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Information Communication Technology and Learning Effectiveness among Students of Economics in Secondary Schools

Information Communication Technology and Learning Effectiveness among Students of Economics in Secondary Schools 

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Abstract

This study was designed to examine the influence of Information Communication Technology on the Learning Effectiveness among Students of Economics in Secondary Schools in Oruk Anam Local Government Area. Two null hypotheses were formulated to guide the study. An experimental research design was employed for the study. A sample of 240 students from four public secondary schools were selected from the population of 6,434 in the study area using simple random sampling technique.

Economics Achievement Test (EAT) was used as an instrument for data collection. The data collected were subjected to statistical analysis using t- test statistics. The results of the analysis revealed that students taught Economics using computer and television performed significantly better than their counterparts taught without in secondary schools. This was evident in calculated t- values of 12.16 and 9.21 against a critical table value of the 1.98 and 1.98 respectively.

Based on the outcomes of the results, the null hypotheses were rejected at 118df and .05 level of significance. It was concluded that students taught Economics using computer and television performed significantly better than their counterparts taught without in secondary schools in Oruk Anam Local Government Area. It was then recommended among others that adequate funds should be provided by government to purchase ICT devices for instructional purposes and then made available to schools to boost the learning effectiveness of students.

 CHAPTER ONE

INTRODUCTION

1.1   Background to the study

Information Communication Technology (ICT) has become one of the basic building blocks of modern society as many schools now consider understanding this technology very important alongside reading, writing and numeric. It is also an indispensable aspect of human concept which transformed one from manual way of life to a more sophisticated, advanced and science oriented knowledge applied in our daily undertakings for fast and effective learning (Okorie, 2012).

The author further remarked that the use of computer technology in schools today for effective teaching and learning is one of the most far- reaching and fast growing development in education.

However, there is no doubt that information communication ; technology has become incorporated into our school systems. Computer, internet, telephone, projector, broadcasting technological tools like television and radio among others are used not only as a means of helping schools analyze data but as pervasive tools for effective learning.

According to Kalu (2003) the application and use of information Communication and Technology in Secondary schools can help to improve the quality of teaching and learning. The unique role of information communication and technology in improving the quality of education is unquestionable given the fact that it can motivate students to learn as they become independent and responsible for their learning. In addition, many schools have incorporated interactive-computer assisted instruction into their program to provide students opportunities to master specific educational objectives or standards.

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Computer programmers have been able to create computer assisted instruction programs to increase student’s learning by effecting cognitive processes and increase motivation. Equally, the use of information communication and technology (ICT) in the teaching and learning is becoming wider in scope nowadays. It has become a tool to reshape knowledge delivery and enhance both teachers and students activities in the classroom.

Studies by Okworo (2009) have shown that majority of students in our secondary schools lack basic information communication technology (ICT) skills. It has been found that  computer and other ICT devices are grossly inadequate in schools for the effective application of information communication and technology (ICT) to the teaching and learning process.

There is no gain say in the fact that if the available ones are effectively utilized by both the learners and the teachers  it will not only enhance individualized instruction but will go a long way in improving the teaching and learning process. It is therefore hoped that the assessment of the impact posed by information communication and technology (ICT) facilities on learning effectiveness among students will contribute significantly in this respect.

Information Communication Technology and Learning Effectiveness among Students of Economics in Secondary Schools

1.2   Statement of the Problem

For sometimes now, the teaching and learning of Economics in schools have increasingly become more challenging as a result of adequate teaching – learning facilities. However, many educators and stakeholders in the education sector have viewed with serious concern the performance of students in Economics in both internal and external examinations, accordingly, researchers and scholars have investigated factors responsible for ineffective teaching and learning of Economics (Davies et al 2008).

Among the factors identified were; lack of teachers, in conductive learning environment, lack of libraries and students’ attitude to studies. To ameliorate these problems, Government and some educational agencies have made concerted efforts to improve on the learning of the subject. This has been in the areas of recruitment of qualified and competent teachers to teach Economics, construction of dilapidated classrooms to make environment conductive for teaching and learning as well as equipping of libraries in schools to facilitate learning. All these efforts notwithstanding the performance of students in the subject is still on the decline.

