0

NATIONAL OPEN UNIVERSITY OF NIGERIA

THE EFFECT OF ICT ON TEACHING MATHEMATICS IN SENIOR

SECONDARY SCHOOLS IN JOS NORTH LGA, PLATEAU STATE.

BY

CHARLES UDOCHUKWU NWAMADI

NOU212061642
 1

CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Information and Communication Technology (ICT) is a combination of devices

and technology resources, which are used to manipulate and correlate

information (Kaware & Sain, 2015) . Technology tools cover all electronic and digital

devices such as computers, the internet, and other multimedia technology. The usage of

ICT is becoming more crucial in education as it enables the development of a more

proactive teaching and learning environment (Gabare et al., 2014, Daud & Khalid,

2014) . Together with the expansion of current era of technology, educators are

encouraged to incorporate ICT into their teaching, as a substitute for traditional teaching

methods (Kiflee & Khalid, 2013).

Mathematics is scientific and behavioral discipline so every country has

integrated it as a compulsorily subject in school education. It is valuable in our each life

events. Generally we can found five characteristics of understanding mathematical

concepts as introducing a problem using a realistic context, identifying the main objects

of the problem, using appropriate social interaction and teacher intervention to refine the

models of the problem, encouraging the process of reinvention as the problem develops

and focusing on the connections and aspects of mathematics. It is necessary to developed

technical and cognitive proficiency of mathematics teachers.

Algebra, Analysis, Topology, Mathematical Logic, numerical analysis and discrete

mathematics are the area of modern mathematics. All sciences and other disciplines like

psychology, sociology, philosophy, epistemology, pedagogy, curriculum studies and

science are based on mathematics directly and indirectly (Stacey, 2014). ICT is

sympathetic for collaborative and individual learning (Shunaq, 2012). Hence this
 2

discipline is more important in our daily activities. ICT supports mathematics for

composing, revising, editing, publishing, calculating, making connections, visualizing

data, finding importance. synthesizing and problem solving. Varieties of notations,

formulae, symbols, figures and graphs are available in mathematics which are really

difficult to demonstrate in blackboard/whiteboard like 20 and 30 figures, graphs and

chart, transformation of objects and other associative matters.

By ICT related applications, tools and software such matter can be taught

expressively. Pupils use to come to mathematics lessons with expectations about how

they might apply ICT to move their own learning forward. Mathematics teachers will

not need to teach ICT capability but can exploit new chances for apprentices to apply and

advance the competence that they previously have, to improve their learning in

mathematics. Mathematics is basic substance of each technology and technologies

support mathematics teaching. Outcome of computer technology on education is superior

in mathematics than in any other discipline (Aydin, 2014).

Technology develops abstract ideas for teachers by which they can build students

prior knowledge, abilities and skills, links to the materials with mathematical concepts,

address common understandings and introduce more advanced ideas (CTU, 2015). The

quality of mathematical software packages has been improving rapidly; however

technology is still marginally integrated into education at all levels (Lavicza, 2013). ICT

helps to teach mathematical facts, skills, knowledge, concepts and recover their

mathematical understanding more effectively besides it helps to upsurge the capability of

students and teachers.

It comforts the individuals to organize, present and treat their mechanism and

transfer their inference with others. "Technology is essential in teaching and learning

mathematics; it influences the mathematics that is taught and enhances students'

 3

learning" (NCTM, 2010). Pedagogical shift of technology engenders new teaching

approaches to expand students' conceptual understanding, procedural fluency and

strategic competence in mathematics. ICT makes mathematics teaching healthier and

helps to increase the achievement of students (Safder et al., 2012; Gera & Verma, 2013).

So every teacher has to use related technological tools, application and software for

effective and meaningful learning of mathematics. Rendall (2016) found ICT assisted

teaching is more effective in raising the arithmetical and logical skills in mathematics.

1.2 STATEMENT OF PROBLEM

Knowledge is expanding day by day so teaching becoming one of the most

challenging professions in our society. While learning mathematics, learner expect from

facilitator to facilitate meaningful learning rather than just knowledge and skills. In this

modern period the use of ICTs in teaching mathematics provides new possibilities in

teaching profession. Different research indicates (Bansal, 2013) that ICT can change the

way of teaching and it is useful in supporting more student- centered approaches to

instruction and in developing the higher order skills and promoting collaborative

activities.

Also UNESCO (2014), state that the use of ICT promotes the quality in education.

That is why, mathematic teachers should be provided with different professional

development trainings including use of ICT in the mathematics classroom according to

the demand of time. In the context of Nepal the quality of education is poor and one of

the approaches to address this problem is to integrating ICT based teaching learning

approach to get quality in education (Bhatta, 2015).

As a teacher as well as a student It was found that in school level students feel

mathematics as a boring subject and harder one. Most of the students were not able to
 4

understand mathematics due to their perception towards mathematics. Basically, in most

of the mathematics class, the way of teaching it was through mechanical problem solving

method and there was no appropriate visualization of the things used in mathematics and

it is oriented towards marks only. The Use of ICT has a very positive impact in teaching

and learning mathematics. Flecknoe (2013) also indicates that ICT assists students to

learn.

Use of ICT is helpful to students and also for teachers to teach mathematics

effectively and dynamically as they are more visual, interactive and stimulating. In

addition, students also becomes motivated while using ICT instruments teach. The

effectiveness of ICT in teaching mathematics also depends on the teachers’ interest,

ability and knowledge about it.

According to Kislenko, Grevholm, & Lepik, (2015), the student’s perception

towards mathematics teaching and learning play an important role in teaching learning

activities and the student's perception towards mathematics is very important but it is

hard and boring subject because when they start to solve problems in mathematics that

they are not able to visualize the problem, they fail many times while solving the

problems. Therefore, this research focused on the effect of ICT on teaching of

mathematics in senior secondary school in Jos North local government area of plateau

state.

1.3 OBJECTIVE OF THE STUDY

The major objective of this study is to explore the perception of students and teachers on

the effect of ICT facilities towards mathematics teaching with the use of ICT, a case

study of some selected secondary schools within Jos metropolis, specifically the study is

to
 5

1. Investigate how effective ICT facilities resulting in teaching mathematics in

secondary schools.

2. Examine the extent of ICT tools utilization by secondary school teachers in Jos

Plateau State.

3. To determine the impact of ICT training programme on teachers usage of the

facilities in teaching mathematics.

4. To examine the factors hindering teachers’ readiness and confidence in using ICT.

5. To determine the factors affecting teachers readiness and confidence in using ICT.

6. To examine the frequency of teachers weekly access.

1.4 RESEARCH QUESTION

What are the perceptions of the teachers regarding teaching and learning mathematics

with ICT? What are the perceptions of the students regarding teaching and learning

mathematics with ICT?

