The Impact of Information and Communication Technology on the Learning and Teaching of Biology in Secondary Schools
Chapter One
Purpose of the Study
The main purpose of this study was to investigate the influence of integration of ICT in teaching Biology on students’ performance in secondary schools in Ikot Ekpene LGA, Akwa Ibom state, Nigeria.
Objectives of the Study
The study was guided by the following specific objectives:
- To find out the ICT resources available in the schools for use in teaching
- To examine the use of ICT in teaching
- To find out the challenges faced by teachers in integrating ICT in teaching
- To determine the attitude of teachers towards integration of ICT in teaching
- To establish whether the use of ICT in teaching Biology influences students’ performance in biology
CHAPTER TWO
LITERATURE REVIEW
Introduction
This chapter is concerned with review of the literature relevant to the study. The literature presented here focuses broadly on the research done worldwide on integration of ICT in teaching. The focus was on the following questions: (a) Which ICT resources are available in the schools for teaching Biology in the secondary schools in Ikot Ekpene East Sub-county?, (b) Do teachers integrate ICT in the teaching Biology?, (c)What challenges do teachers face when integrating ICT in teaching Biology in the secondary schools?, (d) Do Biology teachers in Ikot Ekpene Sub- county have negative or positive attitude towards the use of ICT in their teaching processes?, (e) Does the use of ICT in teaching Biology influence students’ performance in Biology?
The literature is organized into the following sections based on the objectives of the study: (a) ICT resources available in the study schools, (b) The use of ICT in teaching Biology (c) Challenges faced by teachers in integrating ICT, (d) Attitude of teachers towards integration of ICT in teaching Biology and (e) Influence of the use of ICT in teaching Biology on students’ performance in Biology. The chapter ends with a summary of the existing gaps in literature that served as the focus for the study.
ICT resources available in teaching Biology
Research reveals the availability of a variety of ICT resources that can be used in teaching Biology. Sarkar (2012) stated that ICT are hardware, software, networks and media for collection, storage, processing, transmission and presentation of information (voice, data, text, images) and related services. According to Torruam and Abur (2013), ICT resources are information handling tools that are used to produce, store and process, distribute and exchange information. UNESCO (2006) also highlighted some of the available ICT resources like radio, television, video, DVD, phones, satellite systems, computer and network equipment and software as well as the equipment and services provided by these technologies like video- conference and electronic mail. Valasidou (2008) indicated that there are different kinds of ICT implemented at teaching and learning such as tele-conferencing, video- conferencing and e-learning tools. Sabina (2012) noted that there was growing concern of ICT resources like computers, scanners, multimedia computers and projectors, internet, videophone systems, video and tele-conferencing devices etc.
According to the recommendations of Kubiatko (2006), all schools should be equipped with software and hardware including educational discs of Biology, establishing ICT rooms for Biology teaching etc. Vogt and Johnson (2005) also recommended the use of computer programs which involves set of instructions written in a form a computer can read (“machine readable”) that tell it how to perform specific tasks. ICT tools include computer laboratory networks, digital microscopes with sensors for science subjects like Chemistry and Biology, data show/projectors, electronic whiteboards, digital cameras, audio visual devices and
soft-wares to allow for distributed teaching amongst networked computers (Osama, 2008). Others include the smart phones, ordinary mobile phones, digital televisions, laptops, smart boards, iPads and tablets, scanners, printers, internet, wireless application protocols(WAP),videophone systems, tele-conferencing devices, radio and microwaves, television and satellites, multimedia computer and projector.
The curriculum content can also be in the form of texts and visuals like pictures, posters, audio-visual multicolor images and videos, maps, and graphics which can be simultaneously presented to the students while in class. According to Kingori (2016), teachers and students can interact through web-based portals and access the latest curriculum content with the help of e-learning platforms through personal computers, laptops and tablets. He further states that with the help of webcams and applications like Skype and Zoom students can exchange ideas online and even take exams in real time. Bingimlas (2009) observed that in order to have excellent integration of ICT in teaching, teachers should be provided with ICT resources including software and hardware, effective professional development, sufficient time and technical support.
