1

TITLE PAGE

PERCEPTION OF TEACHERS’ AND STUDENTS’ OF INFORMATION AND

COMMUNICATION TECHNOLOGY (ICT) IN TEACHING
AND LEARNING OF GOVERNMENT IN SECONDARY
SCHOOLS IN ENUGU SOUTH LOCAL
GOVERNMENT AREA.

ENE, UCHENNA .J.

U16/EDU/POL/029

A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF ARTS AND

SOCIAL SCIENCES, FACULTY OF EDUCATION GODFREY OKOYE
UNIVERSITY UGWU-OMU NIKE, ENUGU STATE

IN PARTIAL FULFILLMENT FOR THE AWARD OF BACHELOR OF

SCIENCE IN EDUCATION (BA.ED) IN SOCIAL STUDIES

EDUCATION

JULY, 2018
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APPROVE PAGE

This project has been approved for the Department of Arts and Social Sciences,
faculty of Education Godfrey Okoye University Ugwu-Omu Nike, Enugu State.

BY

_________ _________ _________________

Mrs. Anukenyi B.A. DATE
Project Supervisor

__________________ __________________
Dr. Ene Felicia N. DATE
H.O.D

__________________ __________________
Internal Examiner DATE

__________________ __________________
External Examiner DATE

_________________ _________________
Prof. Aron Eze DATE
Dean, Faculty of Education
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CERTIFICATION

This is to certify that I am responsible for the work submitted in this project.
The original work is mine except as specified in the acknowledgements and
references, and that neither the project nor the original work contained therein
has been submitted to this Godfrey Okoye University Ugwu-Omu Nike, Enugu
State for the award of Bachelor of Education (B.Ed) of other university or
institution.

____________________
ENE UCHENNA .J. DATE
U16/EDU/POL/029
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DEDICATION

This research project is dedicated to God the Father, God the Son and God the
Holy Ghost for His mercy which saw me through in this difficulty time.
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ACKNOWLEDGEMENTS

My gratitude goes to God Almighty, for His love, protection and guidance
throughout my stay in the university.
A research of this nature could not have been possible but for the
immense assistance received from many sources during the various stages of
the work. I therefore, wish to express my profound gratitude to my supervisor,
Mrs. Anukenyi B.A, for her motherly advice to me and for her criticisms and
thorough supervision of my research work. Also I equally want to express my
thanks to my H.O.D. Dr. Mrs. F.N. Ene, for her support and encouragement and
to all my lecturers who contributed to my success.
I appreciate my most loving parents, Mr and Mrs. Ene for their provision
and guidance throughout this project work. This project cannot be complete
without recognizing my siblings; Ene Somto and Ene Daniel for their support
and love throughout my program.
In a unique way, I must appreciate the beautiful, large heart and tireless
hands and heart of Henry the Goodman, who took time to do all the computer
work and typing of the entire research work. Words can never be enough to
express my hearty gratitude. To God Be the Glory.
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TABLE OF CONTENTS

TITLE PAGE i

APPROVAL PAGE ii

CERTIFICATION iii

DEDICATION iv

ACKNOWLEDGEMENTS v

TABLE OF CONTENTS vi

ABSTRACT ix

CHAPTER ONE: INTRODUCTION

Background to the Study 1

Statement of the Problem 5

Purpose of the Study 7

Research Questions 7

Significance of the Study 8

Scope of the Study 9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

Conceptual Framework 10

Theoretical Framework- 18
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Empirical Studies 21

Summary of the Literature Reviewed 28

CHAPTER THREE: RESEARCH METHODOLOGY

Research Design 30

Area of Study 31

Population of the Study 31

Sample and Sampling Techniques 31

Instrument for Data Collection 32

Validation of the Instruments 32

Reliability of the Instrument 32

Method of Data Collection 33

Method of Data Analysis 33

CHAPTER FOUR: PRESENTATION AND ANALYSIS OF RESULTS 35

CHAPTER FIVE: DISCUSSION OF FINDINGS, CONCLUSION AND

RECOMMENDATIONS
Discussion of Findings 39

Conclusion 41

Educational Implications of the Findings 42

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Limitation of the Study 43

Suggestions for further Study 43
Recommendations 44
Summary of the Study 45
References 47
Appendix (questionnaire) 52
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Abstract

The main aim of this study was to find the perception of teachers and students
of Information and Communication Technology (ICT) in teaching and learning of
government in Secondary schools in Enugu South Local Government Area.
Three specific purposes and three corresponding research questions were raised
to guide the study. The literatures related to this study were reviewed under
conceptual framework, theoretical framework and empirical studies. The
research design adopted for this study was survey design. The population of the
study comprised 15,675 students and 15 secondary schools in Enugu South
Local Government Area of Enugu State. Simple random sampling technique was
used to select 100 secondary schools students. The instrument used to obtain
information was a structured questionnaire. The instrument used was validated
by three lecturers in the school of Education Godfrey Okoye University Enugu.
Therefore, the findings of the study showed that lack of funding for equipping
information communication technology facilities in secondary school have been
a problem for the government to equip all the necessary information
communication technology facilities needed by the secondary schools for
effective teaching and learning. Lack of skilled technical workers is another
problem that secondary schools are facing due to lack of funding to take them
on train them on how to handle the information communication technology
facilities. Based on these, the study recommended that ICT equipment and
facilities should be made available to all technical colleges. Government should
encourage and put in place policies to attract international codes and
nongovernmental organizations (NGOs) to invest on ICT related projects in
secondary schools.

CHAPTER ONE

INTRODUCTION

Background to the Study

ICT is an acronym that stands for information communication technology.

However, apart from explaining an acronym, there is not a universally accepted

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definition of ICT; this is because the concepts, methods and applications

involved in ICT are constantly evolving on an almost daily basis. It is difficult to

keep up with the changes- they happen so fast (Wikipedia ICT_Education)

James (2010). A good way to think about ICT is to consider all the uses of

digital technology that already exist to help individuals, businesses and

organization use information. ICT covers any product that will store, retrieve,

manipulate, transmit or receive information electronically in a digital form. Such

as personal computer, digital television, email, robots. So ICT is concerned with

the storage, retrieval, manipulation, transmission or receipt of digital data Henry

(2011).