1.5 SIGNIFICANCE OF THE STUDY

It is very important to study the certain issues in detail that help to identify the problems

related to the issue and adapt the suitable plans and pedagogies to bring out improvement

in the existing system. Therefore the significance of this present study is to use ICT in

mathematics to change the student’s perception towards mathematics.

ICT can provide for children the opportunity to practice and develop their

understanding of mathematical concepts and skills in an interesting and exciting way.

This 21st century is the age of technology everywhere there is a use of technology and it

is one of the basic needs of everyone so hopefully from this research will be helpful for

many students, teachers, educators, policy makers and so on as well as it is very helpful
 6

for me too for my career in teaching profession. By the use of ICT image can easily be

used in teaching and improving the retentive memory of students, also teachers can easily

explain complex instructions and ensure students' comprehension as well as teachers are

able to create interactive classes and make the lessons more enjoyable, which could

improve student attendance and concentration.

1.6 DEFINITION OF TERMS

ICT: information and communication technology

CAI: computer aided [assisted] instruction: a package for learning in a subject or

topic (e.g. mathematics or handling a spread sheet): modern CAI makes extensive use of

multimedia tools.

Constructivism: A theory and teaching strategy holding that learners actively acquire or

“construct” new experience. It contrasts with strategies that rely primarily on passive

reception of teachers presented information.

PC: personal computer:

EDI: Electronic data interchange

LAN: Local area network

MDS: Management and Metal Data Standard

MOE: Ministry of Education

NKS: New Kind of Science

DTP: Desktop Publishing

DES: Discrete Educational Software

ILS: Integrated Learning System

CAI: Computer Assisted Instruction

CBI: Computer Based Instruction

 7

IRI: Interactive Radio Instruction

TAM: technology Acceptance Model

LEA: Local Education Authority

1.7 DELIMITATIONS

In this research, I have concerned on the effect of ICT on teaching mathematics in

senior secondary schools in some selected schools of Jos North metropolis, where one

can observe the use of ICT in mathematics classroom. The use of ICT can be seen from

various perspectives in mathematics. However, my study is focused on the effect of ICT

on teaching mathematics in senior secondary schools. The uses of multimedia like the

use of projector, computer, Laptop are considered as the ICT tools.

 8

CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

This chapter reviewed the conceptual framework:

 The concept of information and communication technology

 ICT in education and for education

 Teachers and ICT

 Studies on teachers use of ICT

 Teachers and instructional application of ICTs,

 Problems of implementing ICT into education by teachers,

 Teachers’ characteristics and the use of ICTs.

 In-service training as a means to support ICT skills

 Components of ICT facilities.

 Application of computer and internet for teaching and learning

 Factors contributing to the use of ICT in the classroom.

 The relevance of ICT based instruction and improvement of qualitative education in

Nigeria.

 Problems associated with the use of ICT driven instruction.

2.1 CONCEPTUAL FRAME WORK

The use of information and communication technology (ICT) is becoming an integral

part of Education in many parts of the globe. Nigeria is not left behind as ICT gradually

finds its way into the Educational systems despite chronic limitations brought about by

economic disadvantages. Fundamentally, education is a discipline like any other; it is a

branch of human knowledge which is basically concerned with getting the young in the
 9

society prepared when they come of age. According to Gbamanja, (2015. p. 131),

education is a process, which seeks to change the behavior of a learner. Overall,

behaviorist view education as, the process of changing the behavioral pattern of people.

Behavior in this sense refers to the way we change the learner, his or her thinking, his or

her feelings and his other overt actions (Hergenhahn & Olson 2013) Thus education is

the process by which society deliberately transmits its cultural heritage through schools,

colleges, universities and other institution .Realistically, several researchers admitted that

ICT have an impact in learning and teaching . Globally, the use of information and

communication technologies (ICTs) is fast gaining prominence and becoming one of the

most important elements defining the basic competencies of student.

The role of ICT in teaching and learning and is rapidly becoming one of most important

and widely discussed issues in contemporary education policy (Rosen and Well 2015,and

Thierer, 2016) most experts in the field of education agreed that, when properly used,

ICT hold great promise to improve teaching aids learning in addition to shaping work

force opportunities.

2.2 CONCEPT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT)

Information communication technology according to Unagha (2016) 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… (2013) observed that ICT is innovative device that can carry out such functions as

relieving, storing, computing, analyzing, transmitting and retrieving information

presented to them and allowing for one to one or group communication among humans.
 10

Obashoro (2017) identify ICT infrastructure to include multimedia, CD ROMS, MP3

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

management software, blogs etc. In the same vein, Folorunso, Longe and Ijere (2013)

identified ICT infrastructure to include internet world wide network (www), Electronic

data interchange (EDI) local area network (LAN) wide area network (WAN), and

protocols contact management and metal data standard (MDS).

2.3 TECHNOLOGY CHANGED IN EDUCATION SYSTEM.

Talking in a positive sense, the impact of technology on education has been phenomenal.

Using Internet and computers as en effective medium to establish communication

between schools, teachers, students and parents; educational institutes have been able to

handle many issues that were previously not handled with ease due to geographical

limitations or lack of adequate training technologies. The effective use of technology

must be supported by significant investments in hardware, software, infrastructure,

professional development, and support services. While complex factors have influenced

the decisions for where, what, and how technology is introduced into Nigerian

universities. Ultimately, the schools will be held accountable for these investments. In

this updated briefing (originally published in 2013), examine current research

perspectives and findings on using technology to improve student's achievement, While

many different terms have been used to describe what students need, such as digital

literacy, technological literacy, and 21st century skills, education leaders, nationally and

internationally, are beginning to come together around a new common definition of what

students need to know, Information and Communication Technology (ICT) Literacy.

 11

2.4 APPLICATIONS OF ICT IN MATHEMATICS

There are some applications of ICT that have been used by teachers in the

teaching and learning of mathematics, whether for secondary schools or for primary

schools. These applications act as teaching aids for teachers and revision materials for

students, either during the lessons in schools or at home. ICT applications also help

students in doing their assignments for mathematics.

Norazrena and Khairul (2014) developed computer-based software for teaching

and learning the topic of fractions. The software was developed based on the ADDIE

model, which stands for Analysis, Design, Develop, Implement, and Evaluation. This

study was conducted in a secondary school for students with special needs. The content

of the software is based on the basic concepts of fractions, which include proper

fractions, and addition and subtraction of fractions. In addition, the software developed

for the study focused on special needs students in Form 1. The results show that

achievements of the participants increased after they used the software that was

implemented during the learning process. The software decreased the cognitive load

during their learning because its content used simple examples that were clearly

explained. This successful development is also effective for non-special needs students to

improve their knowledge of the basic concepts infractions.

