THE IMPACT OF INFORMATION AND COMMUNICATION

TECHNOLOGY IN TEACHING AND LEARNING OF SOCIAL

STUDIES IN JUNIOR SECONDARY SCHOOLS IN BAUCHI

LOCAL GOVERNMENT.
 CHAPTER ONE

1.0 INTRODUCTION

1.1 Background of the Study

Throughout the world, many countries have introduced Information and

Communication Technologies (ICT) into schools via different courses of action.

The training of teachers in different subject areas as a discipline involves

various methods of approach and operations and ICT integration in schools is

needed in order to accomplish many objectives and improve the quality of

lessons in all subject areas as well as social studies. ICT increasingly pervades

various aspects of our daily lives like work, business, teaching, learning, leisure

and health (Olaojo, 2010),

Thus, the discipline social studies, centres on systematic study of the principles

and skills pertinent to all aspects of operations, resources and administration. As

new concepts of learning have evolved, teachers are expected to facilitate

learning and make it meaningful to individual learners rather than just to

provide knowledge and skills (Peter and Rexwhite 2012). Our schools should

help the students to acquire a philosophy of life, attitude, skills, concepts,

understandings and knowledge that will prove useful to them for the next sixty

or seventy years of their lives. These represent the broader goals of our

education. And social studies as an independent fields of study, has assumed a

special responsibility, towards the attainment of these goals (Olaojo, 2010).

 According to Oxford Advance Learners Dictionary, information and

communication technology is the study or use of electronic equipments

especially computer for sorting analyzing and sending out information.

According to UNESCO, “ICT is a scientific, technological and engineering

discipline and management technique used in handling information, its

application and association with social economics, and cultural matter”

Information technology is the creative application of scientific and

systematic knowledge, tools and techniques to the solution of problems of

human communication and information system. Such problems may be found in

industry, commerce, education or even health care. Rowntree (1991).

According to National Teacher Institute (2007). Information Communication

Technology is “a generic term to cover acquisition, processing, storage and

dissemination of information- textual numerical, pictorial and vocal; The

concept is restricted to systems dependent on microelectronics- based on

combination of computing and telecommunications technology since the early

20th century.

Information Communication Technology (ICT) is referred to as all

electronic technologies for collecting, storing, processing and transmitting

information (Aluko, 2004), information could be voice/audio, data fax, and

video or internet service. Heathcote (2000), information and communication

technologies (ICTs) is a term which is currently used to denote a wide range of

services, applications, and technologies using various types of equipment and

software, often running over telecom networks. ICTs include well known

telecom service such as telephone and fax. Telecom service used together with

computer hardware and software from the basis of a range of other service,

including email, the transfer of files from one computer to another, and in

particular, the internet, which potentially allows all computers to be connected,

thereby giving access to source of knowledge and information stored on

computers worldwide(Heathcote 2000). Its application includes

videoconferencing, teleworking, distance learning, management information

system, stock taking; technologies can be said to include a broad array ranging

from ‘old’ technologies such as radio and TV to ‘new’ ones such as cellular

mobile.

A learner is to be active; he cannot afford to be passive in the process of

teaching and learning. Learning is to effect desirable changes in behaviour, in

our habits, styles of living and adjustment of knowledge, skills, etc. it aims at

maximizing learning experiences. Social Studies is the science of learning and

education which is to be organized through Social Studies principles and

teaching through pedagogic principles. Besides methods, we use various media

and materials for maximizing the learning experience of students. That is why

multimedia ICT approach to learning must be used to ensuring efficiency and

effectiveness. ICT is a medium of teaching and learning (Malik R. 2005). ICT

as a tool for teaching and learning, the medium through which teacher can teach
and learner can learn. It appears in many different forms, such as drill and

practice exercise in simulation and educational networks (Joshi, A 2005).

The various ICT facilities used in the teaching and learning process in

Secondary Schools according to Babajide and Bolaji (2003), Bryers (2004),

Bamidele (2006) and Ofodu (2007) include; radio, television, computers,

overhead projectors, optical fibres, fax machines, CD-Rom, internet, electronic

notice board, slides, digital multimedia, video/VCD machine and so on. It

appears some of these facilities are not sufficiently provided for teaching and

learning process of social studies in the Secondary Schools by Government or

School Management. This might account for why teachers are not making use

of them in their teaching. According to Ajayi (2008) the use of these facilities

involves various methods which include systematized feedback system,

computer-based operation/network, video conferencing and audio conferencing;

internet/worldwide websites and computer assisted instruction. It should be

stressed that the effective use of the various methods of ICT in teaching and

learning depends on the availability of these facilities and teachers competences

in using them.
1.2 Statement of the Problem

Traditionally, teachers have been visualized as repositories of knowledge

which they transmitted to the students. Today, technology has changed this

completely. Yet most secondary school teachers are not euphoric about the

technology revolution. They doubt the potential of technology in meeting

instructional goals and they continue to be tied to the old methods (Latchem,

2003).

