SURVEY INTO EFFECTIVE USE OF ICT GADGETS FOR TEACHING IN SELECTED

JUNIOR SECONDARY SCHOOLS WITHIN ERIN-ILE COMMUNITY

BY

ABDULMARUF ABDULLAHI OLALEKAN

MCE/CSCECO/17/004

A RESEARCH WORK SUBMITTED TO THE DEPARTMENT OF COMPUTER

SCIENCE/EDUCATION,

SCHOOL OF SCIENCES,

MOJE COLLEGE OF EDUCATION ERIN ILE, KWARA STATE.

IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE AWARD OF

NIGERIAN CERTIFICATE IN EDUCATION (NCE) IN COMPUTER SCIENCE

APRIL, 2020
 CERTIFICATION

This is to certify that this research work was carried out by ABDULMARUF ABDULLAHI

OLALEKAN with Matriculation Number MCE/CSCECO/17/004 in the School of Sciences,

Moje College of Education, Erin-Ile, Kwara State.

_____________________________ _____________________________

MR. KIYESOLA S.D. DATE

(PROJECT SUPERVISOR)

_____________________________ _____________________________

MR. KIYESOLA S.D DATE

(HEAD OF DEPARTMENT)

_____________________________ _____________________________

DEAN DATE

_____________________________ _____________________________

RESEARCHER DATE

ii
 DEDICATION

This project work is dedicated to God Almighty and to my parents Mr. and Mrs.

AbdulMaruf.

iii
 ACKNOWLEDGEMENT

I wish to express my immense gratitude to God for His love, favour, grace, guidance and

protection throughout this academic journey.

My appreciation goes to my able supervisor Mr. Kiyesola S.D. for his attention, guidance

and patience that he went through in various stages of this work. Moreover, for his availability at

all time which was contributed immensely to the successful completion of this work.

I also appreciate the effort of my HOD, in person of Mr. Kiyesola S.D. for his advice and

support. May God bless you sirs. The effort of my able and dynamic lecturers cannot be

overemphasized, for the knowledge they have impacted and also embedded in me and their

constructive criticism. I say thanks to you all.

I cannot fail to acknowledge my source that brought me to this world, my lovely parents

Mr. and Mrs. AbdulMaruf for their supports, advices throughout these years struggles, I pray that

you will eat the fruit of your labour in the name of Almighty Allah, Amin. My special gratitude

goes to my wonderful younger brothers and sisters for their endurance and their supports

throughout the academic journey. May God bless you all, Amin.

I appreciate everybody around me, people like Abdullahi, Bisola, Shariyat, Alaya,

Muslimat, brother Sodiq for your supports in one way or the other, I really appreciate you all,

much love.

I cannot but to greet my department members both Computer Science and Economics

department. God bless you all, Amin. Thanks.

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 TABLE OF CONTENTS

Title Page

Certification

Dedication

Acknowledgements

Table of Contents

List of Tables

CHAPTER ONE: INTRODUCTION

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Purpose of the Study

1.4 Objective of the Study

1.5 Research Questions

1.6 Significance of the Study

1.7 Limitation of the Study

1.8 Definition of Terms

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 Introduction

2.2 The Rationale of using ICT for Teaching Junior Secondary Schools

2.3 Advantages of Using ICT Gadgets for Teaching in Junior Secondary Schools

2.3.1 Psychological Advantages of Using ICT Gadgets for Teaching in Junior Secondary

Schools

2.3.2 Educational Advantages of Using ICT for Teaching Junior Secondary Schools

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2.3.3 Sociological Advantage of Using ICT Gadgets for Teaching Junior Secondary Schools

2.3.4 Economic Advantages of Using ICT for Teaching Junior Secondary Schools

2.4 The Extent of ICT in Teaching and Learning

2.5 Negative Effects of using ICT in Teaching Junior Secondary Schools

2.6 Factors that Impede the use of ICT for Teaching Junior Secondary Schools

CHAPTER THREE

3.1 Research Methodology

3.2 Population of the Study

3.3 Sample Size

3.4 Sampling Technique

3.5 Method of Data Collection

3.6 Validity and Reliability of the Instrument

3.7 Method of Data Analysis

CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS

4.1 Introduction

4.2 Presentation of Demographic Data

4.3 Presentation of Analysis of Research Questions

CHAPTER FIVE: SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

5.1 Summary

5.2 Conclusion

5.3 Recommendations

5.4 Suggestions for Further Studies

Appendix

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References

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 LIST OF TABLES

Table 1: Distribution of Respondents by Gender

Table 2: Distribution of Respondents by Age

Table 3: Distribution of Respondents by Class

Table 4: ICT tools usage in enhancing teaching and learning

Table 5: Teachers endowment with skills on ICT gadgets usage in enhancing teaching and

learning

Table 6: Attitude of Principal's and Teacher's towards usage of computers in teaching and

learning

Table 7: Factors that encourage effective use of ICT in enhancing teaching and learning process

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 CHAPTER ONE

1.1 Background of the Study

The effective use of information and communication technology (ICT) in education and

training has been a priority in most African countries during the last decade, but progress has

been uneven. In most developed countries such as United Kingdom, schools have embedded the

use of ICT in teaching and learning into the curriculum and demonstrate high level of effective

and appropriate use to support teaching and learning organization for economic cooperation and

development (OECD, 2004).

Furthermore, (UNESCO, 2005) reiterate that those countries have integrated ICT into

their education system because of its profound implications such as enabling teachers and

students to construct rich multi-sensory interactive environment with almost unlimited teaching

and learning potential.