Hanim and Hairulniza (2014) also created mathematical software based on the

ASSURE model for fractions in the Form 1 syllabus. The ASSURE model involves six

stages of development, which are Analysis, State objectives, Select method, materials

and media, Utilise the materials, Require learners’ response, and Evaluation. This

software acted as a medium for tutorials in fractions, including all operations in fractions

such as multiplication, division, addition and subtraction. It gave spontaneous feedback

on students’ exercises and made the learning process more interactive (Hanim &
 12

Hairulniza, 2015) . Tests were also prepared for all subtopics to improve students’

knowledge about the topics. Participants enjoyed the learning process using this software.

It also enhanced students’ behaviour and critical thinking regarding this topic.

In addition, Neurath and Stephens (2016) used Microsoft Excel as a teaching aid for

algebra class. They conducted a study in a secondary school through experimental

research. Traditional methods of teaching were delivered to a control group, while the

experimental group was taken to a computer laboratory and were shown various

problems and how to solve them using Microsoft Excel. Three comprehensive tests were

given to both the control group and the experimental group, involving the same

questions. They found a slight increase in students’ achievements and in their interest in

the topic among the experimental group. They enjoyed the Excel assignments and

increased their overall understanding of algebra, which blended well with computers and

technology.

Meanwhile, Stephen and Konvalina (2016) conducted another study on the

effectiveness of the MAPLE program in algebra. They also conducted research in a

secondary school. This study found that MAPLE increased the positive attitude of

students with regard to algebra. Stephen and Konvalina also conclude that the MAPLE

program increased students’ achievements by 5% when MAPLE was used to complete

algebra assignments. Furthermore, it was shown that for students who chose to complete

their assignments using MAPLE, their achievements on their final exams were improved.

In summary, past research has been done on the integration of ICT into mathematics

teaching, for example using Microsoft Excel, computer-based software and the MAPLE

program. Nevertheless, the extent to which the application of these forms of technology

is proven to enhance mathematics learning amongst students and the constraints faced
 13

need to be further explored. This paper, hence, has two objectives: To explore the

benefits of integrating ICT into teaching and learning mathematics at primary and

secondary school levels, and to identify the limitations faced in efforts to integrate ICT

into teaching and learning mathematics.

Various technologies deliver different kinds of content and serve different purposes in

the classroom. For example, word processing and e-mail promote communication skills;

database and spreadsheet programs promote organizational skills; and modeling software

promotes the understanding of science and math concepts. It is important to consider how

these electronic devices differ and what characteristics make them important as vehicles

for education (Becker, 2014). Technologies available in classrooms today range from

simple tool-based applications (such as word processors) to online repositories of

scientific data and primary historical documents, to handheld computers, closed-circuit

television channels, and two-way distance learning classrooms. Even the cell phones that

many students now carry with them can be used to learn (Prensky, 2015). Each

technology is likely to play a different role in students' learning. Rather than trying to

describe the impact of all technologies as if they were the same, researchers need to think

about what kind of technologies are being used in the classroom and for what purposes.

Two general distinctions can be made. Students can learn "from" computers—where

technology used essentially as tutors and serves to increase students basic skills and

knowledge; and can learn "with" computers here technology is used as tool that can be

applied to a variety of goals in the learning process and can serve as a resources to help

develop higher order thinking, creativity and research skills (Reeves, 2018; Ring staff &

Kelley, 2014).

In a review of existing evidence of technology's impact on learning, Marshall

(2014) found strong evidence that educational technology "complements what a great
 14

teacher does naturally," extending their reach and broadening their students' experience

beyond the classroom. "With ever-expanding content and technology choices, from video

to multimedia to the Internet," Marshall suggests "there's an unprecedented need to

understand the recipe for success, which involves the learner, the teacher, the content,

and the environment in which technology is used."

2.4.1 Use of Technology

Studies of technology use suggest that schools have made rapid progress in acquiring

computer technology. Just five years ago the average school had only one computer for

every 20 students. Today, schools have an average of one computer for every nine

students an improvement of over 50%. But the number of computers in schools tells only

part of the story:

 59% of the schools have outdated technology; over half of the computers in these

schools lack the capability to use the Internet and multi-media technology.

 Only 3% of the schools have effectively integrated technology in the classroom.

 Students in poor or high-minority schools have less access to technology than

students in other schools.

 Most teachers have not had the education or training to use technology

effectively. Only 15% have had at least 9 hours of technology training.

 Drill and practice software is a major application of computers today, and the

dominant application at the elementary level. About 80% of all technology-

related activities in elementary schools involve drill and practice.

 Computers play only a modest role in learning for the typical student. Usage

ranges from 30 minutes per student per week at the elementary level, to one hour

at high school.
 15

Thus, while schools have greater access to technology than ever before, there are

significant gaps. Many schools lag behind in computer presence and quality; there are

problems of obsolescence and lack of teacher training; and in many schools, technology

remains a marginal addition, infrequently used and, when used, consigned to routine fact-

oriented learning.

2.4.2 Effectiveness of Technology

Traditional Applications.

A substantial number of studies have been conducted over the past several decades

concerning the effectiveness of traditional technology applications such as CAI or drill

and practice programs. Findings from more than a dozen meta-analytic evaluations

involving 500+ separate studies can be summarized as follows:

 Students receiving computer-based instruction tend to learn more and learn faster;

their gains exceed those of comparison groups by an average of 30%.

 Students receiving computer-based instruction also enjoy their classes more and have

more positive attitudes towards computers.

 Benefits of computer-based instruction are greatest for lower achieving students and

those with special needs.

Researchers are quick to point out, however, that these positive findings pertain only to

"properly implemented" technology projects. Most projects, they say, underutilize

technology or use it in ways that circumvent specific guidelines-a problem that can

undermine studies of effectiveness.

"Authentic" Applications.

The research cited above was based largely on technology programs developed and

implemented before 2023. Research on newer, more authentic applications of technology

is less extensive, impeded, in part, by the lack of appropriate evaluation techniques to

 16

assess desired outcomes. Still, some promising results have been reported in the literature

(e.g., by the federal Department of Education, Rand Corporation, and ETS). Key

conclusions from the most rigorous of these studies are summarized below.

 Students exposed to technology-rich environments generally perform as well as

matched control groups on traditional standardized tests.

 Students in technology- rich schools, however, outperform control group peers in

other, less frequently assessed areas such as

- communication and presentation skills;

- complex, multi-step problem-solving skills;

- high-level reasoning skills,

- social awareness;

- data interpretation skills;

- the ability to represent information dynamically;

- the ability to work independently as well as collaboratively;

- initiative-taking, and,

- the ability to synthesize different points of view and effectively state issues.