Government as an academic subject of study in secondary school

education is synonymous with politics, political and civic education. Politics as a

concept has a strong influence on the well being of the citizen and the stability

of a country. In Nigeria, a pervasive atmosphere of inconsistency in government

policies and absence of a political culture tend to prevail most of the time. This

atmosphere of uncertainty has led to constant friction within the political system

and this in essence led to political instability, a situation which does not create

room for meaningful development. It becomes imperative that young

generations of students in secondary schools as future leaders of the nation

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should, as a matter of urgency, be given a through political education

with the aim of awakening in them a spirit of political consciousness that will

lead to high sense of loyalty, patriotism and commitment to the nation’s goals

Herry (2013).

Hence, the study of government in secondary schools can be a useful

vehicle for fostering political consciousness if only our political leaders, policy

makers and educational agencies can formulate a curriculum that will help in

molding the youths to cultivate a positive attitude and the understanding of the

Nigeria Political system. The emergence of politically conscious youths in Nigeria

will make for wise use of their political rights by the citizenry by voting into

power, leaders that will be politically and economically vibrant. In line with the

above, it is imperative that the youths in secondary schools as leaders of

tomorrow should understand the rudiment of our political systems to give them

the insight into how these different political systems operate. Therefore, no

effort should be spared in teaching the future leaders in such a way that will

make them more interested in the study of government, which is the only way

to know the rules of the game of politics Ifeanyi (2010).

Information and communication technologies (ICT) have become key tools

and had a revolution impact on how we see the world and how we live. Today,
 12

the place of ICTs in education and the world in general cannot be undermined.

Modern day businesses are conducted and facilitated through the use of

telephones, fax machines and computer communication networks through the

internet. This phenomenon has given birth to the contemporary ecommerce, e-

government, e-medicine, e-banking and education among others.

According to Bandele (2006), ICT is a revolution that involves the use of

computers, internet and other tele-communication technology in every aspect of

human endeavour. The author posited that ICT is a simply about sharing and

having access to data with ease. It is regarded as the super highway through

which formation is transmitted and shared by people all over the world. Ozoji in

Jimoh (2007) defined ICT as the handling and processing of information (texts,

images, graphs, instruction etc) for use, by means of electronic and

communication devices such as computers, cameras, telephone. Ofodu (2007)

also refer to ICT as electronic or computerized devices, assisted by human and

interactive materials that can be used for a wide range of teaching and learning

as well as for personal use. From these definitions, ICT could therefore be

defined as processing and sharing of information using all kinds of electronic

device, an umbrella that includes all technologies for the manipulation and

communication of information. The field of education has certainly been affected

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by the penetrating influence of ICT worldwide and in particular developed

countries; ICT has made a very profound and remarkable impact on the quality

and quantity of teaching, learning research in the educational institutions.

Information and communication technology has the potentials to

accelerate, enrich, and deepen skill; to motivate and engage students in

learning to help relate school experiences to work practices; to help create

economic viability for tomorrow’s workers, contribute to radical changes in

school; to strengthen teaching and to provide opportunities for connection

between the school and the world. Aribisala (2006) posited that ICTs are

increasingly playing an important role in organisations and in society’s ability to

produce access, adopt and apply information. They are however being heralded

as the tools for the post-industrial age and the foundations for a knowledge

economy due to their ability to facilitate the transfer and acquisition of

knowledge. Stressing the importance of the use of ICT in schools, Olurunsola

(2007) posited that through ICT, educational needs have been met; it changes

the needs of education as well as the potential processes. Message can be

communicated through the e-mail, telex or telephones particularly the mobile

ones. The pervasiveness of ICT has brought about rapid teleological, social,

political and economic transformation, which has eventuated in a network

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society organized around ICT (Yusuf, 2015). The author posited that ICT is an

indispensable part of educational administration as its application makes

institutions more efficient and productive, thereby engendering a variety of tools

to enhance and facilitate teachers’ pedagogical activities. For instance, e-

learning is becoming one of the most common means of using ICT to provide

education to students both on and off campus by means of teaching online

offered via web-based systems.

Statement of the Problem

The information technology revolution especially in the area of internet

and computer technology has heralded the development and implementation of

new and innovative curriculum delivery strategy in the education sector. Oye,

(2012) emphasized that the growth in internet technology and its application in

education have brought great transformation which has made teaching and

learning less burdensome, effective and result oriented by providing avenue for

sharing idea and information. Well researched and packaged teaching materials

can be prepared by teachers and delivered to students using e-learning devices

such as power point presentation, video tutorials, e-books, computer based

training and web based training (Selwyn, 2011).

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The teacher’s knowledge of the subject matter is the problem,

Unavailability of qualified ICTs teachers are part of the problem; Lack of ICTs

and their accessories constitute the problems, Lack of teaching aids and

computer textbooks militate against the effective teaching learning. Among the

militating factors hindering the effect of ICT on students academic performance,

are a lot of capital investment to buy hardware’s, software’s and standby

generators for the school. Lack of search skills, automation at infancy level,

epileptic power supply, and technical knowhow are some of the problem

encountered by the teachers in secondary school in Enugu South Local

Government Area, and to find out; what the possible solutions of the challenges

will be like.

Purpose of the Study

The main purpose of this study is to find out the perception of teachers and

students in Information and Communication Technology (ICT) in teaching and

learning of government in Secondary schools in Enugu South Local Government

Area. Specifically the study intends to:

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i. determine the availability of ICT facilities for teaching and learning of

government in secondary school in Enugu South Local Government Area.

ii. ascertain the perception of teachers and students in use of ICT in teaching

and learning of government in secondary school in Enugu South Local

Government Area.

iii. identify the challenges facing the use of ICT in teaching and learning of

government in secondary school in Enugu South Local Government Area.