According to (Unwin, 2004), computer and internet can be used to increase teacher's

basic skills and subject mastery, to provide resources that can later be used in classroom, and to

help teacher build familiarity with specific instructional approaches.

(Privateer, 1999) also noted that ICT is supposed to add value to education and to support

more effective pedagogy to provide knowledge for learners and by enhancing communication

that promote learning. In addition, as ICT becomes more pervasive, computer based equipment is

integrated into every aspect of schools operation, having this an influence on the student's

performance. A number of researchers including Falola, 2011 among others assert that the use of

ICT in teaching and learning can help learners become more knowledgeable. In addition to

efforts to employ ICT to improve learning, the emergence of knowledge economy has also

brought a much greater emphasis on education.

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 The rapid growth of the global economy and the information based society has

pressurized education systems round the world to use ICTs to teach the knowledge and skills

they need in the 21st century (World Bank, 2004). The growth of the ICT sector has challenged

teachers to prepare for effective use of the new teaching and learning tools in their teaching

profession (UNESCO, 2002).

Evoln, 2007 argue that there are significant benefits of using ICT as part of teaching and

learning process as long as teachers recognize the relationship between the use of ICT and

overall curriculum. (Haddad and Drancler, 2005) point out the different development and

effective learning through expanding access, promoting efficiency, improving the quality of

learning, enhancing quality teaching and improving management system.

On the contrary, many developing countries in Africa are living in a world of

technological deficiency, that is, lack of access to knowledge that is learnt via the internet

(OECD, 2006). Additionally, if Africa aims to better prepare it's citizens for the challenges of the

21st century, it must also foster thorough integration of ICT in order to tap new, attractive,

promising and diversified potentials. In cognizance of the critical opportunities according by ICT

in service delivery as well as teaching and learning, the government of many African countries

have over the years invested heavily in the requisite ICT infrastructure, New Partnership for

African's Development (NEPAD, 2003).

Grade and Grade, (2007) emphasizes that technologies can play an important role in

effective use of ICT in the teaching and learning process. The government recognized that an

ICT interact workforce is the foundation on which Nigeria can acquire the status of knowledge

and economy.

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 The government as a result has made education the avenue for equipping the nation with

ICT skills in order to create a vibrant and substantial economic growth. The national policy was

launched in 2006 in response to issue raised in seasonal paper not of 2005 according to MOE,

(2006). It was also meant to assure the nation achieve part of the Millennium Development Goals

(MDGs). The policy framework of ministry of education indicate that there are a number of

challenges concerning access to and effective use of ICT in Nigeria including high level of

poverty, limited rural electrification and power disruption. Most secondary schools have some

computer equipment.

However, this could consist of a few computers in the school operation. Very few

secondary schools have sufficient ICT tools for teachers and students. Even the schools, which

have computers, the students-computers ratio is 10:1 (Farell, 2004).

1.2 Statement of the Problem

The effective use of information and communication technology (ICT) in Nigeria

education is lagging behind expectation and desire. This was revealed by the fact while most

secondary schools have some computer equipment, only a fraction was equipped with basic ICT

infrastructure necessary for teaching and learning. Essentially, ICT in education is used to

promote information literacy that is the ability to access use, evaluate information from different

sources so as to enhance teaching and learning, solve problems and generate new knowledge.

Furthermore, United Nations and the World Bank affirms that ICT can increase access to

education network for students, teachers and broaden availability of quality education materials

for emerging global economies.

According to (MOEST, 2003), if secondary schools in Nigeria provide access to ICT,

there would be improvement in quality education that would enable improve the productivity and

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competitiveness of Nigeria human resources pool by developing a highly skilled human

resources base to response to social and economic challenges.

This short fall in learning outcome created a "gap" because it is at secondary schooling

where returns to students education are highest and it is particularly important to acquire skills

and competencies needed to become ideally empowered to respond to social change in societies

for the better. But without ICT in education, especially students in Erin-Ile community might

lack the social empowerment that can make them compete with others favourably. Thus, failure

to reshape education practices to embrace the effective use of ICT in schools in the community

might be the main bottleneck preventing the students from acquiring equitable access of

educational opportunities for quality education. Therefore, the researcher intended to find out the

effective use of computers in teaching and learning process and its subsequent effect in Erin-Ile

community secondary schools.

1.3 Purpose of the Study

The purpose of this study was to establish the effective use of information and

communication technology (ICT) in teaching and learning in secondary schools in Erin-Ile

community, Kwara State, Nigeria.

1.4 Objective of the Study

The objective of this study were as follows:

a) To examine availability of ICT gadgets for effective use in enhancing teaching and

learning.

b) To establish the extent to which teachers were endowed with skills on ICT use in

enhancing teaching and learning.

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c) To investigate the principal's and teacher's attitude towards the use of computer in

teaching and learning.

d) To establish the students attitude towards the use of computer in teaching and learning.

1.5 Research Questions

Based on the objectives of this study, the following were the research questions for

encarination:

i. To what extent had secondary schools in Erin-Ile community established ICT gadgets for

use in enhancing teaching and learning?

ii. To what extent were teachers endowed with skills on ICT use in enhancing teaching and

learning?

iii. What were the principal's and teacher's attitude towards the use of computers in teaching

and learning?

iv. Which were the factors that encouraged the effective use of ICT in enhancing teaching

and learning processes?

1.6 Significance of the Study

ICTs have the potential to play a powerful role in enhancing teaching and learning in

school and preparing student to acquire skills, knowledge and competencies to enable them

compete in the emerging global 'knowledge' economy. Data and information obtained in this

study could hopefully be use to provide various education stakeholders with information that

ICT integration in schools help a great promise in developing economic like Nigeria.