 Teacher use of authentic technology generally results in

- more student-centered teaching;

- less lecturing;

- increased individual instruction;

- more time spent coaching and advising students;

- increased interest in teaching, and,

- increased productivity.
 17

2.4.3 Policy Implications

With or without "hard" evidence of effectiveness, expenditures on educational

technology will likely quadruple in the next ten years. Both the enormous costs and

enormous potential of this tool argue for careful research on how it can be used to

improve results. Although some favorable findings have been reported, far more well-

designed studies will be required to obtain definitive, widely replicable data. Until

monies are available for such studies, there are steps that policymakers can take to

promote more effective technology use:

 Incorporating technology into existing or emerging education initiatives;

 Linking technology with state curriculum frameworks and standards;

 Developing guidelines for conducting local staff development;

 Helping schools develop pedagogical plans for technology use;

 Providing incentives for the validation and dissemination of promising technology

programs;

 Providing regional/local technology training and technical assistance; and

 Encouraging business involvement in planning/implementing educational

technology.

Educational technology, if used well, can make an important contribution to education.

Realizing that potential, however, comes at a cost. The bottom line is that more research

is needed on ways that technology can improve outcomes and do so in a cost-beneficial

way.

2.5 TEACHERS AND ICT

Teachers play a dominant role in integrating the ICT based teaching (Bakar et-al 2014a).

When the (MOE) ministry of Education incorporate ICT the Education system, teachers
 18

will facilitate and Monitor students’ progress, this means teachers will not only teach the

content knowledge of the subject, but somehow the lesson should be ICT oriented. Bakar

et al (2014a) further added teachers must master the basic ICT and computer literally

skills, inline with the advancement of ICT innovation in education. This implies that

teachers regardless of age should be at no reason trying to equip themselves with the

knowledge on ICT. Teachers should not only focus on the traditional method of teaching

but innovation and changes should also play a part in the teaching process. Bakar,

Rajuddin, Ibrahim, Wahid.& Hassan (2014b) stated that majority of teachers find it

difficult in changing their way of teaching to something new and more updated like in

applying ICT in teaching. This should not happen as education system evolves and so do

the teachers and their way of teaching.

Few studies have been conducted in regard to teachers and ICT. Salehi and Salehis study

(2013) involving 30 high school English teachers in Iran revealed that majority of the

respondents had never implemented ICT in the class room or they preferred to use it very

little further it was also revealed that teachers attitude contributed to the factors that

hinder using of ICT in teaching activities as well as sufficient technical support and little

access to internet and shortage of time Mwalongo, (2014) in his study regarding the

Tanzanian Teachers perception about ICT come to conclusion that teachers do not use

ICT to radically change their pedagogical practices. Instead, ICT was to maintain

teachers pedagogical practices. In terms of using ICT in teaching and learning resources

as well as for examination. Other studies related to ICT are the ones by Ali, Nor, Hamzah

& Alwi (2017) and Beauchamp and Parkinson (2018). Of these studies, it implies that

the teachers have the ICT skills. However due to certain hindrances, they could not

integrate it in their teaching and learning process.

 19

2.6 STUDIES ON TEACHERS USE OF ICT

Previous studies in teacher use of ICTS have identified staff development as one of the

contributing factors in using ICT effectively in classroom. Mc Caeney (2014) gave a

report on an investigation into effective staff development in ICT for teachers. A sample

of Scottish primary school teachers have been surveyed to investigate the impact of

different models of staff development in ICT on the teacher and to explore the

knowledge and skills gained by teachers from staff development technical, academic/

content-related; pedagogy. The results indicate the need for a much greater emphasis to

be placed on the pedagogy of ICT this should be of interest to all involved in teacher

education and the continuing professional development of teachers.

Moseley et al. (2013) in UNESCO, 2014) in a study of primary school teachers

known to be achieving either coverage or done average gains on measures of relative

attainment by pupils, that focus on pedagogy using ICT. Observations showed that the

most successful teachers were those who used examples and counter examples and

involved students in explaining and modeling in the class. Teachers who favored ICT

were likely to have well developed ICT skills and to see ICT as an important tool for

learning and instructions. There is a clear distinction between teachers who chose ICT

resources to fit within a particular topic and those who choose resources merely to

present pupils work in a new way without any direct application to the topic. The

evidence shows that when teachers use their knowledge both the subject and ICT, how

students understand the subjects with their use of ICT have more directs effects on

student’s attainment.

Cox.et al (2014) report findings of a small project findings of a small project

funded by the Teacher Agency and Oracle through the Mirinda.Net project setup to

investigate the factors which have contributed to the continuing use of ICT by
 20

experienced ICT and ICT Teachers in their teaching. Evidence have been collected

through a literature search Teachers questionnaires, teachers reports and interviews, the

factors which were found to be most important to these teachers, in their teaching, were

making the lesson more interesting, easier, more fun for them and their pupils. Gray and

Souter (2015) in a study of secondary science teachers use of ICT conducted in America

focused on the data from one aspect of the use of ICT secondary subject areas, and the

perception of teachers in these areas the general view is taken across the three science

disciplines of Biology, Chemistry and Physics. Examination of the data indicate that

relative to other subject teachers, science Teachers came out positively with regards to

use of and confident in ICT science teachers were reasonable and confident in their use

of ICT. But felt that they need much more in the way of support and professional

development to maximize their use of ICT in the classroom. The Gordon University

Aberdeen (2015) in a study conducted in Scotland on teachers ICT skills and knowledge

was reported that the use of ICT is relatively low and is focused on a fairly narrow range

of ICT word processing. The predominant use of ICT in primary and secondary schools

externally produce educational software in both sectors and secondary teachers tends to

use a broader range of generic packages such as spreadsheets and (DTP) desktop

publishing than do primary teachers. There is very little use of the internet and www or

email by the secondary teachers despite the fact that majority of secondary schools have

access to the internet resources such as video conferencing and network computer

conferencing are rarely used, the study further revealed that secondary teachers use ICT

as much or more for professional development and personal use in the classroom.

Teachers are using ICT throughout the curriculum but altitude varies between subject

areas, mathematics and science teachers use ICT relatively little while, amongst non

computing teachers, ICT is used most by teachers of business and management subjects.
 21

2.7 TEACHERS AND INSTRUCTIONAL APPLICATION OF ICTs

Application of education technology in schools today, along with word-

processing software; has assisted in classroom for more than 20 years (Becker, Ravity

and Wong, 2019). Murphy et.al--- (2014) explains that teachers use (DES) discrete

Educational Software not to supplement instruction, as in the past; but to introduce

topics, provide means for self study, and offer opportunities to learn concepts otherwise

inaccessible to students. The software also manifest two key assumptions about how

computers can assist learning. first, the user’s ability to interact with the software is

narrowly defined in ways designed specifically to promote learning with tools, second,

computers are viewed as a medium for learning rather than as tools that could support

further learning.

As DES is recognized as the commonly used approach to computer used in student

learning, in more recent years use of computers in schools has grown. More diversified

as educators recognize the potentials of learning with technology as a means for

enhancing students reasoning and problem solving abilities. Zhang (2015), notes that this

sift which has driven by the Plethora of new information and communication devices

now increasingly available to students in school and at home each of which offers new

affordance to teachers and students alike for improving student achievement and for

meeting the demand of 21st centaury skills it should be noted at this juncture that there

appear to be three main approaches to ICT taken by teachers according to (UNESCO,

2014). These are:

 Integrate approach: planning the use of ICT within the subject to enhance

particular concept and skills and improve students’ attainment. This involves a

careful and improved student’s attainment that involve a careful and considered

review of the curriculum area. Selecting the appropriate ICT resources, which will
 22

contribute to the aims and objectives of the curriculum and scheme of work and then

integrating that is use in relevant lessons.