According to Bello (2015) the use and emergence of Information and

Communication Technology came along with some hindering vices to academic

pursuit, many students or youth prefer spending much of time on ,Yahoo,

Facebook, WhatsApp and social media generally etc, watching films which are

not edutainment via the internet etc. This has been modus operandi on how

some students utilize ICT facilities which is affecting the academic performance

of leaners in Social Studies and Education generally.

The challenge decreasing the standard of ICT in teaching and learning of

Social Studies has been identified in the area of teacher qualification. Teachers

experience, teachers’ frequent transfer, poor condition of services, inadequate

materials, services and textbooks etc. This study therefore investigates the

impact of Information and Communication Technology of teaching Social

Studies in Junior Secondary School in Bauchi Local Government. This study

therefore investigates the Impact of Information and Communication

Technology of Teaching Social Studies in Junior Secondary Schools in Bauchi

Local Government.

1.3 Purpose of the Study

The purpose of the study is to investigate the Impact of Information

and Communication Technology of Teaching Social Studies in Junior

Secondary Schools in Bauchi Local Government.

The specific objectives of this study are as follows:

1. To assess the effect of information and communication technology on the

teaching of Social Studies in Junior Secondary Schools in Bauchi Local

government.

2. To identify the challenges of ICT in teaching and learning of Social

Studies in Junior Secondary Schools in Bauchi Local Government.

3. To determine the impact of ICT on Bauchi Local Government Junior

Secondary Schools students’ performance in Social Studies.

4. To identify strategies that could be used in ensuring effective ICT

application in the teaching and learning of Social Studies in Junior

Secondary Schools in Bauchi Local Government.

1.4 Research Questions

The research will provide answer to the following research questions:

1. How can Information and communication technology be effective on the

teaching of Social Studies in Junior Secondary Schools in Bauchi Local

Government?

2. What are the challenges of ICT in teaching and learning of Social Studies

in Junior Secondary Schools in Bauchi Local Government?

3. Is there any impacts of ICT on student performance in Social Studies in

Junior Secondary Schools in Bauchi Local Government?

4. What are the strategies that could be used in ensuring effective ICT

application in the teaching and learning of Social Studies in Junior

Secondary Schools in Bauchi Local Government?

1.5 Scope of the Study

The study is aimed at explaining the impact of information and

communication technology in the teaching of Social Studies in junior secondary

school in Bauchi Local Government Area.

This research work would focus its effort towards obtaining information

from the students from five secondary School in Bauchi Local Government

which are:-

1. Comprehensive Day Secondary School, Bauchi.

 2. Ann and Queens Secondary School, Bauchi.

3. Sunshine International Secondary School, Bauchi.

4. Dolphin Maria College Bauchi.

5. Junior Secondary School. Dupka, Gwagwalada Area Council.

1.6Significance of the Study

This study “impact of information and communication technology in the

teaching of Social Studies in junior secondary school in Bauchi Local

Government Area” is of great benefit to the following people: Social Studies

Curriculum Planner, Teachers and Students

The use of Information and Communication Technology in Social Studies

Curriculum enhances planners in linking and enabling global sharing of

Knowledge about Social Studies as it is a subject which deals with environment

operations. Information and Communication Technology help ascertain facts,

ideas and update curriculum planners of methods and principle in curriculum

planning. ICT also provides curricular support in difficult Social Studies areas

The integration of Information and communication Technologies to teaching by

Social studies teachers would help revitalize them and develop their ICT skills

and competencies which will enhance their ability to continuously update

themselves academically. The use of ICT facilities like radio, television,

computers, overhead projectors, optical fibres, fax machines, CD-Rom, internet,

electronic notice board, slides, digital multimedia, video/VCD machine and so

on makes teaching of Social Studies real and easier as student get the clear

picture of what the teacher is explaining.