The findings could also help the ministry of education (MOE) in formulation of policies

and strategies that can be used to enhance the academic standard in our schools. The study will

also make possible recommendations towards increasing the effective use of ICTs in enhancing

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teaching and learning processes can also help other researchers and educational administrators in

strengthening the educational theories behind ICT use in schools.

1.7 Limitation of the Study/Scope of the Study

The effective use of ICT in teaching and learning is considered to be very crucial and

therefore little time for the respondents to respond to the questionnaire would make the findings

absolute. The principals, teachers and students may have given responses that seemed not to

portray the actual phenomena in the study because most of the schools were in their early phase

of ICT integration into teaching and learning characterized by patchy and coordinated provision

and use, further, the schools were far apart and therefore, the long distance associated with poor

road network within the community would negatively affect the study. It was also not possible to

relate improvement in teaching and learning on only the effective use of ICT gadgets because

many unobservable factors might also influence better outcome of teaching and learning in

schools.

1.8 Definition of Terms

The following terminologies have been used throughout this study:

Computer: - refers to electronic machine operated under the control of instruction stored in its

own memory that can accept data (input), manipulate data according to specific rules (process),

produces result (output) and store the result for further use.

Computer Literacy: - refers to people being able to use computer technology to facilitate the

completion of necessary tasks and the solution of problems.

Curriculum: - refers to a set of course, and their contents offered at school or University.

E-learning: - refers to the purposeful use of electronic system or computer in support of learning

process (Allen, 2012).

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Hardware: - refers to tangible component of computer including processor, input, output

communication and memory.

ICT Integration: - refers to the process of using any ICT (information resources on the web,

multimedia programmes in CD-ROMs, learning object or other tools) to enhance student

teaching. (William, 2014).

Impact: - refers to the overall achievement of an intervention on the educational system and can

be described by a variety qualitative of indications such as improvement in national test results

or improved learning in schools depending on the policy target. It is the end point of an

intervention involving input, process, output and outcome.

Informal Learning: - it refers to the lifelong process whereby every individual acquire attitude,

values, skill hand knowledge from daily experiences and the educative influences and resources

in him or her environment, from the library and the ICTs, (Colleys, H., Hodkinson, P. & Malcon,

J., 2012).

Information and Communication Technology (ICT):- refers to networks that provide new

opportunities for teaching, learning and training through delivery of digital contents, Prytherch,

2000:357. For the purpose of this study and in the context of curriculum, ICTs will refer to the

range of tools and techniques relating to computer-based hardware and software, to information

sources as the internet, audio and video taped, CD-ROMs and DVDS.

Integration: - refers to a sense of completeness or wholeness (Earle, 2013) by which essential

elements of a system are seamlessly combined together to make a whole.

Pedagogy: refers to what the teachers do when they interact with children to support their

learning. Most educators would consider that pedagogy encompasses the beliefs and action of

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teachers including their teaching strategies, the organization of learning experiences and the

learning environment generally.

Questionnaire: - refers to information data collection to be undertaken that consists of students,

teachers and administrators on the resources required and ICT assisted educational support.

Software: - refers to set of instructions and data used by computers, sometimes referred to as

computer programs.

Student-centered Teaching: - refers to teaching that allows student to develop critical thinking

and problem-solving skills, foster independent learning and enable student to be responsible for

learning and collaborate with other contracts.

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 CHAPTER TWO

LITERATURE REVIEW AND THEORETICAL PERSPECTIVE

2.1 Introduction

Reviewing the existing literature around the topic of research interest is vitally important

because it helps topic of research not only the body of knowledge that relates to the research

topic but also in developing an argument about the relevance of the research (Bryman, 2012).

Literature review also serves as a roadmap that aids the reader in understanding the researchers'

argument (Ibib, 2012).

In the same vein, this chapter will systematically review the related literature to guide the

reader in understanding what has already been done by other researchers in as for as to use ICT

in teaching and learning is concerned, what concepts and theories are relevant in this area of

research amongst other things. The reason for doing so is the fact that knowledge is nature more

often than none scholar building on already existing body of knowledge by refining it, adding to

it or in some instance, refuting it. The letter could be as result of differences in ideological stance

help by different scholars or simply because of a preference to a certain school of thought as

opposed to other, the discussion helps in making the rationale of using ICT in instruction in

addition to providing a theoretical background for analysis of the data in order to make a

meaningful conclusion.

2.2 The Rationale of using ICT for Teaching Junior Secondary Schools

First, the drastic change in the student demographic has occasioned mounting pressure

for the rationale to utilize ICT in teaching, this change has been brought about by the aftermath

of massification of higher education which has opened educational opportunities for all students.

This means that besides the traditional one campus full-time student there has been an

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exponential increase in the number of the full-time/part-time student where many people take

part-time jobs and at the same time attend secondary schools.

Additionally, the quest for lifelong learning where adult either voluntary or by

compulsion take up supplementary courses in order to remain relevant in the ever-changing and

competitive job market has led to many adults taking up part-time courses alongside their full-

time employment same opt for sabbatical leaves to pursue the same (Millstone, 2011).

Secondly, marketability for higher education has resulted in a higher educational profit

for private provider who often a myriad of certificates, diplomas and degree courses (Altbach,

2017). Many of these educational programmes that are offered in these institution are delivered

through the use of ICT in the so called distance learning model (Ibib, 2012).

In the recent post, higher education has also witnessed the emergence of junior secondary

schools provider who primarily use ICT mode for delivering their course content to overcome

geographic and time barrier and financial constraints in the case of tree online course. A case

point is the African virtual secondary schools which uses an online platform called the AVY

virtual Classroom that allow qualified students to access course materials through "My AVY

virtual Classroom".

