Influence of Online Technology Tools on Upper Basic Schools Students’ Academic Performance in Ogbomoso North, Oyo State
Chapter One
Objective of the study
The objectives of the study are;
- To ascertain whether the use of online technology tools improve academic performance of student in Ogbomoso North Local government, Oyo state
- To determine whether the use of online technology will have a significant impact on the academic performance of basic school’s students in Ogbomoso North Local government, Oyo state
- To ascertain the impact of online technology tools on education
CHAPTER TWO
REVIEW OF RELATED LITERATURE
Technology education
In the early period of human history, when writing was unknown, the method of presentation on the part of the teachers and citation and memorization on the part of the students was a common practice in almost all the civilizations of the world. Socrates’ teacher-pupil oral dialogue system prevalent in the west and oral teaching tradition maintained by the ancient sages in the Gurukuls of our country may be cited as a testimony of the use of relevant technology in the field of teaching-learning at a particular age in the progress of human civilization. With the advent of writing as the means and materials of communication, like writing on the leaves and tree-trunks, engraving on the metals and rocks, and then the use of some type of paper and ink material provided the next breakthrough in the use of writing technology for teaching and learning. In the time to come, it provided a great impetus in the field of teaching and learning which witnessed the use of the subject matter available in the form of printing material and textbooks, a great scientific and technological advancement.
The use of writing and printing technology then took its next leap in helping the cause of teaching and learning by being utilized in the production and use of the instructional material like chalk or blackboards, pictures, charts, models, maps, diagrams and other graphic material. Later on, with the industrial development and technical advancement, sophisticated scientific instruments, mass media and educational materials were used. It brought the use of sophisticated hardware and software such as radio, television, tape recorder, films, transparency, etc. in the field of education. The concept of programmed instruction and theories of learning, later on, added another dimension to the meaning and concept of educational technology. This was again broadened hence the new approaches in the form of system-approach, microteaching, interaction analysis and computer assisted instruction came into existence. In Modern classrooms students experiencing more than that through digital classrooms, smart classrooms, online learning and e-leaning methods
The term ‘technology’ implies the application of science to art. The concept of technology has developed during the last few years. It is a new area in the discipline of education. Educational technology is comprised of two words education and technology. When we apply the science of learning and communication to teaching we evolve a technology. There are three major factors that emphasize the linking of education with technology. Educational Technology is concerned with the development, application, and evaluation of system, techniques and aids to improve the process of human learning. It could be conceived as a science of techniques, methods and media by which educational goals could be realized.
“Educational Technology” may be defined as the systematic application of the knowledge of sciences to practical tasks in Education. It is a communication process resulting from the adaptation of the scientific method to the behavioral science of teaching/learning. Educational technology is seen both as a means as well as service to effect and facilitate better and more productive learning systems. It may be defined as a separate field in the theory of education dealing with the development and application of the use of educational resources.
Chapter three
Research methodology
Research Design
The research design adopted in this research work is the survey research design which involves the usage of self-designed questionnaire in the collection of data. Under the survey research design, primary data of this study will be collected from selected secondary schools in Ogbomoso North local government of Oyo state in order to determine influence of online technology tools on upper basic schools students’ academic performance. The design was chosen because it enables the researcher to collect data without manipulation of any variables of interest in the study. The design also provides opportunity for equal chance of participation in the study for respondents.
Population of Study
The population of study is the census of all items or a subject that possess the characteristics or that have the knowledge of the phenomenon that is being studied (Asiaka, 1991). It also means the aggregate people from which the sample is to be drawn.
Population is sometimes referred to as the universe. The population of this research study will be Seventy-five (75) staffs of selected secondary schools in Ogbomoso North local government of Oyo state
CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION
This chapter is about the analysis and presentation of data collected from the field through questionnaire. The analysis of the data with particular question immediately followed by the presentation of findings.