ICT can be used to enhance learning of all parts of Social studies curriculum

and inter-disciplinary and cross-disciplinary thinking. Learning is more active

when enhanced by Information and Communication Technology facilities, it

ensures efficiency and effectiveness of student in learning of Social Studies.

The main impact of ICT to students consists just in the development of student

mental resources, which allow student to both successfully apply the existing

knowledge and produce new knowledge.

1.7 Operational Definition of Terms

Information: - information means processed data or whatever that is capable of

changing an individual’s opinion about the current states of real world.

Communication: - communication refers to the transfer of information, ideas

taught and messages.

Technology: - technology is a scientific knowledge used in practical ways in

industry, for example in designing new machines like computer, telephone,

television, radio etc.

Education: - Education is the form of learning that gives intellectual and moral

instruction to learners.
Social Studies: -the study of man in his totality - where he lives, his activities in

the past and present; his culture; his frame of mind; and how he relates to

others. It focuses on developing the right values, attitudes and abilities which

help the child to get on well with others as he grows up to become a responsible

citizen”.

E - Library: - An electronic library where library facilities or services can be

assessed on line (through the internet).

1.8 Abbreviations

ICT: - Information and Communication Technology

TV: - Television
 CHAPTER TWO

2.0 REVIEW OF RELATED LITERATURE

2.1 Introduction

This chapter is an overview of the impact of Information and

Communication Technology in teaching and learning of Social Studies in Junior

Secondary Schools in Bauchi Local Government. This study is discussed under

the following sub heading:

a. Theoretical Framework
b. Concept of Information and Communication Technology.

c. Positive Impact of Information and Communication Technology in the

learning and teaching of Social Studies.
d. Challenges of Information and Communication Technology in
teaching and learning of Social Studies.
e. Impact of Information and Communication Technology on student
performance in Social Studies.
f. Strategies in Ensuring Effective of Information and Communication
Technology Application in Teaching and Learning of Social Studies
g. National Policy on Information and Communication Technology in
Nigeria.
h. Review of Related Literature
i. summary
2.2Theoretical Framework

This part discusses the theoretical framework employed in this research.

The Stufflebeam’s CIPP evaluation model.

2.2.1 The CIPP Evaluation Model

The CIPP Evaluation Model is a comprehensive framework for guiding

evaluations of programs, projects, institutions, and systems particularly those

aimed at effecting long-term, sustainable improvements (Stufflebeam, 2002).

The acronym CIPP corresponds to context, input, process, and product

evaluation. In general, these four parts of an evaluation respectively ask: What

needs to be done? How should it be done? Is it being done? Did it succeed?

The product evaluation in this model is suitable for impact studies like

the present one on the impact of ICT in teaching and learning of Social Studies

(Wolf, Hills & Evers, 2006). This type of study is a summative evaluation

conducted for the purpose of accountability which requires determining the

overall effectiveness or merit and worth of an implementation (Stufflebeam,

2003). It requires using impact or outcome assessment techniques, measuring

anticipated outcomes, attempting to identify unanticipated outcomes and

assessing the merit of the program. It also helps the institution to focus on

achieving important outcomes and ultimately to help the broader group of users

gauge the effort’s success in meeting targeted needs (see Figure 1).

The first element, “impact”, assesses whether the use of ICT facilities in

teaching and learning of Social Studies has a direct effect on the teachers and
students, what the effects are and whether other aspects of the system changed

as a result of this use? Effectiveness checks whether the programme achieves

intended and unintended benefits, or is it effective for the purpose of improved

teaching and learning for which it is provided? Transportability measures

whether the changes in teaching and learning and its improved effects can be

directly attributed or associated to the deployment of ICT facilities. Lastly,

sustainability looks into how lasting the effect of the ICT impacts will be on the

students and teachers and how well they utilize and maintain it for teaching and

learning purposes (Stufflebeam, 2007).

Impact

Effectiveness
Inputs
Process
Product
Transportability

Context
Sustainability

Figure 1: CIPP Evaluation Model

2.3 Concept of Information Communication Technology (ICT)

According to (Ratheeswari, 2018), Information Communication Technology is

a technological and engineering discipline that uses scientific and management

techniques in information handling. It is concerned with the technology used in

handling, acquiring, processing, storing and dissemination of information. Thus

Information Communication Technology is any technology used in producing,

organizing and passing information through. Similarly, Oxford Advanced

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

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

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

computing, analyzing, transmitting and retrieving information presented to them

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

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

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

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

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

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

Wide Area Networks (WAN), Protocols, Content Management and Meta Data

Standard (MDS).