Thirdly, the external pressure from other stakeholders notably the government, for

institution to provide "value for many" provide ground for junior secondary schools to rethink

how best they conduct their core activities in a more efficient way. This is often done by setting

parameters of performance that address issues of equity and access to educational opportunities

and commitment to lifelong learning (Adam, 2013).

This is in tandem with resources dependency theory which posit that a secondary school

which relies on another secondary school to get crucial resources that are the nerve-center of its

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operation has to inevitably, adhere to the demand of the junior secondary school it depends on in

order to ensure a steady flow of these much needed resources without which operation would be

difficult or even ground to a halt (Gornitzka, 2011). In retrospect, pressure from the government

for the junior secondary schools to pay attention to lifelong learning and ICT use leave no option

for the latter but to integrate ICT in it's operation.

2.3 Advantages of Using ICT Gadgets for Teaching in Junior Secondary Schools

The foregoing rationale for blending ICT into the day-to-day operations that can be

termed as the overarching rationale. The following discussion on the advantages of using ICT in

teaching junior secondary schools, however is based on the typologies put forward by Bekele

(2014) to facilitate ease of understanding in his analysis of the advantages of using ICT in

teaching junior schools. Four typologies have been used:

i. Psychological advantage

ii. Educational advantage

iii. Sociological advantage

iv. Economic advantage

This will be discussed in detail and in the order they are mentioned worth nothing at the

outset is the overlap between same of them and the thin lines that separate them.

2.3.1 Psychological Advantages of Using ICT Gadgets for Teaching in Junior Secondary

Schools

Psychological advantages are those that aid learning in a more indirect way. They affect

student's motivation, attitude, interest through processes, attention, problem-solving, decision

making, and so on (Bekele, 2014).

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 Research has indicated that the focus of control of the learner play an integral role in their

motivation to learn, that is, the extent to which learners perceive tasks as being under their

control as opposed to being controlled by the teacher build's not only their self confidence but a

positive self concept that play a crucially important role in achieving positive learning outcome

(Blumenfield, 2012).

This is also in agreement with the research findings by Selling (2013), that found out the

effects ICT has no learning outcome. According to him, "ICT generates enthusiasm, interest and

involvement in student learning". It is an amalgamation of the aforementioned factor i.e.

enthusiasm, a position self concept, a keen interest to learn or put differently "intellectual

curiosity", high level of student involvement in learning that help in creating a conducive

environment for learning on the part of students on one hand for teaching on the part of the

teachers on the other hand.

In addition to the above, ICT assisted learning helps in maintaining student's attention by

increasing their attention span, according to research, it is known that the amount of time a

person can concentrate on a given task without being distracted plays a crucial role for the

achievement of one's set goals (Cornish, 2011). Attention span varies greatly from one individual

to another in a mixed ability class, the onus is the teacher to provide thought-provoking stimulus

that can sustain student's attention for effective learning to take place (Bonnet et al., 2011).

ICTs can play an integral role in achieving this and especially when using multimedia

presentation that appeal to all the human senses (Ibib, 2012).

Research also shows that using ICTs in junior secondary school has a profound positive

effect on student's attitude towards learning (Trimmel and Backman, 2014; Collis and Wende,

2010). The cliche attitude determines attitude is not one without credence. A positive attitude

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towards learning is paramount in ensuring that student acquire knowledge and skills that will be

used in solving real life problems.

In retrospect, ICT supported learning goes beyond downloading materials from the

internet for academic purpose or using the computer and other ICT gadgets creating knowledge

and disseminating it. It's in addition to those scaffolding learning by providing favourable

condition (psychological) within which learning can take place, that student needs to be both

intrinsically and extrinsically motivated in order to enjoy their studies and make the most out of

them is not in contest. The foregoing argument on the psychological advantage of using ICT in

teaching underscores this

2.3.2 Educational Advantages of Using ICT for Teaching Junior Secondary Schools

The advantage that will be discussed in this section will be those that relates directly to

pedagogy vis-a-vis content preparation and methods of teaching and learning, it is worth nothing

that psychological advantage of using ICT and the educational one are not matually exclusive,

there may be some overlap between the two.

The teaching and learning process has hitherto been considered a one-way traffic with the

omniscient teacher taking charge of learning process and learner remaining passive recepture of

knowledge learning experience was not a mediation to knowledge but rather student were

expected to "sit still" and maintain pin-drop silence in order to learn from their all-knowing

teachers (Brew, 2016; Wang et al., 2012).

Education was suffering from "narration sickness" (Freire 2006; in Bekele, 2008) and

subsequently learning became the norm where student were inadvertently compelled to

memorize lecture notes and later reproduce those notes on demand during examination, the

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education thinker suggests reconciliation among the students-teachers relationship and problem

solving approach as a way of remedying this.

Nonetheless, the rebirth of liberal education in the 20th century has been regaining

momentum in the recent past across the globe with placing greater emphasis on a whole some

education that empowers an individual to live in an ever changing society that we live now

(Axelrod et al., 2011). This liberal education, purportedly, produces product that are open

minded and free from dogma, preconception and ideology individual who are supposedly

conscious of their opinions and judgement and are reflective of their actions and are aware of

their place in the social and natural world (Ibib, 2012). Whether this happens in practice is

beyond the scope of this project, but one thing is certain, integration of ICT in instruction has

immense power in promoting this student centeredness that was proposed by Friere and other

educationist like John, Henry, Newman, F.D Maurice and Sir Willfred Griffin Easy.