Research Questions
The following research questions were raised to guide this study:

i. What are the availability of ICT facilities for teaching and learning of

government in secondary school in Enugu South Local Government Area?

ii. What are the perception of teachers and students in use of ICT in

teaching and learning of government in secondary school in Enugu South

Local Government Area?

iii. What are the challenges facing the use of ICT in teaching and learning of

government in secondary school in Enugu South Local Government Area?

Significance of the Study

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It is hoped that the findings of this study will benefit various educational

stakeholders. They include teachers, curriculum planners, stakeholder, students.

It would be useful to students in determining the many opportunities the

ICT technology provides in their academic lives.

Teachers would be guided on how integrating ICT technology will create a

richer environment for teaching and learning. The mobile phone companies

would be more informed and therefore invest in providing mobile phone

technologies to schools with internet connectivity and smart phones at a

reduced price.

Curriculum planners and policy makers would be aware of the numerous

possibilities of using mobile phone technologies in learning, so as to assist in

implementing and designing activities to support the various learning styles.

The findings of this study would also complement other studies and

provide appropriate information for content developers and mobile learning

developers in designing mobile phone applications for learning. This research

would contribute to the body of educational research in that it explores

student’s academic performance with multiple indicators of learning, which is

satisfaction, learning style and performance.

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The research may provide literature for educational researchers so as to

add more information on innovative uses of mobile phone technologies to

enhance educational experiences of students.

Scope of the Study

This study covers the perception of teachers and students in Information

and Communication Technology (ICT) in teaching and learning of government in

Secondary schools in Enugu South Local Government Area. Geographically, the

study will cover all the government secondary schools in Enugu South Local

Government Area.

CHAPTER TWO

REVIEW OF THE RELATED LITERATURE

In the course of the study, very many related literature were reviewed and

reported under the following sub headings:

Conceptual Framework,
Concept of ICT
Method of Teaching ICT in Schools
Availability of ICT in School
Usage of Computer in Teaching and Learning

Theoretical Framework,
Constructivism
Behaviourism
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Empirical Studies,
The study of Aleman (2011)
The study of Koehler (2006)
The study of Schulman’s (2006)

Summary of the Review of Related Literature

Conceptual Framework
Concept of Information Communication Technology (ICT).
Information Communication Technology according to Unagha (2006)

encompasses computer and telecommunication. It is concerned with the

technology used in handling, acquiring, processing, storing and dissemination of

information. Thus Information Communication Technology is any technology used

in producing, organizing and passing information through. Similarly, Oxford

Advanced Learners‘Dictionary sees ICT as electronic media used in processing,

analyzing, storing and sending out information. Evey et al (2010) observed that

ICT is innovative device that can carry out such functions as receiving, storing,

computing, analyzing, transmitting and retrieving information presented to them

and allowing for one-to-one or group communication among humans. Obashoro

(2007) identified ICT infrastructure to include multi-media CD-ROMs, MP3

players, websites, discussion boards, emails, computer-aided assessments,

learning management software, blogs, etc. In the same vein, Folorunso, Longe
 20

and Ijere (2003) identified ICT infrastructure to include internet, World Wide Web

(www), Electronic Data Interchange (EDI), Local Area Network (LAN), Wide Area

Networks (WAN), Protocols, Content Management and Meta Data Standard

(MDS).

Availability of Computer in School

Bringing computer into the classroom can have a considerable impact on

the practice of teachers, in particular when computer is conceptualised as a tool

that supports a real change in the pedagogical approach. Not only do the

teachers need to change their roles and class organisation, they also need to

invest energy in themselves and their students in preparing, introducing and

managing new learning arrangements. Some need to acquire basic computer

skills. Teachers also need to determine which applications have added value for

learning in their subject area. While doing this they need to be aware that this is

not a one-time activity, as the information environment is continuously

changing. Perhaps most important and challenging for teachers is determining

which basic subject, social and management skills students need to function in

such environments. The change can impact on assessment tasks, with new

learning environments moving away from summative methods of assessment to

formative approaches and open-ended products (such as reports and research

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papers created by groups of students). These different aspects are time

consuming, and result in an increased teacher workload. Some things can be

done to reduce the workload. Teachers can be encouraged to share resources

with others, locate good practices on the web (where available) and adapt these

to their local circumstances. In a number of cases the high workload is caused

by teachers wanting to control all the activities of their students, which means

answering many questions and running from one student to the other all the

time. Teachers can take time to discover that computers do not mean extra

work – rather they actually make their work easier. Again, more competent

students themselves can be a useful resource, this time for their peers.

There is no doubt that teacher who use computer in classrooms have to

demonstrate high levels of energy, hard work and perseverance, often in the

„face of considerable odds‟ (Lankshear & Snyder, 2000). If they are early

adopters then they are required to be resourceful and overcome many barriers

to make things work. Planning lessons involving computers can take

considerable time and demands complex scheduling and resourcing. Therefore,

teachers using computers in the classroom should not act in isolation from each

other. They need access to resources which will supply ideas and material for

different classroom applications, including peers who are also developing their
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own pedagogies and resources (Leach et al., 2005). For while computers have

great potential in education, they also present teachers with additional obstacles

to overcome.

Usage of Computer in Teaching and Learning

A range of studies have looked at why teachers choose to use computer in

their teaching of school student. These typically involve conducting case studies

of classroom use in a particular setting or from a longitudinal perspective. They

portray the use of computer in teaching as being inherently advantageous. Only

a few reports adopt a quantitative approach exploring access, and the reasons

why teachers in schools choose to use computer in their classrooms. Tella,

Toyobo, Adika & Adeyinka (2007) examined Nigerian secondary

schoolteachers‟ uses of computer and implications for further development of

computer use in schools using a census of 70 teachers.

The findings showed that most teachers perceived computer as very

useful and as making teaching and learning easier. It was recommended that

professional development policies should support computer -related teaching

models, in particular those that encourage both students and teachers to play

an active role in teaching activities. Additionally, emphasis should be placed on

the pedagogy underlying the use of computer for teaching and learning.