Lomark (1997) defines information and communication Technology as

the use of electronic equipment especially the computer for storing, analyzing

and distributing information of all kinds including words, numbers and pictures.

The computer has actually come to enable students to tap knowledge when and

how they want. There is the Local Area Network (LAN), wide Area Network

(WAN) and the World Wide Web (WWW).

2.4 Effect of Information and Communication Technology on the teaching

of Social Studies.

Nwoji(2003) stressed the effects of ICT based on the finding of her study on the

application of ICT to the teaching and learning of social studies in Nigeria

secondary schools by recommending that government at all levels should

provide facilities such as computers and soft wares that are related to social

science analysis and process. She also advocated that the content of teachers’ or

students’ education programmes should be technologically and ICT oriented.

Nevertheless, computer technology is fast changing the lifestyle of people since

education prepares the learners to cope with the changes in the society hence

people cannot shy away from using this technology (Gallo and Nenno,1985, p.

7). Computer technology serves as a powerful tool which narrow the gap

between the skillful and non-skillful students by stretching their creative

inventive abilities . Akinyemi(1988, pp 176-202) declared that computer is the

most suitable and versatile medium for individualizing institutions. ICT helps

students to be more active in learning. Its contribution to learning includes

fastening various sensors, less mental drudgery, and learning independently.

Consequently, Rowtree (1990, p.262) summarized the positive impact of using

the computer in education to include the following:

 i. ICT makes it possible for students to store considerable amount of

information which can be retrieved at any time when they are needed for

analysis or for reference.

ii. It provides the teachers and students with varieties of options to select on

a specific task to be performed and at a great speed including scientific

experiment or research.

iii. It can present the learner with print and animated diagram options,

example, the drill-and-practice interactive software.

iv. The interactive nature of software provides the learners with

opportunities to learn a particular aspect of their subject area continuously

without much difficulties; therefore, accommodating individuals with

different learning rate.

v. It enhances the teaching and learning process by giving immediate

feedback to individual teacher or learner.

vi. It has the capacity to deal with different learner because some learning

materials are in the form of compound Disk Read Only Memory

(CDROM) which students (leaners) and use anytime they want.

vii. It can be used for different activities such tuition, simulations and data

crunching.

2.5 Challenge of Information and Communication Technology in Teaching

and Learning of Social Studies

There are several impediments to the successful use of information and

communication technology in secondary schools in Nigeria. These are: cost,

weak infrastructure, lack of skills, lack of relevant software and limited access

to the Internet.

Cost

The price of computer hardware and software continues to drop in most

developed countries, but in developing countries, such as Nigeria, the cost of

computers is several times more expensive. While a personal computer may

cost less than a month’s wages in the United State, the average Nigeria worker

may require more than two years’ income to buy one.

Nigeria has over 6,000 public secondary schools. Majority are short of books,

paper and pencils. Many of the schools lack adequate infrastructure such as

classrooms and only few are equipped with television or radio. Apart from the

basic computers themselves, other costs associated with peripherals such as

printers, monitors, paper, modem, extra disk drives are beyond the reach of

most secondary schools in Nigeria. The schools cannot also afford the

exorbitant Internet connection fees.

Weak infrastructure

In Nigeria, a formidable obstacle to the use of information and

communication technology is infrastructure deficiencies. Computer equipment

was made to function with other infrastructure such as electricity under

“controlled conditions”. For the past fifteen years Nigeria has been having
difficulty providing stable and reliable electricity supply to every nook and

cranny of the country without success. Currently, there is no part of the country,

which can boast of electricity supply for 24 hours a day except probably areas

where government officials live. There have been cases whereby expensive

household appliances such as refrigerators, deep freezers and cookers have been

damaged by upsurge in electricity supply after a period of power outage.

Electronics equipment such as radio, television, video recorder and even

computers has been damaged due to irregular power supply. When electricity

supply is not stable and constant, it is difficult to keep high-tech equipment such

as computers functioning, especially under extreme weather conditions as

obtained in Nigeria. The high levels of dust during the dry season in Nigeria

also make electronic equipment to have short live span.

In rural Nigeria most inhabitant do not have access to electricity, thereby

denying rural secondary schools opportunity to benefit from the use of

electronic equipment such as radio, television, video recorders and computers.