At the Advent of ICT in instruction the teacher's role significantly started being relegated

to that of a mediator or even a facilitator, in the learning process students are increasingly taking

a hitherto unheard of learning role in their learning process (Bonnett et al., 2011).

Just a few decades ago, to propose a student-centered approach would have been

considered heretical as many authoritarian government adopted a centrally controlled system of

governance that dealt a deadly blow to academic freedom where the academic oligarchy could no

longer have the liberty to decide what to teach (Clark, 2012). Learning experiences are

increasingly being transmitted into mediation of knowledge where both the teacher and learner

take active role in the learning process.

The use of ICT affords student that opportunity to progress according to their own pace,

they are free to choose the content, free to use appropriate media and able to study anywhere,

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anytime (Koller, 2012). Consequently, learning is directed towards problem solving and is based

on injuiry and construction of meaning (Oliver, 2012).

In constructivist classrooms where learning experience are transmitted into authentic

task, learners are given the opportunity to perform task that simulate real life experience where

students are given the opportunity to use ICT to perform real world task like writing official

letter using word processing, creating spreadsheet in accounting classes or making PowerPoint

presentation in communication skills, class learners acquire the requisite knowledge that is

needed in the real world situation which knowledge undoubtedly improve their employability

upon graduation (Ibib, 2012).

2.3.3 Sociological Advantage of Using ICT for Teaching Junior Secondary Schools

Research shows that many junior secondary schools use ICT as a communication tool

between teacher and students, teacher and teacher, and students and students (Stensate et al.,

2007; Collis and Wende, 2011).

The ICT supported communication make it easy to have immediate feedback from

student and teacher alike on an array of subject of natural interest, inadvertently, social skills

which play a key role in learning are acquired as member learns to live and work with each

other. The extensive use of social media among students also helps in this regard.

According to a recent research at Harvard University, more than 90% of junior secondary

school students have profile of Facebook (Harvard, 2011). That students across the globe spend a

considerable amount of their time on social media is a fact that cannot simply be washed away.

These social media play role in supporting the psychological aspect of learning (Davis et al.,

2011).

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2.3.4 Economic Advantages of Using ICT for Teaching Junior Secondary Schools

Economic advantage is the time when Ronald Reagan and Margaret Thatcher ascended to

power in the 1980, a prevailing tread in public policy promoted the use of private sector

management models, to the public sector is what was dubbed New Public Management (Hughes,

2003). The proponents of NPM believe that marketization of the public sector may result in

substantial cost efficiency without necessarily affecting other objective and consider ratio (Ibib,

2012). An obvious and important change that was born out of this NPM is the running of the

junior secondary school like Christened the Entrepreneurial Junior Secondary School.

The residual outcome of their marketization has been a stiff competition among talented

students and staff not just within system of junior secondary but infact on a global scale more

than ever before, junior secondary school, in a bid to raise more money are reaching out to non-

traditional students in order to increase their financial base (Maassen et al., 2002). In this quest,

the role of ICT is by no means less profound especially when it comes to providing education

through the so called modules and at a cost.

Additionally, the quest to massify junior secondary school may have resulted into bulging

(Scott, 2008). This exponential increase in the student population is usually not based with a

commensurate increase in instructional materials and infrastructure which consequently put a lot

of stress on the teacher as they try to cope with the large classes not to mention overstretching

the available resources (Chacha, 2014).

The use of ICTs has eased the strain that come with teaching and managing large classes

in institution where ICTs are used in the teaching process, for instance, the use of PowerPoint

presentation ensure that the instructor lecture "keeps on eye" on student in the whole situation

while handling mammoth lecture halls (OER, 2013).

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 Record management has also been made easy through the use of technology and learning

management system have endured a closer contact between teacher and students (Oftebro, 2014).

All these are aimed at increasing efficiency by doing more for less (Maassen, 2003).

Conclusively, integrating ICT in instruction has for reaching benefit the students has the

opportunity to learn from, with and through them and this, as this foregoing discussion has

revealed, has a positive effect on the latter's attitude towards learning not to mention the

significant reduction of the cost of obtaining learning materials and the time that would have

otherwise been spent looking for the same.

Academics, on the other hand are able to manage and control large classes get involved in

cross-border academic initiative without necessarily having to travel and interact with students

without being compelled to be physically present on a result of using ICT gadgets, and as

national government exert a lot of pressure onto finance their own activities the latter have found

it necessary to adopt the ethus for profit institution to ensure greater efficiency and effectiveness.

2.4 The Extent of ICT Use in Teaching and Learning

According to the principle of individual differences, humans differ greatly in the way

they respond to stimuli. Some of these differences may be related to their genetics, gender or past

experiences. By the same, taken faculty and student embrace the use of ICT play in education

may advertently influence the extent of use, the latter will also be reviewed and of course there

are mixed opinions on whether or not ICT should be used to teaching and learning fronting a

more blending approach (Bank, 2012).

According to a study conducted by James (2008), in junior secondary schools, lecture

gave different reason that played a decisive role in their integrating ICT in teaching, about 68%

of them perceived cost reduction as a major confluence while about 18% state that ICT helped

17
them in managing large students number, about 45% of teacher's cited improved are focused

teaching as a big driving force while about 31% posited the ability of ICT encourage student

focused learning.

However, the existence of inhabitive factors in the change procise that hamper steady

progress in the use of ICT in education will undoubtedly play a significant role in this new

education setting described by Oliver where the teacher will cease to over rely on the traditional

model of content delivery that was built around the use of textbook.

2.5 Negative Effects of using ICT for Teaching Junior Secondary Schools

As earlier mentioned, technology was not meant to substitute the traditional ways of

knowledge creation, management and dissemination is in fact supposed to augment the latter in

order to make teaching and learning an engaging worthwhile and rewarding experience.