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
This chapter discusses the procedures and methodology employed in this study. The sections of this chapter include the research design, variables, location of study, target population, sampling techniques and sample size, research instruments, piloting procedure, validity and reliability of the instruments, data collection procedures, data analysis and logistical and ethical considerations.
Research Design
This study was designed to investigate the influence of integration of ICT in teaching Biology on students’ performance in Biology in secondary schools in Ikot Ekpene LGA, Akwa Ibom state. The study used descriptive survey design. Descriptive survey design is vital in attempting to collect data from members of a population in order to determine the current status of that population with respect to one or more variables of interest (Mugenda and Mugenda, 1999). Orodho (2003) defined descriptive survey as a method of collecting information by interviewing or administering a questionnaire to a sample of individuals. Kombo and Tromp (2006) indicated that the major purpose of descriptive research is description of the state of affairs as it exists. A survey research is also defined as a research design for the examination of variation across cases, usually in terms of a range of variables of interest to the researcher (Henn, Weinstein, and Foard, 2009). Orodho (2009) observed that descriptive survey allows the researcher to gather information, summarize, present and interpret for the purpose of clarification. Kothari (2004) indicated that the design requires piloting and revising the instruments before the researcher goes into the field. Descriptive survey was found appropriate since it collected data from respondents, assessed their attitudes, opinions and made conclusions based on the findings.
Variables
The independent variables for this study are the teacher factors which affect the teacher’s use of ICT in teaching Biology. They include teachers’ use of ICT in teaching Biology, teachers’ knowledge and skills in the use of ICT and the teachers’ attitude on the use of ICT in teaching Biology. The intervening variables are the Government ICT policies and the school factors which may include the school’s ICT policy, time allocation for teaching Biology, access to ICT and the administrative support on the use of ICT in teaching. These influence the adoption of ICT by the teachers and the school and hence affecting integration of ICT in teaching Biology. The dependent variable is the students’ performance in Biology examinations.
Target Population
Target population is a set of elements that the researcher focuses upon and to which the results obtained by testing the sample should be generalized (Orodho, 2009). Mugenda and Mugenda (2012) concurred with this by defining target population as the particular entity of people, objects or units to which a researcher can reasonably generalize his or her research findings. The target population for the study comprised all the 44 public secondary schools in the Sub-county with a total of 99 Biology teachers, 3840 Form 3 students taking Biology and 44 school administrators. The school administrators were targeted because they are the key managers of the schools and so provided useful information, while the Biology teachers are the ones involved in the implementation of the curriculum. In addition to this, the students were the main beneficiaries of the curriculum policy and so they too provided crucial information.
CHAPTER FOUR
FINDINGS, INTERPRETATION AND DISCUSSIONS
Introduction
The results of the study are presented, analyzed and discussed in this chapter as per the objectives of the study which includes: To find out ICT resources available in the schools, to examine the use of ICT in teaching Biology, to find out the challenges faced by teachers in integrating ICT in teaching Biology, to determine the attitude of teachers towards integration of ICT and to establish the influence of the use of ICT in teaching Biology on students’ performance in Biology. The chapter discusses the findings of the study under the following areas: Demographic information of the respondents, ICT resources available in the schools for teaching Biology, the use of ICT in teaching Biology, challenges faced by the teachers in integrating ICT in teaching Biology, the attitude of teachers towards integration of ICT in teaching Biology and influence of the use of ICT in teaching Biology on students’ performance in Biology. Finally, a summary of the study findings is provided.
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
Introduction
This chapter presents the summary of the study findings, conclusion, recommendations and suggestions for further study. The summary is organized around the ICT resources available in the schools for teaching Biology, the use of ICT in teaching Biology, the challenges faced by teachers in integrating ICT in teaching Biology, the attitude of teachers towards integration of ICT in teaching Biology and whether the use of ICT in teaching Biology influences students’ performance in Biology. The final section is on the conclusion on the study findings and recommendations for further research based on the findings of the research study.