However, available data have shown that little or no research has been conducted along the line of information communication and technology (ICT) in relation to learning effectiveness. There is no doubt therefore that apart from the aforementioned factors, the use of information communication and technology (ICT) could exert significant influence on learning effectiveness among students thereby resulting into effective learning and good performance in the subject. It is as a result of the above reasons that the researcher is inspired to conduct a study on information communication and technology (ICT) and learning effectiveness among students of Economics in secondary schools in Oruk Anam Local Government Area.

1.3   Purpose of the Study

The general purpose of the study was to examine the influence of information communication and technology on the learning effectiveness among students of Economics in secondary schools in Oruk Anam Local Government Area.

Specifically the study sought to:

  1. Examine the learning effectiveness of students taught Economics using computer and those taught without the use of computer in secondary schools in Oruk Anam Local Government Area.
  2. Examine the learning effectiveness of students taught Economics using television and those taught without in secondary schools in Oruk Anam Local Government Area.

1.4   Significance of the Study

  • The outcome of this study will enable schools to begin the use of Information Communication Technology (ICT) facilities as a teaching approach in Economics and to familiarize the students with the use of computer technology.
  • It will enable the students to appreciate the use of computers and other ICT devices in learning and later in life.
  • The study will motivate the parents to provide their wards with information technology devices that will enhance learning effectiveness in Economics.
  • The findings will equally help Economics teachers to be aware of the importance of ICT in lesson delivery.
  • Lastly, the study will enable educational administrators and planners to know the value of ICT and apply same in the curriculum for effective teaching and learning of Economics.

Information Communication Technology and Learning Effectiveness among Students of Economics in Secondary Schools

1.5   Research Questions

The following research questions were raised to guide the study.

  1. Is there any difference in the learning effectiveness of students taught Economics using computer and those taught without the use of computer in secondary schools in Oruk Anam Local Government Area?
  2. What difference exists in the learning effectiveness of students taught Economics using television and those students taught without in secondary schools in Oruk Anam Local Government Area?
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1.6   Research Hypotheses

The understated research hypotheses were formulated to give the study a sense of direction.

  1. There is no significant difference in the learning effectiveness of students taught Economics using computer and those taught without the use of computer in secondary schools in Oruk Anam Local Government Area.
  2. There is no significant difference in the learning effectiveness of students taught Economics using television and those taught without the use of television in secondary schools in Oruk Anam Local Government Area.

1.7   Limitation of the Study

        Limitations are bound to occur in a study of this magnitude. The major limitations encountered in the study were; lack of funds to execute the work to a wider extent, insufficient research materials for the review of related literature, timeframe for the completion of the research work and researcher’s academic workload. However, these challenges faced were not insurmountable as efforts were made by the researcher to overcome them.

1.8   Delimitation of the Study

The study was delimited to information communication and technology and learning effectiveness among students of Economics in secondary schools. It was conducted within the confines of Oruk Anam Local Government Area. Concentration was on senior secondary two (SS2) Economics students of public secondary schools in the area. 

1.9   Definition of Terms

The following terms in the study were defined by the researcher as shown below:

ICT: This is an acronym for Information Communication and Technology.

Information: Facts or details about something or somebody.

Communication: This is the process of exchanging information between or among individuals or organizations. It is also the process through which information, knowledge, ideas or messages are conveyed or transmitted from one source to another.

Technology: This is the application of scientific knowledge for practical purpose.

Information Communication Technology (ICT): This refers to the various technological tools and resources used to create, process, store, retrieve and also communicate and manage information around the world.

Computer: This is an electronic device that is capable of accepting data, processing data, storing and giving out the results or output according to the order and command of the user (operator).

Learning Effectiveness: This is the degree to which the learning outcomes and objectives have been achieved.

Mr. Harrison

Project Gurus is a subsidiary website owned by Harrilibrary Integrated Services which was registered under the Corporate Affairs Commission of Nigeria that was established in 1990 vide Companies and Allied Matters Act no 1 1990 as amended, now on Act cap C20 Laws of Federation of Nigeria. Our aim and objective is to assist students all over the world on their educational research works. We are committed toward assisting students at all level of education in their academic work. We have a team of seasonal writers who are vested with the current knowledge in research work. For more information contact on via Email @[email protected] or WhatsApp us on +2348127963962

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