Proponent of ICT advocate for "blended learning" where the good aspects of traditional methods

are used in conjunction with ICT (Bonk & Graham, 2012).

Critics of educational technology also emphasize the invaluable physical contact between

the teacher and the learner which contact is being threatened by the extension use of technology

in education (Leer, 2000).

Last but not least, the infringement of intellectual property right is made easier with

technology. According to Nancy Willard (2014), an expert on copyright law, there have been

many cases over the years of reproducing copyright materials without seeking prior consent from

the copyright holder. It is common practice amongst many students to photocopy books, articles,

and other academic works, they distribute the same to their junior schools even when the author

or publisher has explicitly stated that doing so is against copyright laws (Ibib, 2012).

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2.6 Factors that Impede the use of ICT for Teaching Junior Schools

The ICT environment in higher education institution is not the one without inhibitive

factor that hinder full adoption of educational technology from it, there is an array of barriers that

emenate from the institution themselves, this would be use and as well as from pedagogical

constraints. The section that follows highlight some of these barriers. The United Nations

economic commission for Africa deliberated on what factor impeded higher education institution

in Africa to integrate ICT into education. These obstacles were broadly categorized as external,

internal, and human. The external factors were deemed to be those that were beyond the ability

of the junior secondary schools to manipulate and these were unreliable paper supply. Power

national telecommunication infrastructure high import duties that resulted to high pricing of ICT,

inadequate funding from national government, low bandwidth connection and exorbitant

licensing fees for new providers. The internal factor included unclear ICT policies, lack of

internal marketing within the junior secondary schools to encourage faculty and student to use

ICT, sluggishness on the part of the junior schools to respond to change, lack of co-ordination

and poor maintenance of ICT infrastructure and absence of goodwill from leader to prioritize

technology. Human factor included lack of support staff and training, user low level of

motivation, poor renumeration that made it hard to attract ICT talent or retain the existing one

where it existed and failure by curriculum designer to plan for its integration in teaching and

learning.

This lack of substantive budgeting allocation make it very difficult to have a long term

ICT plan that is sustainable, yet junior education, investment in ICT require long term planning

that should take into account substainability and the development that ICT enhanced education

may bring (Sayed, 2013).

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 CHAPTER THREE

3.1 Research Methodology

This chapter deals with how the research will be conducted. It presents and discusses the

studied population, sample and sampling techniques, method of data collection instrument, and

data presentation techniques.

A. Population of the Study

B. Sample Size

C. Sampling Technique

D. Method of Data Collection

E. Validity and Reliability of the Instrument

F. Method of Data Analysis

3.2 Population of the Study

The population for this study comprises of students of Erin-Ile Junior Secondary Schools,

Erin-Ile, Kwara State.

3.3 Sample Size

The sample size for this research will be 100 respondents from four (4) different junior

secondary schools in Erin-Ile which form 30% of the total number of schools within Erin-Ile

community. The sample will be selected through random sampling technique.

3.4 Sampling Technique

According to Isa (2004), cited in Ogunwale (2010), Sampling involves picking of any

portion of a population as a representation of that population.

The sampling method would be carried out among the junior secondary students of Erin-

Ile and 25 students will be selected at random from each of the four (4) junior schools randomly.

20
 A total sample size of 100 students were randomly selected from four (4) junior

secondary schools comprising of Erin-Ile Secondary School (ESS) with total number of 25

students, Emmanuel Junior Secondary School with total number of 25 students, Muslim Junior

Secondary School with total number of 25 students, and Surajudeen Junior Secondary School

with total number of 25 students.

Random sampling method was used because it is a reliable method of obtaining

information and it is the best probability sampling technique that helps in saving time and

resources.

3.5 Method of Data Collection

This refers to tool that will be used in gathering information needed for the research work

from the individual unit of analysis.

The instrument that will be used in collecting data is questionnaire with close ended

questions covering all the research questions which would be self-administered.

3.6 Validity and Reliability of the Instrument

Reliability refers to the extent of degree of consistency of a measuring instrument. In

order words, it refers to the degree to which a measuring instrument achieves its purpose the data

gathered through the use of questionnaire has been very reliable and valid on this research.

The questionnaire is successful in achieving its purpose and also is consistent because it

has been used before now and its effectiveness is confirmed. The hypothesis to be measured will

be taken care in the questionnaire.

3.7 Method of Data Analysis

The data collected from the respondents would be analyzed in tabular form and

interpreted using simple percentage table.

21
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.1 Introduction22

This study aims in finding out the effective usage of ICT gadgets/tools for teaching and learning

process among students of Junior secondary schools. The study also involved data collation

based on description of the effective usage of ICT gadgets and learning level of students. Data

regarding ICT Tools usage is collected from students. Data includes what are the tools they have

used for teaching-learning, whether ICT Tool usage improves the learning and understanding

level of the students. Data is collected from 100 students. Students have given positive feedback

about ICT Tools usage, and felt that Technology enabled teaching leads to active participation,

enhances the students learning potential.

Technology usage in Teaching - Learning also improves the content delivery methods of

teachers, enabling the teachers to spend enough time for late bloomers’ understanding22

4.2 Presentation of Demographic Data

Table 1: Distribution of Respondents by Gender

Gender Frequency Percentage (%)

Male 48 48
Female 52 52
Total 100 100%
Source: Field survey, 2021

Table 1 shows that out of 100 respondents that was sampled in the research, 48

representing 48% were male, while 52 representing 52% were female. This shows that female

participants are more than male participants in the study.