Research and active development projects such as those run by Edqual, a

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Research Consortium of educational institutions in the UK and Africa (Ghana,

Rwanda, South Africa and Tanzania) on Educational Quality typically indicate

two main reasons why teachers use computer. Firstly, they feel that their own

use of computers benefits their learners, and secondly, teachers feel learners

benefit from using computers themselves. Teachers see computer as kindling

students‟ interest and learning in the subject. Computer promotes a positive

attitude towards information technology as an essential part of a lifelong

interest in learning. Teachers also perceive the use of computer as enhancing

recall of previous learning, providing new stimuli, activating the learner’s

response, and providing systematic and steady feedback. It is further perceived

as sequencing learning appropriately, and providing access to a rich source of

information. For example, Tella et al. (2007) found that computer use by

teachers was driven by intentions to use it, and that perceived usefulness was

also strongly linked to those intentions. The implication is that teachers will be

inclined to use technology if they perceive it to be useful. Furthermore,

computer is most effectively used as a learner-centred tool, instead of within a

more traditional pedagogy. The real challenge for educationists is, therefore,

how to harness the potential of computer to complement the role of a teacher in

the teaching and learning process. There is an understandable apprehension,

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even fear, as to the role of a teacher in a computer -equipped classroom

(Futurelab, 2003). Teachers who lack the chance to develop professionally in

the use of modern computer feel under threat.

The conception of utilization of computer in teaching and learning by

secondary school teachers detailing the very use of technology on both formal

and informal learning” (Underwood, 2009). When the computer is utilized into

the classroom the role of the teacher changes from that of the information

provider to that of a facilitator of learning (Clark 2000). For example to integrate

technology into teaching and learning effectively, Heinich (2002) suggest a very

simple integration approach as an example. According to him the teacher could

give students an assignment to prepare a report on ecology. A group of students

would use a computer database to search for resources to use in compiling the

report. They could also send electronic messages to people in various places

requesting relevant information. In addition, the students could use a data base

program to store and sort out their information. Research, they could use a word

processor and hyper media program to prepare a written document. Lastly the

students would use a projector to display their findings to the rest of the class. In

this type of computer integration into learning Heinich (2002) emphasise that

the teacher must provide opportunity for learners to complete their work and
 25

learn effectively. If this strategy is to be effective, the teacher needs to plan in

advance to integrate the computer into teaching and learning, prepare good

learning environment for the students, and work in collaboration with the

students during the research period. After the presentation the teacher could

organise quiz session for all students or give further assignment.

In another instance, Christman and Budgett (2009) carried out a

comparative study to evaluate the effectiveness of computer on the

achievement of American students following two different teaching methods.

The assessment covered four subject areas. The participants were drawn from

urban, suburban and rural secondary schools. The sample included a total of

2343 students. The purpose of the study was establish the differences that

existed between the academic achievement levels students who used computer

assisted instruction, and those who used traditional approaches to learn. The

experimental group that used systematically designed traditional instruction

supplemented with computer obtained significantly better academic

achievement compared to the control group that adopted a conventional

teaching approach. Further result indicated that computer was more effective

among students living in urban areas followed by those in suburban and those

from rural areas had the lowest test score. In conclusion, Christman and
 26

Budgett (2009) appealed for more research to establish whether computer could

be more effective or ineffective among groups of students or within certain

academic areas so as to support effective use of computer in teaching and

learning.

However, for the integration of computer to be effective, the researcher

must be able to use the technology. Once the teacher is comfortable with

technology, the students will also be willing to use the computer because they

have seen the teacher using it in teaching them. The experience of the teacher

is also an important factor to consider. In this experiment the teacher was not

trained in computer applications and did not regard the technology as potential

medium to improve students’ scientific knowledge. Therefore, for any

meaningful learning to take place in an innovative venture like the use of

computer, the role and experience of the teacher needs to be examined

carefully. The implementation of computers in education cannot be effective if

teachers are not ready for using the technology.

Theoretical Framework
The most important learning theories are Behaviourism and

Constructivism. These two approaches are based on two main schools of

 27

psychology that have influenced learning theory. They have different

perspectives on learning, different perspectives on teaching styles, and different

approaches to pedagogy and evaluation. Constructivist learning theory has

been used to study the impact of ICT on teaching and learning. This learning

theory contributes to understanding both the construction of and relationship

between curricula and events. It also provides direction for research and

implementation. Because of the influence of the constructivist learning

movement, the theory of constructive learning emphasises the teachers‟ central

role in academic curricula and suggests improvement according to the teachers‟

needs and interests (Gredler, 2000; Woolfolk, 2006). This theory supports the

individual’s growth and enables the students to explore their learning potential.

Despite the theorists‟ different definitions of learning, a majority are agreed that

learning happens when experience leads to a constant change in the individual’s

knowledge or manner (Weiten, 2002). What is meant by „experience‟ in this

definition is „the interaction of the person with his or her environment‟

(Woolfolk, 2006).

Constructivist Principles
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Learning theories based on mannerist and knowledge theories dominated

the 20th century. Their principles have contributed to the enhancement of

organised teaching practice through which the teacher transmits information

and knowledge to students through methods similar to lecturing. Mannerist and

knowledge directions placed little emphasis on students‟ input and their

contributions in the teaching and learning process. Accordingly, students could

be deemed by these theories to be passive participants in the learning process

(Woolfolk, 2006). In contrast to knowledge and mannerist theories which

emphasised the important role played by the teacher and the organised transfer

of content, the constructionist theory emphasised the students‟ central role in

the learning process and acknowledged the students‟ ability to construct

meaning through their learning (Kanuka & Anderson, 2009). Despite the policy

of implementing constructionist practices in the second half of the past century,

the theories that formed student-centered learning were simplified.

Constructionism has been influenced as a learning theory by the writings and

thoughts of Biajeh and Vijeotski (Woolfolk, 2006). The organisation of

constructionist learning environments is done such that students are asked to

construct meaning from the context and actively participate in the process of

problem solving. Constructionism supports interaction between students and

 29

their teachers, and this contributes to the creation of an environment in which

all students and teachers participate in the learning process. Learning

construction happens through the constructionist environment at different times.

