seminars and workshops on the usage of computer facilities for an enhanced academic performance.
- Governments at all levels should make computer sets with internet facilities available and accessible in higher institutions for students and teachers to use in the teaching and learning process to enhance students’ academic performance.
- Also, students should be discouraged from being addicted to internet usage so as to get time to face their studies squarely.
- Department of Computer/civic Education in secondary schools should be adequately equipped with human and material resources to train and equip students with needed competence and skills. When large numbers of computer educationists are produced, the government will then employ them to fill up gaps for competent computer teachers in schools.
REFERENCES
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