The few Internet access available in Nigeria is found in urban centers. These

environmental realities are difficult to manage because fans, sealed rooms and

stable electricity are lacking in many urban homes and rural areas.

Lack of skills

Nigeria does not only lack information infrastructure, it also lacked the

human skills and knowledge to fully integrate ICT into secondary education. To

use information and communication technology (ICT) in secondary schools in

Nigeria, the need for locally trained workers to install, maintain and support

these systems cannot be over emphasized. There is acute shortage of trained

personnel in application software, operating systems, network administration

and local technicians to service and repair computer facilities. Those who are

designated to use computers in Nigeria do not receive adequate training, at

worst, do not receive any training at all (Okebukola, 1997).

In Nigeria also, most secondary school teachers lack the skills to fully utilize

technology in curriculum implementation hence the traditional chalk and duster

approach still dominates in secondary school pedagogy. Information transfer

using ICT is minimal or non-existence in secondary schools in Nigeria (Anao,

2003). Secondary school teachers in Nigeria need to be trained on educational

technologies and the integration of computers into classroom teaching.

According to Carlson and firpo (2001), “teachers need effective tools,

techniques, and assistance that can help them develop computer based projects

and activities especially designed to raise the level of teaching in required

subjects and improve student learning (P.109)

Lack of relevant software

There is no doubt that the ultimate power of technology is the content and

the communication. Though, software developers and publishers in the

developed countries have been trying for long to develop software and

multimedia that have universal application, due to the differences in education

standards and requirements, these products do not integrate into curriculum

across countries. Software that is appropriate and culturally suitable to the

Nigerian education system is in short supply. There is a great discrepancy

between relevant software supply and demand in developing countries like

Nigeria. According to Salomon (1989), there are clear indications from many

countries that the supply of relevant and appropriate software is a major

bottleneck obstructing wider application of the computer. Even if Nigeria tries

to approach this software famine by producing software that would suit its

educational philosophies, there are two major problems to be encountered. First,

the cost of producing relevant software for the country’s educational system is

enormous. Second, there is dearth of qualified computer software designers in

the country. To overcome this, people need to be trained in instructional design.

Limited access to the Internet

In Nigeria there are few Internet providers that provide Internet gateway

services to Nigerians. Such Internet providers are made up of Nigerians who are

in partnership with foreign information and communication companies. Many

of these companies provide poor services to customers who are often exploited

and defrauded. The few reputable companies, which render reliable services,

charged high fees thus limiting access to the use of the Internet. The greatest

technological challenge in Nigeria is how to establish reliable cost effective

Internet connectivity. Secondary schools in Nigeria are not given adequate

funds to provide furniture, requisite books, laboratories and adequate

classrooms let alone being given adequate funds for high-tech equipment

(computers) and Internet connectivity.

Again, due to the lack of adequate electricity supply, especially in rural areas in

Nigeria, secondary schools located in those areas have no access to the Internet

and are perpetually isolated and estranged from the world’s information

superhighway. Nigeria is lagging behind other African countries such as

Uganda, Senegal and South Africa who are already helping secondary school

students in those countries to become better information users. All Internet

service providers in Nigeria are based in the urban areas.

For many years, the Nigerian government had a monopolistic control of telecom

service, which does not allow for the competitive environments that reduce

telephony rates. Paltridge (1996) asserted that the penetration of Internet hosts is

five times greater than in monopoly markets and that Internet access in

countries with telecommunication competition enjoyed a growth rate five times

higher than the monopoly environments. Lots of positive changes may ccur in

Nigeria now as the government had invited private participation in the telecom

industry and many investors are already in the Nigeria markets but it will take

many years to know their full impact on Nigeria education system.

2.6 Impact of Information and Communication Technology on student

performance in Social Studies

The impact of ICT in Teaching and Learning of Social Studies have been

extolled in the literature. The impact of ICT has been found to:

Assist students in accessing digital information efficiently and effectively

ICT is used as a tool for students to discover learning topics, solve problems,

and provide solutions to the problems in the learning process. ICT makes

knowledge acquisition more accessible, and concepts in learning areas are

understood while engaging students in the application of ICT.

Support student-centered and self-directed learning

Students are now more frequently engaged in the meaningful use of computers

(Castro Sánchez and Alemán 2011). They build new knowledge through

accessing, selecting, organizing, and interpreting information and data. Based

on learning through ICT, students are more capable of using information and

data from various sources, and critically assessing the quality of the learning

materials.