 Enhancement Approach: planning the use of an ICT resources which will enhance

the existing topic through some aspect of the lessons and tasks for example, using an

electronic whiteboard for presenting theory.

 Complementary approach: using an ICT resource to empower the pupils learning,

forexample, to improve their class work by taking notes on the computer, or by

sending home work through email to the teacher from home, or by word processing.

All three approaches can enhance attainment. But the effects may be different. In the

integrated approach students learning is enhanced because they are confronted with

challenges to existing knowledge and given deeper insights into the subject being

studied. The enhancement approach could improve students’ learning through

presenting knowledge in new ways. Promoting debates among students, and

encouraging them to formulate their own explanations. The complementary approach

draws on the approach that suggests that learning can be enhanced by reducing the

mundane and repetitive aspects of task such as essays and homework by hand.

Many different types of technology can be used to support and enhance learning

everything from video content and digital moviemaking to laptop computing and hand

held technologies have been used in classrooms. similarly, upnew uses of technology

such as podcasting are constantly emerging (Marshall, 2017). To Marshal, various

technologies deliver different kinds of content and serve different purposes in the

classroom. It is important to consider how these electronic technologies differ and what

characteristics make them important as vehicles for education (Berker, 2014).

Technologies available in classrooms today ranges from simple tools-based applications

(such as world processors) to online repositories of scientific data Others are primary
 23

historical documents, held computers, close circuit television channels, and two way

instance learning classrooms. Prensky (2015) asserts that even the cell phones that many

now carry with them can be used to learn. According to Lei and Zhao (2016) each

technology is likely to play a different role in student learning. Rather than trying to

describe the impact of all technologies as if they were the same, Researchers needs to

think of what kind of technologies are being used in the classroom and for what

purposes. Two general distinctions could then be observed from the literature. Students

can learn from computers where technology are used essentially as tutors and serve to

increase students. basic skills and knowledge moreover, they can learn with computers

where technology is used as tool that can be applied as variety of goals in the learning

process serve as a resource to help develop higher order thinking creativity and research

skills (Reeves. 2018: Ring staff and Kelly, 2014).

According to Murphy, et al. (2016). The primary form of students learning from

computers is described as Discrete Educational software (DES). Integrated tearing

system (ILS).Computer-Assisted information (CAI) and computer based instruction

(CBI) this software application are also the most widely available.

2.8 PROBLEMS OF IMPLEMENTING ICT INTO EDUCATION BY TEACHERS.

Implementation of ICT into the classroom has often been investigated by focusing

on teacher individual characteristics, such as teacher’s pedagogical conceptions or

experienced problems. The second major focus has been on School level: how the school

should support teachers’ implementation processes. Third, some of the studies have

focused on external aspects such as teachers in service training or necessary technical or

pedagogical support as well as the lack of appropriate educational material. These are

factors that e.g. municipal school administration or even commercial publishing houses
 24

work with only very few studies have focused on the societal level how the educational

system is organized and how this supports the implementation or the transformation of

teaching practices. In the following section some of the main results reported in the

earlier studies and described.

2.9 TEACHERS CHARACTERISTICS AND THE USE OF ICT

The individual teacher is usually the one who makes the decisions on the

classroom practices, also concerning technology it is obvious that teachers use such tools

and practices that support their beliefs about “good learning” and tools that fit easily into

the existing conceptual social organization of classrooms. As Marx, Bluemenfeld,

Krajeik and Soloway (2016) noticed, the use of technology tools mainly maintains the

existing culture, and they little potential for transforming teachers work, or the nature of

teaching and learning in classrooms. In the studies of Hakkarainen et.al (2014) and

Moseley et-al (2013), it was discovered that there is a negative/positive relationship

between teachers’ pedagogical conceptions and the type of instructional use of ICT.

Teachers who intensively used information technology emphasized the importance of

using ICT for facilitating students’ participation in progressive inquiry, collaborative

learning and the learners active engagement in the knowledge formation process, but as

Lin (2015) says, the relationship between teachers conceptions and practice, is complex,

not clear or simple.

Teachers with good ICT skills and use ICT more, and more often in a student

centered way (Moseley et al. 2016), appeared to have adequate pedagogical means for

pursuing new pedagogical practices (Hakkarainen et al…2014). In a study on the

instructional use of software (Neider hawser & stoddart, 2014) the result indicated that

teachers who use open ended software had the strongest computer-directed and lowest
 25

learning-centered orientations. Only very few teachers used open ended software (but

probably there were only a few such available).Lim and Barnes (2016) in their case study

described, how teachers who succeeded in using a digital application had long

experiences in using ICT in teaching, opportunities and limitation of the program and to

plan and organize activities to exploit its opportunities and address its limitations. There

are also findings regarding teachers who do not use ICT in teaching. Norton, Mr Robbie,

and cooper (2017) found that teachers did not use ICT in teaching because of a teacher

centered view of teaching as a transmission/ Absorption image. Because the non-use was

essentially based on such beliefs that teachers did not take any actions to increase their

ICT- related expertise or access. Selwy (2015) wrote about “computer identity in terms

of the course and subjects teachers teach. Teachers differ in their age and gender both of

which are essential factors behind ICT use we compare teachers of different age groups

and genders (Ilomaki, Tapola, Hakkarainen, kovistor, Lakkala& Lehtinen, 2015) and the

results showed a general trend male teachers of all age groups (20-35,36,47,48-62)

estimated their skills higher than female teachers of the same age. They also use ICT

more both in schools and during leisure time.

2.10 COMPONENTS OF THE ICT/ FACILITIES

The information and communication technology is made up of a wide range of

components that made its implementation and use achievable by man. The components

of ICT could be subsided into 2 main categories namely software and hard ware.

Semenov (2015), software is the name given to the coded instructions that tell computers

what to do and it comes in many different forms. Here in this report we focus on software

tools that are useful for schools thus.

(i) Operating system.

 26

(ii) Personal productive tools.

Hardware

The hard ware is the term applied to computers, storage, media, input, and output devices

and all the connecting devices like modems, telephones and satellites use for information

processing and communication across the globe. The major devices involved in the ICT

implementations are further discussed as follows.

Semenov (2015) a computer is an electronic device that can store, organize and find

information, do calculations and control other machines.

The computer is universal information processor, computers process information

in the form of electric signals we could describe a computer which is composed of

complex hardware and software systems as a set of smart tools or rather as teams of

highly disciplined indefatigable semi self-governing artificial agents ready to execute

strictly defined task. What we therefore need is to wisely command, control and managed

the work of those tools or agents.