Table 2: Distribution of Respondents by Age

Age Frequency Percentage (%)

9 - 11 18 18
22
12 - Above 82 82
Total 100 100%
Source: Field survey, 2021

Table 2 shows the demographic data of the participants: 18 representing (18%) of the

respondents were in the age range of 9-11years, while 82 representing (82%) of the respondents

were in the age range of 12-above.

Table 3: Distribution of Respondents by Class

Class Frequency Percentage (%)

JSS 2A 62 62
JSS 2B 38 38
Total 100 100%
Source: Field survey, 2021

Table 3 shows the demographic data of the participants: 62 representing (62%) of the

respondents were in JSS 2A, while 38 representing (38%) of the respondents were in JSS 2B.

This shows that respondents in JSS 2A are more than respondents in JSS 2B.

4.3 Presentation and Analysis of Research Questions

Research Question 1: To what extent had secondary schools in Erin-Ile community established

ICT tools for use in enhancing teaching and learning?

Table 4: ICT tools usage in enhancing teaching and learning

S/N Statement SA A D SD Total

1 Do your school have computer 16 84 - - 100

laboratory? (16%) (84%) - -

2 Do you have access to the computers 58 42 - - 100

in the laboratory? (58%) (42%)

3 Do you hold all computer studies 56 36 4 4 100

classes in the laboratory? (56%) (36%) (4%) (4%)

4 Do you have up to three (3) classes in 20 22 54 4 100

a week? (20%) (22%) (54%) (4%)

23
Source: Field survey, 2021

From the table 4 above, item 1 shows that 16 (16%) of the respondents strongly agreed

while 84 of the respondents representing (84%) agreed that their school has computer laboratory.

Also from table 4, item 2 shows that 58 respondents representing 58% strongly agreed,

and 42 of the respondents representing 42% agreed that they have access to the computers in the

laboratory.

Item 3 from table 4 also showed that 56 respondents representing 56% strongly agreed,

36 (36%) agreed that they do hold all computer studies classes in the laboratory while 4

respondents representing 4% disagreed and 4 representing 4% strongly Disagreed with the

statement.

In the same vein, item 4 from table 4 shows that 20 respondents representing 20%

strongly agreed, 22 respondents representing 22% agreed that they have up to three (3) classes in

a week while 54 respondents representing 54% disagreed and 4 (4%) of them strongly disagreed

with the statement.

From the research question, it can be concluded that average respondents of 83.5%

accepted that secondary schools in Erin-Ile community established ICT tools for use in

enhancing teaching and learning whereas 16.5% did not accept the view. We can infer therefore

that from this premise that secondary schools in Erin-Ile community established ICT tools for

use in enhancing teaching and learning.

Research Question 2: To what extent were teachers endowed with skills on ICT usage in

enhancing teaching and learning?

Table 5: Teachers endowment with skills on ICT tools usage in enhancing teaching and

learning

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S/N Statement SA A D SD Total
1 Do you have a professional teacher 64 34 2 - 100

for computer studies? (64%) (34%) (2%) -

2 Is he/she an expert in term of 32 66 2 - 100

computer operation? (32%) (66%) (2%)

3 Base on your experience with the 50 48 2 - 100

teacher, is he/she good at rendering (50%) (48%) (2%) -

training to you?
4 Can you perform the activities you are 54 36 8 2 100

being taught in your own? (54%) (36%) (8%) (2%)

Source: Field survey, 2021

From the table 5 above, item 1 shows that 64 respondents representing 64% strongly

agreed, 34 of them representing 34% agreed that they have a professional teacher for computer

studies while only 2 of the respondents representing (2%) disagreed with the statement.

Likewise from table 5, item 2 shows that 32 respondents representing 32% strongly

agreed, 66 respondents representing 66% agreed that their teacher is an expert in computer

operation while only 2 of the respondents representing 2% disgreed with the statement.

Item 3 from table 5 also showed that 50 respondents representing 50% strongly agreed,

48 (48%) agreed that their teacher is good and capable at rendering training to them while 2

respondents representing 2% disagreed with the statement.

Also, item 4 from table 5 shows that 54 respondents representing 54% strongly agreed,

36 respondents representing 36% agreed that they can perform the activities being taught them

on their own while 8 respondents representing 8% disagreed and 2 (2%) of them strongly

disagreed with the statement.

25
 However, it can be concluded from this research question that teachers endowed with

ICT skills use it in enhancing teaching and learning since an average of 96% accepted the view

while 4% did not accept the view.

Research Question 3: What were the principal's and teacher's attitude towards use of Computers

in teaching and learning?

Table 6: Attitude of Principal's and Teacher's towards usage of computets in teaching and

learning

S/N Statement SA A D SD Total

1 Do your school permits student access 34 62 4 - 100

to the use of computer? (34%) (62%) (4%) -

2 Do you try other lessons using ICT 44 46 5 5 100

gadgets? (44%) (46%) (5%) (5%)

3 Were there enough time for CBT 40 56 4 - 100

training in your school? (40%) (56%) (4%) -

4 Do your school management make 54 38 5 3 100

provision for enough gadgets in the (54%) (38%) (5%) (3%)

ICT Laboratory?
Source: Field survey, 2021

From the table 6 above, item 1 shows that 34 respondents representing 34% strongly

agreed, 62 of the respondents representing 62% agreed that their school permits student to access

to the computer while only 4 of the respondents representing (4%) disagreed with the statement.

Likewise from table 6, item 2 shows that 44 respondents representing 44% strongly

agreed, 46 respondents representing 46% agreed that they try other lessons using the ICT gadgets

while 5 of the respondents representing 5% disgreed and 5 (5%) strongly disagreed with the

statement.