Produce a creative learning environment

ICT develops students’ new understanding in their areas of learning (Chai, Koh

and Tsai 2010). ICT provides more creative solutions to different types of

learning inquiries. For example, in a reading class, e-books are commonly used

in reading aloud activities. Learners can access all types of texts from beginning

to advanced levels with ease through computers, laptops, personal digital

assistants (PDAs), or iPads. More specifically, these e-books may come with

some reading applications, which offer a reading-aloud interface, relevant

vocabulary-building activities, games related to reading skills and vocabulary

acquisition, and more. Therefore, ICT involves purpose designed applications

that provide innovative ways to meet a variety of learning needs.

Promote collaborative learning in a distance-learning environment

Koc (2005) mentioned that using ICT enables students to communicate, share,

and work collaboratively anywhere, any time. For instance, a teleconferencing

classroom could invite students around the world to gather together

simultaneously for a topic discussion. They may have the opportunity to analyze

problems and explore ideas as well as to develop concepts. They may further

evaluate ICT learning solutions. Students not only acquire knowledge together,

but also share diverse learning experiences from one another in order to express

themselves and reflect on their learning.

Offer more opportunities to develop critical (higher-order) thinking skills

Based on a constructive learning approach, ICT helps students focus on higher-

level concepts rather than less meaningful tasks (Levin and Wadmany 2006).

McMahon’s study (2009) showed that there were statistically significant

correlations between studying with ICT and the acquisition of critical thinking

skills. A longer exposure in the ICT environment can foster students’ higher

critical thinking skills. Thus, schools are strongly advised to integrate

technology across all of the learning areas and among all learning levels. Where
this is done, students are able to apply technology to the attainment of higher

levels of cognition within specific learning contexts.

Improve teaching and learning quality

As Lowther et al. (2008) have stated that there are three important

characteristics needed to develop good quality teaching and learning with ICT:

autonomy, capability, and creativity.

Autonomy means that students take control of their learning through their use of

ICT. In this way, they become more capable of working by themselves and with

others. Teachers can also authorize students to complete certain tasks with peers

or in groups. Through collaborative learning with ICT, the students have more

opportunity to build the new knowledge onto their background knowledge, and

become more confident to take risks and learn from their mistakes.

Further, Serhan (2009) concluded that ICT fosters autonomy by allowing

educators to create their own material, thus providing more control over course

content than is possible in a traditional classroom setting. With regard to

capability, once students are more confident in learning processes, they can

develop the capability to apply and transfer knowledge while using new

technology with efficiency and effectiveness. For example, in an ESL listening

and speaking class, students may be asked to practice their pronunciation using

an online audio dictionary.

They are required not only to listen to the native pronunciation from the

dictionary, but also to learn the definitions and examples of a new vocabulary

item. They then have to make a recording of their own pronunciation and

provide examples of how this new word is used in context. Before completing

this task, they have to know which browser to use in order to search a suitable

online audio dictionary. They will have to browse several online dictionaries,

and select the one that best meets their learning needs. In addition, finding good

software to record their voice is another prerequisite for these learners.

Therefore, the whole learning process enriches students’ learning skills and

broadens their knowledge beyond what they already know. By using ICT,

students’ creativity can be optimized. They may discover new multimedia tools

and create materials in the styles readily available to them through games (Gee

2007, 2011), CDs, and television. With a combination of students’ autonomy,

capability, and creativity, the use of ICT can improve both teaching and

learning quality.

Support teaching by facilitating access to course content

Watts-Taffe et al. (2003) found that teachers can act as catalysts for the

integration of technology through ICT. If the encouragement, equipment, and

necessary technological support are available from institutes for the teachers,

developing an ICT class will be easier for them. The main responsibilities of

these teachers will be changing their course format, creating and explaining the

new assignments, and arranging for the computer lab through their technology
learning specialists or assistants. In summary, as Reid (2002) has indicated, ICT

offers students more time to explore beyond the mechanics of course content

allowing them to better understand concepts. The use of ICT also changes the

teaching and learning relationship. Based on the findings of Reid’s study,

teachers reported that the relationship between teacher and learner is sometimes

reversed with regards to information technology. This relationship boosts

students’ confidence when they are able to help teachers with technical issues in

the classroom. Therefore, ICT changes the traditional teacher centered

approach, and requires teachers to be more creative in customizing and adapting

their own material.