Coordination between the human body, our sense and the personal and computer is a

critical issue in the effectiveness of using ICT. This coordination is similar to those

required by other artifacts designed and targeted to human needs tools for handicraft,

furniture, eyeglasses and other material objects.

Components of ICT

The potential of each technology varies according to how it is used. Haddad and Drexler

(2017) identity five levels of technology use in Education, presentation demonstration,

drill, and practice, interaction, and collaboration.

 27

Each of the different ICTs –print, audio/video cassettes, radio and TV broadcasts,

computers or the internet- may be used for presentation and demonstration, the most

basic of the five levels.

How radio and TV broadcasting been used in Education?

Radio and Television have been used widely as educational tools since the 1920s and the

1950s, respectively. There are 3 general approaches to the use of Radio and TV

broadcasting in Education.

 Direct class teaching where broad cast programming statutes for teachers on a

temporary basis.

 School broadcasting where broadcast programming provides complementary

teaching and learning resources. Not otherwise available and

General Educational programming over community, national and international

stations which provides general and information educational opportunities.

1. Direct class teaching involves broadcast programming as a substitute for a

teacher on a temporary basis. With regard to radio, the primary example

discussed here is Interactive Radio Instruction (IRI), which was first

implemented in Thailand in 1980; Indonesia, Pakistan, Bangladesh, and Nepal

rolled out their own IRI projects in the 1990s. IRI has also been implemented in

Latin America. As part of IRI, 20-30-minute direct teaching and learning

exercises are provided via radio to the classroom on a daily basis. Developed

around specific learning objectives at particular levels of mathematics, science,

health, and languages in national curricula, these lessons are intended to improve

the quality of classroom teaching and to act as a regular, structured aid to poorly

trained classroom teachers in under-resourced schools. According to this article,

 28

"Extensive research around the world has shown that many IRI projects have had

a positive impact on learning outcomes and on educational equity. And with its

economies of scale, it has proven to be a cost-effective strategy relative to other

interventions."

The notable and best documented example of the direct class teaching approach is

Interactive Radio instruction (IRI). This consist of ‘ready-made 20-30-minute direct

teaching and learning exercise to the classroom on daily basis. Mexico’s Telescundaria is

another notable example of direct class teaching, this time using broad cast Television.

Telesecundaria is a system of distance education programs for secondary and high

school students created by the government of Mexico and available in rural areas of the

country as well as Central America, South America, Canada and the United States via

satellite. The program was launched in Mexico in 1968 as a cost effective strategy for

expanding lower secondary schooling in small and remote communities. Peraton

describes the programme this centrally produced television programs are beamed via

satellite throughout the country on a scheduled basis (8am to 2pm to 8am) to

telesecundaria schools, covering the same secondary school curriculum as that offered in

ordinary schools, Each hour focuses on a different subject area and typically follow the

same routine-15minutes of television, then booklet and teacher led activities. Students are

exposed to variety of teachers on television but have one home teacher at the school for

all disciplines in each grade.

 With regard to television, the primary example discussed here is Mexico's

Telesecundaria. Launched in Mexico in 1968 as a cost-effective strategy for

expanding lower secondary schooling in small and remote communities, this

initiative involves the beaming of centrally produced programmes via satellite

throughout the country on a scheduled basis (8 am to 2 pm and 2 pm to 8 pm) to

 29

Telesecundaria schools, covering the same secondary curriculum as that offered in

ordinary schools. Each hour focuses on a different subject area, and features 15

minutes of TV followed by book-led and teacher-led activities. Students are exposed

to a variety of teachers on television but have one home teacher at the school for all

disciplines in each grade. The design of Telesecundaria has undergone many changes

through the years, shifting to more interactive and dynamic programming that

involves integrating the community into the school, and vice versa. The article notes

that assessments of this initiative "have been encouraging: dropout rates are slightly

better than those of general secondary schools and significantly better than in

technical schools."

 The article also explores a few examples in which radio and television have been

combined in a direct class teaching approach. In Asia, the 44 radio and TV

universities in China have made "extensive use" of both of these ICTs to reach more

of their respective large populations. For these institutions, broadcasts are often

accompanied by printed materials and audio cassettes. And Japan's University of the

Air has broadcast various TV and radio courses, each of which consists of 15 45-

minute lectures broadcast nationwide once a week for 15 weeks. Courses are aired

over University-owned stations, with students also receiving supplemental print

materials, face-to-face instruction, and online tutorials.

2. School broadcasting involves the provision of broadcast programming - not to

substitute for the teacher but, rather, to enrich traditional classroom instruction

(particularly where resources would not otherwise be available). Often deployed with

print materials, cassettes and CD-ROMS, school broadcasting is geared to national

curricula and developed for a range of subject areas; teachers decide how they will

integrate the materials into their classes.

 30

3. General educational programming involves providing non-formal educational

opportunities for all types of learners over community, national, or international

stations. This programming could include news programmes, documentary

programmes, quiz shows, educational cartoons, and so on. Examples provided here

that use this approach are the children's "edutainment" television show Sesame

Street, the television channels National Geographic and Discovery, the radio

programme Voice of America, and the Farm Radio Forum, which began in Canada in

the 1940s.

2.11 APPLICATION OF COMPUTER AND INTERNET FOR TEACHING &

LEARNING

Computers and the Internet are a great resource for classroom teachers! Teachers

can find suggestions, lesson plans, practical support, information, and materials through

the Internet. In fact, using a computer can make a teacher's life easier and more efficient.

The LEADERS website provides an extensive list of Internet links designed to help

teachers of reading and writing. This list of links covers most of the types of websites

discussed below. Here are some of the many ways in which teachers can make computer

and Internet technology work for them. One particularly practical feature of many of the

new teacher websites currently available on the Internet is the provision of ready-made

lesson plans and suggested activities on a broad array of topics. Listserv and bulletin

boards also allow teachers from all over the world to share their best lesson plans and

suggestions with each other. Of course, when you are considering using someone else's

lesson plan or suggestion, it is important to read through it and think about whether it will

work for your students. Books and materials for teachers and students can also be located

and purchased online, saving teachers the time used to send away for catalogs or go to

the teacher store. Make sure to be careful that you make purchases online only with well-
 31

known companies through secure connections.

Listserv and bulletin boards are useful for more than just sharing lesson plans with other

teachers. All members of the education field can easily communicate with each other

through these forums. Teachers who want to know how someone else handled a situation,

where to go to get some particular resource, what the latest news is on a particular

subject, how to help a child with a specific type of need, or any other education-related

question can find colleagues to talk with through listserv and bulletin boards. And there

is the additional bonus of feeling like a part of a larger profession, a member of a group

with common goals and circumstances. In fact, there are a variety of websites for

different teacher/education professional organizations that provide a simple way for

teachers to be part of these organizations. As well as offering many helpful resources to

teachers, these organizations help teachers keep current with the field and the research.