Accordingly, constructionist theory implies that there are no specific goals and

frameworks to be followed (Gance, 2002). Generally, the following principles are

drawn from the constructionist approach (Brooks & Brooks, 2009; Kanuka &

Anderson, 2009):

 Learning is an active process through which the learner constructs

meaning.

 There must be previous experience and knowledge for learning new things.

 Individuals learn for the sake of learning -learning constitutes the meaning

and its systems.

 Motivation is regarded essential for learning.

 Learning practice is considered important for active learning. Practical

training activities have to be emphasised.

 Learning represents a social activity, as our interaction with others is

extremely important.

 Language is an important component of the learning process.

 30

 Language is regarded as context-bound. Our learning is tied to what we

know and believe in. It is also tied to our previous judgments and fears.

 Learning is not instant. It occurs over a period of time.

Empirical Studies
The present study of Alemán (2011) was to appraise the awareness and

use of Information and Communications Technology by Government subject

teachers in Anambra State junior secondary schools. Four research questions

were formulated to guide the researcher in carrying out the study. A sample of

234 Government subject teachers participated in the study. The data collection

instrument was a 35-item questionnaire Data collected were analysed using

mean scores and standard deviation to answer the research questions. The

findings indicated that there was a low extent of teachers’ awareness of the

potentials of ICT in Government subject for curriculum delivery and the teachers

did not use ICT facilities in Government subject curriculum delivery. Findings

also revealed some strategies perceived by the Government subject teachers for

improving their use of ICT in curriculum delivery include: provision of well

equipped ICT libraries, use of ICT facilities in teacher education institution,

provision of information on where to obtain ICT facilities by Heads of

department, and purchase of ICT facilities by school. The implementation of the

 31

strategies identified in this study might contribute to a gateway to improving the

use of ICT in delivery of Government subject curriculum through professional

development of teachers in ICT competencies. Principals, heads of Government

subject departments and supervisors from the State Education commission

should sensitize Government subject teachers on the potentials of ICT for

curriculum delivery.

This paper report of Koehler (2006) reviews the contribution of

government subject to sustainable development education as part of the school

curriculum for students aged 11-18 years, in a number of cultural contexts. A

survey was used to collect data from government subject teachers in Australia,

Canada, Malta and Scotland to better understand the similarities and differences

of government subject curriculum in these contexts, as it contributes to

sustainable development education. The data reveals that the teachers in the

study considered sustainable development to be an important issue and the

formal government subject curricula made significant contributions to the

education of this topic. It is noted however that the field of sustainable

development education has neglected studies of government subject education

and its teachers’ perceptions about sustainable development education, and this

is reinforced by a lack of research generated from the government subject field.

 32

The researchers argue that this is an inhibiting factor affecting the capacity of

schools to achieve sustainable development goals.

The study of Schulman’s (2006) sought to find out the effect of inquiry

based method on academic achievement of secondary school students in

government. The study covered the secondary schools in Orumba South Local

Government Area of Anambra State. Quasi-experiment design was the design

used. Two study groups were randomly sampled from the 15 schools in the

Local Government Area and assigned to experimental and control groups

respectively. The experimental group was taught with inquiry based method

while the control group was taught using lecture method. A thirty five items

government Achievement test developed by the researcher and validated by

researcher’s colleagues was used to assess the subject achievement. Data

collected were analyzed using percentage, mean and t-test statistics. The

findings revealed that the experimental group (inquiry based method) achieved

significantly higher than the control group (lecture method). Based on the

findings, it was recommended that inquiry based method should be employed in

teaching government.

The Behaviourist Theory: the behaviourist theorist also known as the

environmentalist believed that man is born without innate abilities. He is seen as

 33

a passive being. According to them, what a person becomes in the process of

development is dependent on his environment. To support this stand, the

results of some experimental studies have also been cited. In one of such

studies children from parents of low occupational level and socially inferior

parents, were taken away early in life and placed in rich foster homes. Their

means intelligence scores after 2years and 4years were found to be higher than

those of children of their ages. In another study, children from feebleminded

parents were put in state institutions for mentally defective. When tested later in

life they were found to have average intelligence while those not taken to the

state institution were feeble-minded. The results of these studies showed that

the difference in environmental factors were responsible for the differences in

the children. One of the extreme environmentalists was Locke (2007) who in his

tabula raise hypotheses held that human mind at mind can clean slate on which

the environment writes. What a person then becomes depends on what is

written on it. Another extreme environmentalist was Watson (2003) who held

that the environment determines what a person becomes. He transformed into

any type of human being once the proper environment is provided. This led to

his famous boast. Give me a dozen healthy infants well formed and my special

world to brining them up and I will guarantee to take anyone at random and
 34

train him to become any type of specialist I might select doctor, lawyer, artist,

merchant chief and yes even beggar man and thief regardless of his penchants,

tendencies ability, vocations and race of ancestory.

For behaviourist, learning is seen as a change in behaviour as a result of

experiences and as Ebubo and Unachukwu (2005) points out, the change in

behaviour is as a result if conditioned stimuli (environment activities) being

related to response according to certain mechanistic principle called

conditioning. The stimuli act on the learner and cause him to respond or

increase the probability of a response of a given type. Behaviourist theories thus

see learning in terms of connections between stimuli and responses or between

responses and reinforcement. The above presentation reinforces the, great

stress placed on the role played by the environment on an individual

performance.

On the basis motivational theory, one would predict a high performance in

children from homes where the parents insists that their children reach or try to

reach high standards of excellence. Furthermore, one would expect such

parents to show engagement and affection in the attainments of the children.