26
 Item 3 from table 6 also showed that 40 respondents representing 40% strongly agreed,

56 (56%) agreed that there is enough time for CBT training in their school while 4 respondents

representing 4% disagreed with the statement.

Also, item 4 from table 6 shows that 54 respondents representing 54% strongly agreed,

38 respondents representing 38% agreed that the school management provide enough gadgets in

the ICT laboratory while 5 respondents representing 5% disagreed and 3 (3%) of them strongly

disagreed with the statement.

From this research question, it can be concluded that principals and teachers have

positive attitude towards the use of computers in teaching and learning since an average of

93.5% respondents accepted this poll against 6.5% that did not accept it.

Research Question 4: What are the factors that encourage the effective use of ICT gadgets in

enhancing teaching and learning process?

Table 7: Factors that encourage effective use of ICT in enhancing teaching and learning

process

S/N Statement SA A D SD Total

1 Classes taken with ICT gadgets are 40 58 2 - 100

very clear and understandable? (40%) (57%) (2%) -

2 ICT gadgets make learning not to be 56 35 6 3 100

in abstract? (56%) (35%) (6%) (3%)

3 Does the use of ICT gadgets arouse 60 38 2 - 100

your motivation? (60%) (38%) (2%) -

4 Does ICT training prepare the 40 60 - - 100

students for the future? (40%) (60%) - -

Source: Field survey, 2021

27
 From the table 7 above, item 1 shows that 40 respondents representing 40% strongly

agreed, 58 of the respondents representing 58% agreed that classes taken with ICT gadgets are

very clear and understandable while only 2 respondents representing (2%) disagreed with the

statement.

Likewise from table 7, item 2 shows that 56 respondents representing 56% strongly

agreed, 35 respondents representing 35% agreed that ICT gadgets make learning not to be

abstract while 6 of the respondents representing 6% disagreed and 3 (3%) strongly disagreed

with the statement.

Item 3 from table 7 also showed that 60 respondents representing 60% strongly agreed,

38 (38%) agreed that the use of ICT gadgets arouse their motivation while 2 respondents

representing 2% disagreed with the statement.

Likewise, item 4 from table 7 shows that 40 respondents representing 40% strongly

agreed, while 60 respondents representing 60% agreed that ICT training prepare the students for

the future.

However, it can be concluded from this research question that there are some factors that

encourage the effective use of ICT gadgets in enhancing teaching and learning since an average

of 96.8% accepted the view while 3.2% did not accept the view.

28
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Summary

The study was carried out a survey into effective use of ICT gadgets in

teaching and learning in Erin-Ile Junior Secondary Schools.

The increasing influence of ICT into the educational sector as a part of

the solution to the mass failure in our school pointing out that teaching method

may be the cause of this menace hence made the researcher to pick interest in

this topic.

Related literatures were reviewed based on the topic and to achieve this

purpose of this study, Erin-Ile Junior Secondary School, was chosen for the

study.

Descriptive survey approach was adopted and out of the sample size of

30% of the total number of schools within Erin-Ile community, 100 person were

sampled using sampling random technique. Primary data were collected using

questionnaire as instrument for data collection and the collected data was

analyzed using simple percentage.

The study revealed the roles of ICT gadgets in teaching and learning in

junior secondary schools which facilitate the practical application of mastery

knowledge, encourage access to remote learning resources and widens the

students knowledge in their area of study as well as enhance academic and

business research for secondary students.

29
 The researcher therefore recommend that teachers should be encouraged

to use ICT as instructional materials for teaching and learning and emphasize

more on practical application of ICT than theoretical in teaching and learning in

secondary schools especially in Erin-Ile Junior Secondary Schools.

5.2 Conclusion

The researcher has noted that teaching and learning process today should

go beyond the use of local materials and make it a must use method in teaching

and learning in secondary schools. ICT must be used regularly in teaching and

learning in schools.

The study also analyzed the need to examine how ICT have been utilized

in teaching and learning in our secondary schools as ICT made it possible for

teachers to have access to remote learning resources in Erin-Ile Junior

Secondary Schools. It is therefore recommended that issues and challenges of

ICT in education should be given urgent and adequate attention.

Problems associated with the use of ICT for educational activities should

be addressed for proper implementation of ICTs in education.

5.3 Recommendations

In view of the findings of this research work, we wish to make the following

Recommendations:

1. The researcher recommends the adoption of ICT up to international standard

and be included into the Nigerian curriculum.

2. It will also be important that ICT be made part of the teachers education
30
 curriculum and continuously provide computer based training and ICT skills

acquisition. This may throw away the opinion that ICT is an Optional method

in teaching and learning rather should be compulsorily be made part of

teaching and learning.

3. Developments and training of teachers with ICT skills specifically for

instructional design should be made a priority in our educational Institutions.

4. Government at all levels should make ICT a mat:er of importance and

improve the fundings needed for the training of the teachings and students in

computer education who will be equipped with ICT knowledge and skill.

5. There is need for Nigerian government to address the issue of erratic

electricity power supply and ensure constant supply of power for effective

integration of ICT in their teaching and learning.

The government may procure generating sets that can supplement the power

Holding company for constant Power supply.

5.4 Suggestions for Further Research

The researcher recommend a further study to be carried out on more

detailed and analytical study on this subject especially in the following areas

like the problems and prospects of integrating ICT in teaching and learning

in secondary schools, the impact of the school, government, and non-

governmental organizations in the implementation of ICT in teaching and

learning in secondary schools.

31
 There should also be a study on the mode and pattern of using ICT with

the aim of solving educational problems towards teaching and learning.

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