Of course, the websites for these organizations are not the only source for finding

research and information. A variety of other websites provide research on any topic about

which a teacher might be interested. For instance, perhaps the teacher has a student with

a particular special need or wants to know how to use a particular strategy or teach a

particular lesson. Maybe a teacher wants to learn more about using technology to meet

the needs of learning disabled students. Perhaps a teacher needs resources for working

with English Language Learners. The Internet is an easy way of finding information

without having to make a trip to the library. For teachers who are not familiar with the

ins and outs of Internet use, online training is available which teaches how to get around

on the Internet. Search engines can be particularly helpful to teachers in finding almost

any kind of information on the Internet. Teachers might want to try some of the

following education-related and generalized search engines:

www.bigchalk.com - Education search engine for students, teachers and parents

 32

www.education-world.com - General education search engine

www.awesomelibrary.org - Search engine of carefully reviewed top 5% of education web

resources

www.yahoo.com - Major generalized web search engine

www.altavista.com - Major generalized web search engine

www.ask.com - Search engine which allows you to type in your question; includes a

section for kids

www.refdesk.com - Search engine for finding facts online

www.google.com - Major and large generalized search engine

www.metacrawler.com - Search engine which searches other search engines

www.ilor.com - Major generalized user-friendly web search engine

When teachers become aware of how to find information online, they can help their

students begin to tap into this huge resources. This skill is useful to students not only for

accomplishing their homework, but also as a survival skill in the modern workplace. In

addition, there are some websites that offer online help from teachers for students who

need assistance with their homework. Teachers should make sure they investigate the

quality of this homework help before recommending a website. There are also vast arrays

of online resources specifically tailored to the needs of parents. Teachers who are aware

of these resources can recommend useful websites to the parents of their students, thus

creating a positive school-home interaction.

Literacy games are also available online and for downloading, as well as reviews of

educational software programs. Another wonderful resource is a large variety of online

books, often organized by subject, with the text and pictures of each page easily viewed

on the screen by the student, who can click on the arrow to turn the page. For students

who may not be interested in reading but love computers, online books can be a helpful
 33

teaching tool, as well as providing an easy way for a teacher to expand the classroom

library. A wonderful related feature of several websites is the information they provide

about the authors and illustrators of children's books.

One particularly exciting feature of going online is the ability to e-mail anyone in the

world. Teachers and students worldwide are beginning to use this ability to talk to each

other. They can even do projects together and help each other learn about their different

cultures. E-mailing back and forth with another classroom also provides excellent

opportunities for students to practice writing skills for a real-life purpose. Word

processing can be used before documents are pasted into e-mails, so that students not

only practice this essential skill of word processing but also can edit much more easily to

produce a well-crafted piece of writing. So the Internet is an exciting resource for

teachers. Using the Internet can make teachers' lives simpler and can provide more

information and resources than ever available before. The Internet is a way for students

and teachers to learn and to connect with others. Last but not least, the Internet can be

just plain fun for students and teachers alike. There are 3 general approaches to the

instructional use of computers and internet namely:

 Presentation, demonstration and the manipulation of data using productivity tools.

 Use of curriculum,- specific applications types such as educational games, drill

and practice simulations, tutorials virtual laboratories visualizations and graphical

representations of abstract concept musical composition and expert systems.

 Use of information and resources on CD-Rom or online such as encyclopedia,

interactive maps and atlases, electronic journals and other references.

 34

Wireless Technology and Multimedia

Multimedia is the combination of various digital media types (e.g. images, sound,

video, text) they compiled an integration multi-sensory interactive application to present

the information to an audience (Neo and Neo, 2015)

Using multimedia in Education results in the. Increasing productivity and

retention rate, because people remember 20% of what they see, 40% of what they see and

rear, but 75% of what they see and hear and do simultaneously. It means, by using

multimedia tools we can create a learning environment, where the communication of the

information can be done in a more effective manner and it can be an effective

instructional medium for delivering information. With multimedia technologies students

create multimedia applications as part of their required project. This makes them active in

developing their own learning process, instead of just being passive learners of the

educational content (Neo and Neo, 2015).

Multimedia laptops with w-fi are mobile solutions for teachers and students; the

wireless network allows students to have access to computing networks and the internet.

With the help of Radmin Softver, the teacher is able to follow the students work on their

computers, the teacher can see what they do, which site they are looking from the internet

etc. More over the teacher can send individual messages to each student and can decide if

he or she allows the student to answer this remark. The teacher can decide which student

or students (up to 4) screen(s) should appear on the board.

The video projector is hanging from the ceiling and enables to project the interactive

lesson on to the board, or can be connected through a computer with the white board.

One of the main points in choosing the projector was the type recommended minimum
 35

(XVGA) Extended Video Graphic Array resolution and minimum of 2000 lumens and

can work in wireless mode.

Projector

Leonardo,(2015); computer images can be projected at a screen, the beginning of

projection trace back to the centuries old lantern (the first picture projected called magic

lantern).

Today all slides or screen information to be projected can be made on a computer and

presented on a computer screen.

Semenov (2017) special software use for projection of screen images/ constructing and

organizing them is called presentation software products here is Microsoft PowerPoint

electronic technology has made it possible to project computer generated images as well

as images from a video cassette recorder (VCR). The projection device is usually called a

multimedia projection or LCD projection or beamer.

The Internet

Cohen, (2018) affirmed that the internet is the biggest ever network channel and source

of human information today. Hundreds of millions of people in every country of the

world now used the internet. The internet is a vast source of information it connects

millions of computers around the world, computer belonging to all sorts of people and

organizations.

2.12 Factors contributing to the use of ICT in the classroom

According to Cox preston and Cox (2015), there are a number of factors which have been

identified to influence and support teachers in using ICT in the classroom. In order to

investigate these factors further in relation to teachers ICT use, the study make use of the

technology acceptance model (TAM) developed by Davis Bangozzi and Warshaw

 36

(2016) which was on adaptation of theory of reason action by Ajzen and Fisben (2016) to

investigate the reasons why teachers use ICTs. Their model shown in figure1 links the

perceived usefulness and ease of use with altitude towards using of ICT and actual use -

(system use). They tested this model with 1007 Adult users, who had been using a

managerial system for 14 weeks. They found out that they people use of computer was

predicted by their intentions to use it and that perceived usefulness was also strongly

linked to their intentions.