Summary of findings
The research study sought to investigate the influence of integration of ICT in teaching Biology on students’ performance in secondary schools in Ikot Ekpene LGA in Akwa Ibom state, Nigeria. The respondents of the study were Form 3 students, Biology teachers and School administrators. Questionnaires for the students and teachers, interview schedules for the school administrators and teachers and observation checklists were used in data collection to increase reliability. The summary presented here is based on the findings of the study and it is done as per the study objectives.
ICT resources available for teaching Biology
The first objective of the study sought to find out the ICT resources available in the schools for teaching Biology. The findings revealed that there were some ICT resources used by teachers in teaching Biology. The study noted that the main ICT resources used in teaching and learning of Biology are computers, laptops and projectors, while in some schools they have access to use of mobile phones, TV screens, printers and internet. Desktop computers, laptops and projectors were listed as the most commonly used ICT resources since 75% of the students indicated the use of desktop computers, 44% indicated the use of laptops while 77% indicated the use of projectors. At average the study found out that desk top computers were 51%, projectors 46%, laptops 30%, smart phones 11%, TV and DVD players 6%, CD and DVDs 8% and printers 7%. But the study also noted that some schools did not have any ICT for teaching Biology.
Use of ICT in teaching Biology
The second objective of the study examined the use of ICT in the teaching Biology. From the study, 26% of the students indicated that teachers did not use ICT in teaching Biology in any of the Biology lessons, while 63% noted that teachers use the ICT in only one or two Biology lessons per week while 11% of the students indicated that teachers use ICT in three to five lessons in a week. Therefore the study noted that majority of the teachers did not use ICT in teaching Biology in any of the Biology lessons. Others used the ICT in only one or two Biology lessons per week while only very few used them in three to five lessons in a week. This should not be the case because effective integration of ICT in teaching Biology involves the use of ICT in almost every Biology lesson. Several students indicated that teachers do not use the ICT in teaching Biology and they didn’t even allow their students to use the ICT to perform some tasks when teaching Biology. In addition to this the students overwhelmingly supported the use of ICT in teaching Biology since majority (82%) indicated that the use of ICT in teaching and learning Biology makes them active in the lessons. Most (84%) of the students agreed that they like the use of ICT in Biology lessons. Almost all the students (86%) concurred that the use of ICT in teaching Biology makes learning interesting. Based on the fact that some schools do not have ICT facilities or centers, majority (54%) of the students agreed to the fact that they easily understand Biological concepts when ICT is used.
Conclusion
Based on the findings of the research study it was concluded that integration of ICT in teaching Biology is not done as expected since most teachers rarely use or do not use ICT in teaching Biology. This is mainly due to the unavailability of the ICT resources, the several challenges associated with integration of ICT or even negative attitude of the teachers towards the use of ICT in teaching Biology. This therefore affects integration of ICT in teaching Biology in the secondary schools and hence affecting the performance of students in Biology. Schools where ICT is used for at least two (2) Biology lessons per week recorded a better performance in Biology examinations than those where ICT is used in only one Biology lesson a week or none at all. There is also need for provision of adequate and variety of ICT to meet all the learner’s needs. Effective integration of ICT in teaching Biology occurs when there is adequate ICT and is used in all the Biology lessons. The study concludes that integration of ICT in teaching Biology results to good performance in Biology examinations.
Recommendations
The following recommendations were made based on the findings of the study;
- School administrators should ensure that there is a variety of ICT for teaching
- Teachers should vary the use of ICT in every Biology lesson to create interest in the learner.
- Teachers should integrate ICT in every lesson for effective conceptual understanding in Biology.
- Teachers need to be sensitized on the role of ICT integration for effective teaching of
- The schools’ administration should ensure that they have equipped and spacious ICT Resource Centre or computer laboratories.
- There is need for regular workshops and seminars for Biology teachers or even in-servicing of teachers on effective integration of ICT in teaching and learning
- There is need to come up with ways of improving teachers’ attitude towards ICT integration in teaching Biology
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