These parents will also be expected to stress the importance of independence in

the development of their children. Mothers who let their sons acquaint
 35

themselves early with the neighbourhood, town or district, and who, for

instance, allowed them freedom to choose their own friends had sons with high

academic performance. Mothers who restricted such behaviour and otherwise

discouraged independent behaviour in their sons, had sons with lower academic

performance (Winterbottom, 2008). In addition this view was supported by the

study which showed that mothers of boys with high performance were

emotionally involved, showed more affect, in connection with the performance

of their sons. A follow-up check after 6 years showed that there was still a

correspondence between measured performance at that time and the earlier

characterization by the mothers of their own child-rearing behaviour (Rosen &

Andrade, 2000).

A recent trend in the investigations of this nature is to observe parents'

behaviour directly in a situation when their boys solve problems. In these

investigations, mothers of high academic achieving boys were emotionally more

engaged than mothers of boys with low performance scores. It is also observed

that parents in the first group set relatively high standards, for the performance

of their sons. In addition to independence training and emotional engagement

performance training is stressed as part of the pattern of rearing practices (Deci

& Ryan, 2001; Frazer, 2002). What situations may engage the subject's
 36

performance will probably to a certain degree depend on attitudes, values, and

ideals which the subject has absorbed in his home? Most performance data

employed in the early investigations have a more or less clear and positive

correlation between such performance and performance. Do all homes, then

value equally highly good school performance and intelligence? Probably not,

there are several investigations which indicate that attitudes toward school and

intelligence are influenced rather heavily by the home-background of the child.

In particular such attitudes have been related to the socio-economic

aspects. Middle and upper-class children are reported to receive a greater

pressure toward higher performance in these directions and toward a positive

evaluation of scholastic performance s (Bell, 2006. Generally speaking, it is

expected that the homes will affect the performance of the children, and that

this influence has some relationship to the socio-economic status of the family.

Only few, and methodologically unsatisfactory investigation have been

concerned with the development of performance in girls (Bell, 2006), The

results of these studies suggest that the pattern of child rearing leading to a

high performance in girls may be markedly different from the one leading to a

high performance in boys IBell, 2006). Among the sexes, different factors

account for performance motivation. The factors which are most effective for a
 37

majority of the girls may be less relevant to boys' academic performance

(Frazer, 2002; Gottfried, 2004).

Summary of the Literature

This study was conducted to find out utilization of computer in teaching

and learning of by secondary school in Enugu South local government area. The

objective of the study was to provide evidence that teachers use computers into

teaching and learning of government. The findings indicated that a great deal of

teachers had not use computers into teaching and learning. However, the

majority of them valued the use of computers in learning and inform students to

look for relevant topics as they carry out computer literacy study. The study

further established that students learn. A male teacher from two of the schools in

Enugu South local government area reported that computer increases students’

knowledge of how cancer spread in the body. Despite the value of using

computers in education the study established that very few teachers were

trained in computer skills. The study recommends that teachers should be

trained on the skill required to integrate computer into the teaching of

government.
 38

CHAPTER THREE

RESEARCH METHOD

In this chapter the study is done under the following subheading:

Research Design, area of study, population of the study, sample and sampling

techniques, instrument for data collection, validation of instrument, reliability of

the instrument, method of data collection, and method of data analysis.

Research Design

The research design adopted for this study was a descriptive survey

design. Survey design according to Iketaku (2011) is one in which a group of

people or items are studied by collecting and analyzing data from only a few

items considered to be representative of the entire group. This design is used to

elicit different opinions of people on an issue of wide concern. It is a design that

enables us to describe a number of decisions which need to be taken regarding

the collection of data before ever the data are collected. These decisions must

be undertaken through undertake a systematic or scientific process.

 39

Area of the Study

This research was carried out in Enugu south Local Government Area of Enugu

State. Which was surrounded with Enugu North, Enugu West and Enugu East.

Enugu south Local Government Area shares cultural traits with its neighbouring

towns. Two important Igbo traditional festivals take place in Enugu annually;

the Mmanwu festival and the New yam festival. The Mmanwu festival takes

place in November and features various types of masquerades that each have a

name.

Population of the Study

The population of the study consist of all the secondary school students in

Enugu South Local Government Area with the population of 15,675 students in

15 secondary schools in the area.

Source of Data was from Post secondary school management board

2016/2017, (PPSMB) Enugu zonal Office Statistics and Record Office

Sample and Sampling Techniques

The simple random sampling techinques was adopted for the study to

sample 5 government secondary schools in Enugu South Local Government

 40

area of Enugu state. 385 secondary school students were randomly sampled

from the sampled five (5) secondary schools in enugu south.

Instrument For Data Collection

The instruments for data collection well be questionnaire. It has Sections A

which comprise of the biographic data of the respondents, while section B is for

the research questionnaire items. It is a four point rating scale viz strongly

Agree (4), Agree (3), Disagree (2), Strongly Disagree (1) with 4,3,2,1

respectively.

Validation of the Instrument

The instrument will be validated by two experts in encasement and evaluation of

Enugu State University of Science and Technology. Their comments will be

used to effect corrections in the items

Reliability of the Instrument

In order to determine how reliable the instrument was, test-retest

reliability procedure was adopted. The two sets of responses were scored and

computed from the data collected from secondary school students in Enugu
 41

south local government area. Responses were statistically analyzed using

cronbach Alpha, this gives a reliability index of 0.75 indicating that the

instrument is reliable.

Method of Data Collection

The questionnaires were administered personally by the researcher to the

respondent in order to retrieve a maximum number of the questionnaire issued

out within 2 weeks of the research distribution. The copies of the questions

were collected back from the respondents after they were filled.

Method of Data Analysis

Mean statistic will be used for data analysis, In order to determine the degree of

respondent’s agreement/ disagreement on each of the items in the

questionnaire, nominal values were assigned to the response options as follow:

Strongly agree (SA) - 4 points

Agree (A) - 3 points

Disagree (D) - 2 points

Strongly disagree (SD)- 1 point

 42

A cut off rule will be determined by finding the mean of the nominal values

assigned to the response options in the questionnaire, using the formula below

∑fX

Χ = N

Where X – Mean

∑fX – The score

N - total Number of the respondents

4+3+2+1 10 2.50
Thus X = 4 = 4

Therefore, decision will be take that any of the questionnaire items that

have mean score of 2.5 and above regarded as strongly agree while any values

below 2.5 was regarded as strongly disagree.