Perceiving
usefulness

External
variables Attitude Behavioral
Teacher’s
towards use Attitude to use
system use

Perceiving
Era of use

Technology acceptance model (TAM) (Davis; Bagozzi and warshaw, 2012)

External variables

In TAM the external variables represent the many influences on the teachers which come

from outside their sphere of control these will include;

The requirement of a national curriculum or natural guidelines the changes in society

with the rapid growth in the uses of the internet and ICT in general; opinion of the

colleagues, responsibilities of the teachers; pressure from the parents and students, the

influences of the local education authority (LEA). Although these have been identified as

very important by a number of research studies in leading teachers to understand the need

for change and to question their professional practice, discussed earlier. Only a few could
 37

be investigated within the scope of this project. The main focus on this research is how

teachers perceive ICTs contribution to teaching and learning. These factors come Within

Davis et al perceived usefulness and perceived ease of use components.

2.14 Problems associated with the use of ICT driven instruction

a. Teacher’s professional knowledge and technical knowhow: Since ICT is a fairly

new area of importance in education especially in developing communities like

Nigeria. It is a highly technical field and to understand how it can affect the teaching

and learning situation, one first has to understand the operational functionality of the

materials. As much as materials differ in terms of technical components, design and

setup, they also differ in terms of functionality. Same are multi dimensional; capable

of various functions such as giving logical outcomes, manipulating information etc.

without the teacher who is knowledgeable enough. ICT-driven instructional aids,

cannot create change and progress. Teachers’ knowledge has great impact on the

effective application of ICT driven instructional aids. This is because the teacher

uses to understand the sequential presentation of the instructional gadgets so as to

suit the interests of the learners and it appropriateness with the instructional tasks,

for instance, a teacher who is not computer literate would find it difficult to apply its

operation even when and where found necessary, or even if the teacher has a partial

knowledge of the operational function of the materials. The materials might be

wrongly used there by creating a wrong impression for the audience or the students.

b. Lack of computers: Computers are still very expensive and despite spirited

efforts by the government agencies, NGO, corporate organizations and individual

to donate computers to as many schools as possible. There are still a big

percentage of the schools unable to purchase computers for use by their pupils.
 38

c. Lack of electricity: Many schools are still not yet connected to electricity; Nigeria

being a developing country, the government has not been able to connect all parts

of the country to the national electricity grid. Consequently those schools that fall

under such areas are left handicapped and many not been able to offer computers

studies.

d. Computers are still expensive in Nigeria: In a country with high rate of inflation,

majority of individuals and schools cannot afford to buy a computer and consider

it a luxury item more expensive than a Television set, While second hand

computers cost as N45, 000 naira and branded new computers being sold at

between N98, 000 and above.

e. Broken down computers: While a good number of schools have benefited from

donated used computers,, they have not been adequately equipped with the same

on maintenance and repairs hence it is very common to see schools computer lab

full of broken down computers. Some are repairable and some are not, this has

actually been a major problem and the government has now put strict measures on

any person, NGO or corporate bodies willing to donate 2 nd hand computers (it is

seen as a dumping ground) waste management.

f. Burglary: The fact that computers are still very expensive in Nigeria, this

makes them a target for thieves who usually have ready markets to another

party at a much less figure. This has made many schools shy away from

purchasing computers for their students.

h. Time constraints: Time also is a serious problem or factor that impede the

effective use of ICT driven instruction because sometimes the time that is

allotted for a subject on the time table might not be enough for the teacher to
 39

present his content alongside with effective us of the materials which will affect

the wholesome delivery of the content.

i. Poor maintenance culture: Materials available for the teaching are poorly

handled by both teachers and school authority. Non availablity of resourse room for the

proper up keep of both the locally manufactured and commercially purchased ones,

thereby limiting its use as the time needed, very many teachers use material occasionally

without the proper up keep of the materials after use for the future reference.
 40

CHAPTER THEREE

RESEARCH METHODOLOGY

3.0 Introduction

This chapter dealt with the methodology, sample and sampling technique,

research instruments, the population of the study, research design, and procedures for

data collection.

3.1 Research design

This work was designed with the principles of experimentation and survey

verifications. Basically the design was a survey type that describes the effect of ICT

application in teaching mathematics within the framework of secondary school students.

Thus, the outlook of the design concentrates in on the extent ICT influences the academic

performance of mathematics students in secondary schools; examine the extent of usage

ICT facilities in their schools within Jos North, and which ICTs do teachers have access

to in their schools and what is the frequency of their access per week?

3.2 Area of the Study

The area of the study is selected secondary schools within Jos North local

government area of Plateau state. Plateau state is in northern-central Nigeria; its capital is

the city of Plateau. The state, was created in 1976 out of the northern half of former

Benue-Plateau state. Jos local government is the central of the state where major

activities are carried out. It covers 8600 km² and is bounded by 300–600

m escarpments around much of its boundary (Wikipedia). It has an area of 291 km2 and a

population of 729,300 at (census, 2006).

 41

3.3 The population of the study

Population refers to any group of people or object which are similar in one or

more ways and which form the subject of the study in a particular research.

The population of this research study is made up (40) teachers from the four selected

secondary schools within Jos metropolis.

3.4 Sample size

The sample size of this research study is made up of 40 teachers from the four

selected secondary schools within Jos metropolis; (10) ten teachers were randomly

selected from each of the 4 secondary schools making a total of 40 teachers for the study,

this is broken down below

i. Government Secondary School Laranto, Jos 10

ii. Arewa Model Private School, Rafin-Pa, Jos 10

iii. Government Secondary School, Kabong, Jos 10

iv. Peace academy, Jos 10

Total 40

3.5 Sampling technique

The sampling technique used for the study was simple random sampling procedure, in

which every element or subject of the population has an equal chance of being selected.

3.6 Research instruments

The instrument for the study was developed by the researcher based on established

procedures in literature. The instrument contained three sections.

Section A focused on the demographic information of the teachers.

Section B focused on the availability/access of ICT facilities.

 42

Section C contained questions on the usability of these facilities by secondary school

teachers.

3.7 Methodology

Is a guide line system in solving problem in respect to this research work. This help

in explaining, analyzing, the impact of the practical aspect of the study.

i. Instrumentation

This research study is descriptive in nature. This because it is basic for all types of

research and help in assessing the situation by serving as prerequisite to making inference

and generalization (Osuala, 2013).

ii. Validation of instrument

In conducting research both primary and secondary sources of data were used.

Primary source: The first hand data collected for the purpose of this work includes

personal interview and questionnaires the questions are of the following types.

Choose form (Structures); the respondents are provided with options and answers to

choose. Open ended questions (unstructured): the respondent are provided with space

and allowed to freely express themselves.

Secondary source: The second hand data (data that have been collated and used are

textbooks, internet, journals, secondary schools websites, publications and published

materials and other information that are relevant to the objectives of the study.

iii. Data collection and statically tools to be used in data analysis.

Data collected for this research work were analyzed and presented using the descriptive

statistical tools used in the data presentation are:

- Tables

- charts
 43

- Percentages

- Measures of central tendency/ dispersion

3.8 Procedures for data collection

The researcher visited the selected schools to Administer questionnaires developed for

the study. The 40 copies of the questionnaires will be administered on the respondents

and be collected back on the spot.