As mentioned in chapter three, 50 questionnaires were administered and 50 were retrieved and necessary analysis was carried out on them and presented as follows:
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
Introduction
It is important to ascertain that the objective of this study was to ascertain influence of online technology tools on upper basic schools students’ academic performance in Ogbomoso North local government area of Oyo 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 online technology tools on upper basic schools students’ academic performance
Summary
This study was on influence of online technology tools on upper basic schools students’ academic performance in Ogbomoso North local government area of Oyo state. Three objectives were raised which included: To ascertain whether the use of online technology tools improve academic performance of student in Ogbomoso North Local government, Oyo state, to determine whether the use of online technology will have a significant impact on the academic performance of basic school’s students in Ogbomoso North Local government, Oyo state and to ascertain the impact of online technology tools on education. The total population for the study is 75 staffs of selected secondary schools in Ogbomoso North local government area of Oyo state. The researcher used questionnaires as the instrument for the data collection. Descriptive Survey research design was adopted for this study. The data collected were presented in tables and analyzed using simple percentages and frequencies
Conclusion
To meet the needs of the generation of technologically savvy learners, many educators, authors, and researchers believed that technology must be an essential part of education. Like many school systems across the country, the county where the study was conducted has completed implementing the 21st century technology in every classroom in the school system. If technology is provided, will technological instruction take place? It is a start, and it is needed for technology instruction to occur. Yet, teachers must receive technological instruction training in order to create an effective 21st century classroom. School systems are making vast investments to provide technology in every classroom. School systems must be careful not to mandate the use of technological instruction without the research to support their directives. The review of literature demonstrated that technological instruction did not correlate to increased academic achievement. This research study found that no statistically significant difference existed between the use of the whiteboard/lecture instruction and technological methods of instruction. Do educators know how to develop a meaningful lesson that integrates technology? The teacher in this study embraced technology and integrated it into instruction. However, the results of the study determined that neither the whiteboard/lecture method of instruction nor the technological method of instruction affected student academic achievement. D’Angelo and Wooley (2007), Hansen and Williams (2008), and Koeber’s (2005) research found that students prefer the use of technology in education. Educators need to continue to strive to find ways to meaningfully tie technology to instruction. Technology is the future; it is essential that we find ways to connect instruction to meet the needs and future of today’s digital learners. Researchers must continue to discover the best methods to improve instruction. The bottom line is that regardless of the technology available there is no substitute for a well prepared, engaging and charismatic instructor.
Recommendation
Government should equip schools with online technology tools for better understanding
Teachers should be trained on how to use online technology tools for student better instructions
References
- Bai, H. (2009). Assigning Students in Cooperative and Individual Learning Environments According to Cognitive Styles: Achievement and Perceptions in Computer Technology Learning. i-manager’s Journal on School Educational Technology, 5(1), 7-16. doi:10.26634/jsch.5.1.228
- Blueprint 2.0 … Our Way Forward. (2015, September). Retrieved from http://bcps.org/blueprint/academics.html
- Chang, C., Liu, E. Z., Sung, H., Lin, C., Chen, N., & Cheng, S. (2013). Effects of online college student’s internet self-efficacy on learning motivation and performance. Innovations in Education and Teaching International, 51(4), 366-377. doi:10.1080/14703297.2013.771429
- Cohen, J. (1977). The concepts of power analysis. Statistical Power Analysis for the Behavioral Sciences, 1-17. doi:10.1016/b978-0-12-179060-8.50006-2
- Eyyam, R., & Yaratan, H. S. (2014). Impact of use of technology in mathematics lessons on student achievement and attitudes. Social Behavior and Personality: An International Journal, 42(1), 31-42. doi:10.2224/sbp.2014.42.0.s31
- Friedman, A., & Heafner, T. (2008). Finding and contextualizing resources: A digital literacy tool’s impact in ninth-grade world history. The Clearing House, 82(2), 82-86.
- Guertin, L., Stubbs, C, Millet, C., Tsan-Kuan, L., Bodek, M. (2012). Enhancing geographic and digital literacy with a student-generated course portfolio in Google Earth. Journal of College Science Teaching. 42(2), 32-37.
- Järvinen, E., & Rasinen, A. (2014). Implementing technology education in Finnish general education schools: Studying the cross-curricular theme ‘human being and 19 technology’. International Journal of Technology and Design Education, 25(1), 67-84. doi:10.1007/s10798-014-9270-3