 43

CHAPTER FOUR

PRESENTATION AND ANALYSIS OF RESULTS

This data collection for the study was presented and analysed in this

chapter based on the research questions that guided the study.

Research Question 1: What are the availability of ICT facilities for teaching
and learning of government in secondary school in Enugu South Local
Government Area?
Table 1:
s/n Items SA A D SD N ∑FX X Remark
4 3 2 1 Mean
1 Projectors 170 140 38 40 388 1216 3.1 Agree
2 Computers 210 80 80 18 388 1258 3.2 Agree
3 Radio (Tape recorder) 30 58 100 200 388 694 1.7 Disagr
ee
4 Electronic notice boards 202 96 65 25 388 1251 3.2 Agree
5 Television 198 92 68 30 388 1234 3.1 Agree
From the computed mean in table 1: it was found that the mean of items

(1,2,4,5) were above the cut- off point of 2.5 and therefore agree on the

availability of ICT facilities for teaching and learning of government in secondary

school in Enugu South Local Government Area. Item (3) was below the cut- off

point and therefore not agreed on the availability of ICT facilities for teaching

and learning of government in secondary school in Enugu South Local

Government Area.
 44

Research Question 2: What are the perception of teachers and students in

use of ICT in teaching and learning of government in secondary school in Enugu
South Local Government Area?
Table 2:
s/n Items SA A D SD N ∑FX X Remark
4 3 2 1 Mean
1 information communication 200 100 50 38 388 1238 3.1 Agree
technology increases student
motivation through hands-on
activity, visual representations and
improved modes of presentation;
2 information communication 150 180 30 28 388 1228 3.1 Agree
technology encourages
independent learning and
individual preferences for process,
layout, style and format;
3 information communication 220 80 28 60 388 1236 3.1 Agree
technology gives students more
control; Allows students to
produce high quality multimedia
products;
4 information communication 180 120 50 38 388 1218 3.1 Agree
technology changes teacher
practices, planning tools and
assessment rubrics;
5 information communication 30 58 100 200 388 694 1.7 Disagr
technology has motivated students ee
to commit to learn and to
participate in learning activities;
From the computed mean in table 2: it was found that the mean of items (1-4)

were above the cut-off point of 2.5 and therefore agreeing on the perception of

teachers and students in use of ICT in teaching and learning of government in

secondary school in Enugu South Local Government Area. While item (5) was

below the cut- off point and therefore not agreeing on the perception of
 45

teachers and students in use of ICT in teaching and learning of government in

secondary school in Enugu South Local Government Area?

Research Question 3: What are the challenges facing the use of ICT in
teaching and learning of government in secondary school in Enugu South Local
Government Area?
Table 3:
s/n Items SA A D SD N ∑FX X Remark
4 3 2 1 Mean
1 Teachers lack of expertise in 188 100 70 30 388 1222 3.1 Agree
information communication
technology affects their
classroom performance
2 Lack of confidence in using 193 95 55 45 388 1212 3.1 Agree
information communication
technology affect students
performance in external
examinations
3 Insufficient knowledge of 145 108 92 43 388 1131 2.9 Agree
appropriate software affects the
use of information
communication technology in
schools
4 Insufficient knowledge of how to 186 102 80 20 388 1230 3.1 Agree
use information communication
technology equipment affect the
standard of education in Nigeria
5 Lack of power supply affect the 30 58 100 200 388 694 1.7 Disagre
usage information e
communication technology in
rural area.
From the computed mean in tables 3: it was found that the items (1-4)

were above the cut-off points of 2.5 therefore agree on the challenges facing
 46

the use of ICT in teaching and learning of government in secondary school in

Enugu South Local Government Area. While items (5) were below 2.5 therefore

not agreeing on the challenges facing the use of ICT in teaching and learning of

government in secondary school in Enugu South Local Government Area?

 47

CHAPTER FIVE

DISCUSSION OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presented the discussion of the findings, conclusion and

recommendations.

Discussion of the Findings

The study aimed to cover the perception of teachers and students in

Information and Communication Technology (ICT) in teaching and learning of

government in Secondary schools in Enugu South Local Government Area.

In research question one; the researcher observed the availability of

information communication technology facilities for teaching and learning in

secondary schools in Enugu south Local Government Area from the findings, the

research points out that 70% of the facilities are not available in the secondary

school in Enugu south Local Government Area and also 30% of the information

communication technology facilities are available in the secondary school. Yet

these information communication technology facilities that are cheaper

(projector, microphone radio, tape recorder, television electric notice boards and

telephone) are not found in the secondary school while the expensive ones

(computer system, computer Lab. and microscope) are found in the secondary
 48

schools. So government should be able to found in equipping those information

communication technology facilities that are not available in the secondary

school in order to enhance the effective use of information communication

technology in teaching and learning.

In research question two: this study observed the perceived benefit of

information communication technology use in teaching and learning in

secondary school in Enugu south Local Government Area from the observation;

it was found that the proper use of information communication technology in

secondary schools have improved the abilities and increased the students habits

towards learning. It also point out that students exponsure to the use of

information communication technology facilities have given the students more in

sight on how to make proper effective use of information communication

technology facilities in learning and research purposes.

In research question four; the researcher, observed the challenges facing

the adoption of information communication technology in teaching and learning

in secondary school in Enugu south Local Government Area. from the findings,

lack of funding for equipping information communication technology facilities in

secondary school have been problems from government to equip all the

necessary information communication technology facilities needed by the

 49

secondary schools for effective teaching and learning. Lack of skilled technical

workers is another problem that secondary schools are facing due to lack of

funding to take them on training on how to handle the information

communication technology facilities. And teachers and technical workers should

be educated on how to use of information communication technology equipment

effectively on teaching and learning. Power supply is another problem the

country (Nigeria) is facing up to date, due to lack of power supply in the country

the secondary school could not be able to make use of information

communication technology facilities effectively and also due to the brown out of

power supply most of the information communication technology facilities have

been broken down. Most cases there have been a blackout and the schools

could not make use their information communication technology facilities in

teaching and learning, so government should improve more on the power

supply. And most of these schools do not have generator to power the

information communication technology facilities.

Conclusion

This study was conducted to find out if teachers use information

communication technology in teaching/learning of government. The major

 50

objective of the study was to provide evidence that teachers integrated

information communication technology into teaching and learning of

government. The findings indicated that a great deal of government subject

teacher had not integrated information communication technology into teaching

and learning of government subject.

However, the majority of them valued the use of information

communication technology in learning of government subject and inform

students to look for relevant of government subject topics as they carry out

computer literacy study. The study further established that students learn of

government subject subjects. A male of government subject teacher from rural

school reported that computer increases students’ knowledge. Despite the value

of using information communication technology, the study established that very

few teachers were trained in information communication technology skills. The

study recommends that should be trained on the skills required to integrate of

government subject into the teaching of government subject.

Educational Implications for Further Studies

Findings from the present study have some implications for the educational

policy makers. These include:

 51

 There should be policy formulation that will ensure adequate provision of

instructional materials, both foreign and local.

 All of government subject teachers should be exposed to, and trained on the

art of improvisation of instructional materials on regular basis so as to

make teaching-learning more effective.

Limitation of the Study

This study was limited to the Time and Financial resources available to the

researcher. Time constraint – due to tight programme of the university as a

result of the time schedule, the researcher might not be opportune to have all

the time as she might require. Financial constraint – this constraint may arise

due to the fluctuation in prices of goods and the current devaluation of the

currency. As a result, the researcher may not have money enough to enable him

get the necessary information essential for this research work.

Suggestions for Further Studies

The researcher is suggesting that study areas listed below should be given

further research attention,

1. The impact of teachers working condition and their job performance in

Enugu South local Government Area.

 52

2. Factors affecting the use of computer in classroom management in Enugu

South local Government Area.

3. The influence of poor learning environment on teachers’ classroom

management in Enugu South local Government Area.

Recommendations

On the bases of the above findings the following, recommendations are

made:

1. An government subject teacher should always use his immediate

environment to teach as it contains a lot of material-resources for effective

teaching of the concepts in the subject.

2. The Federal and State Ministries of Education should make appropriate plans

to expose of government subject teachers to training workshops on

improvisation in order to update their techniques for improvising specific

equipment’s.

3. Government should make funds available and sponsor the teachers’

attendance at conferences, seminars and workshops on of government

subject material resource production utilization and management.

 53

4. Creative and resourceful teachers who improvise equipment’s and materials

should be rewarded and motivated adequately.

5. There is need for organizations, government, parent Teacher Association

Voluntary Organizations and philanthropists to join hands in procuring

necessary of government subject materials resources in schools.

6. Government subject teachers should select the cheapest available equipment

for demonstration or illustration of principles and concepts in science

teaching. The functionality and duration of equipment should be taken into

consideration.

Summary

Most of the schools in Enugu south Local Government Area do not have

enough information communication technology facilities and has affected the

enhancement of teaching and learning of government. Information

communication technology like computer system, microscope and computer lab.

are available in the secondary schools and other information communication

technology like tape recorder, television, mobile phone, projector, micro phone

and electronic notice board which are necessary are lacking in the secondary
 54

schools and it has affected the effectiveness of teaching and learning of

government.

Information communication technology facilities has motivated the students

learning habits it has made their study easier, students are now capable to use

information communication technology to achieve a wider knowledge on

multimedia products. Information communication technology has made teacher

to have wider opportunity to make research in internet to get information on

subject matter and it has changed their mode to teaching and impacting

knowledge.

Information communication technology facilities are facing a lot of

challenges due to funding and lack of technical workers and because

government could not fund the training of skilled technical workers it has led to

them not to have enough knowledge on the appropriate software to use and

power supply on its own has created a lot of problem for information

communication technology facilities to be used when it is needed by the

students.
 55

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 60

APPENDIX I

QUESTIONNAIRE

Section B

Please carefully read the instructions in each section of this questionnaire

before responding to the statements and or questions that follow. In each

section of this questionnaire you are required to indicate how you “agree or

disagree” with the statements and questions below where

Strongly agrees (SA)

Agreed (A)

Disagreed (D)

Using the key below indicate your feelings by ticking (√) at the appropriate

column.

Research Question 1: What are the availability of ICT facilities for teaching
and learning of government in secondary school in Enugu South Local
Government Area?
Table 1:
s/n Items SA A D SD
4 3 2 1
1 Projectors
2 Computers
3 Radio (Tape recorder)
4 Electronic notice boards
5 Television
 61

Research Question 2: What are the perception of teachers and students in

use of ICT in teaching and learning of government in secondary school in Enugu

South Local Government Area?

Table 2:
s/n Items SA A D SD
4 3 2 1
1 information communication technology increases student
motivation through hands-on activity, visual
representations and improved modes of presentation;
2 information communication technology encourages
independent learning and individual preferences for
process, layout, style and format;
3 information communication technology gives students
more control; Allows students to produce high quality
multimedia products;
4 information communication technology changes teacher
practices, planning tools and assessment rubrics;
5 information communication technology has motivated
students to commit to learn and to participate in learning
activities;

Research Question 3: What are the challenges facing the use of ICT in
teaching and learning of government in secondary school in Enugu South Local
Government Area?
Table 3:

s/n Items SA A D SD
4 3 2 1
1 Teachers lack of expertise in information communication
technology affects their classroom performance
2 Lack of confidence in using information communication
technology affect students performance in external
examinations
3 Insufficient knowledge of appropriate software affects the
 62

use of information communication technology in schools

4 Insufficient knowledge of how to use information
communication technology equipment affect the
standard of education in Nigeria
5 Lack of power supply affect the usage information
communication technology in rural area.