While ICT is changing teaching and learning for the better in several ways, the

existing literature has also identified some barriers. In the following sections,

these barriers are classified into four categories based on the perspectives of

students, teachers, administrators, and ICT infrastructure. A variety of strategies

for addressing these barriers is also discussed.

2.7 Strategies in Ensuring Effective Application of Information and

Communication Technology in Teaching and Learning of Social Studies

Westera and Sloep (2001) in Peter and Rexwhite (2012) stipulated that

“Efficient delivery mechanisms is an important component of overall school

management”. As such, ICTs Application can provide the efficiency of delivery

mechanisms of social studies education by supplementing conventional delivery

mechanisms or strategies in the following manners:

 Technology’s capacity to reach learners in any place and at any time has

the potential to promote revolutionary changes in the educational

paradigm. This means eliminating the premise that learning time equals

classroom time. Students can be encouraged to revisit the lessons topics

to reinforce learning without active intervention by teachers

 Another illustration of efficiency is the domain of virtual laboratories. All

school systems want to provide labs because science is empirical. But few

schools have furnished them with equipment and supplies and fewer yet

are willing to risk using them. Technology allows for video and digital

demonstrations as well as digital simulation of laboratory activities in a

very real manner; but without the risks and costs associated with

laboratory experiments.

 Multimedia – enable learning modules can be developed by a group of

master teachers and instructional designers, which can then be shared

with all schools to assure quality standard of learning delivery.

 Concerns about costs are always raised in discussions related to

technology. Depending on the technology used, startup costs can be high

but economics of scale are significant. When more students use the

product, the unit costs of producing educational content ware will

definitely decrease proportionately. Trade-offs must be considered as

well when evaluating technology’s initial costs. Since over two decades
 ago, ICT was introduced into classroom practice and it has gained much

attention and ever growing confidence in its effectiveness.

 ICT is believed to be more than the core of the information society. It is

supposed to be paramount to the education of knowledge workers (Pel-

grum, 2001). Although benefits of ICT use in education have been

acknowledged, teachers do not seem to integrate it into their teaching

activities, the use of digital learning materials (DLMS). Failure to

motivate teachers to use DLMs could make the development of such

materials seem less rewarding or attractive. The lack of newly developed

materials could in its turn lead to an increased underuse of DLMs, hereby

completing a vicious circle.

2.8 National Policy on Information and Communication Technology in

Nigeria

The government of the Federal Republic of Nigeria is fully aware of the

importance of ICT and computer in this information age. That is why the

government has intensified effort to help its citizens especially school children

to be computer literate. In that regard, Dauda (2001) summarizes government’s

policy on computer education in Nigeria as follows:

i. To enhance operational effiency and management and to open an almost

infinity scope for humans endeavours.

 ii. To be able to pick and perform well on jobs demanding computer

knowledge.

iii. To catch-up with the rest of the World.

iv. To be ready to enter into 21st century of high technology where computer

is undoubtedly the most sophisticated and enabling tool.

v. Above all, to regulate the proliferation of micro-computers and its

integration within education system.

However, the policy enumerates specifications, procedures and activities at the

primary and secondary, college of education, polytechnics and universities

level. The policy among other things or issues focuses on the provision of

enough computers in schools. Dauda (2001) quoting Abimbade (1995) reports

that 86.7% of the schools and colleges do not have sufficient micro-computer

teachers and 83.4% of them lack qualified teachers. One may ask; is the nation

prepared for a network society in which computer communication is the main

infrastructure through which the ICT revolution exerts its influence? A situation

where twenty students share one micro-computer in the computer laboratory is

appalling. Elaigwu (2004) argues that “perhaps we have bitten too much that we

can chew especially with the problem of maladministration and lack of

governments will to make things happen in the educational system.”

2.9 Review of Related Literature

Sepehr & Harris (1995) carried out a small-scale study to explore primary

teachers’ use of software in supporting students’ learning. The study used

questionnaires for 56 teachers and interviews for nine of those teachers who had

responded. The teaching approach used by the teachers was related to the type

of software that they used (64 programs were identified). The software was

categorised into drill and practice and content free groups. Sepehr & Harris

argued that the ‘holistic’ and ‘active learning’ approaches to reading have been

closely associated with content-free software and the findings of this study

confirm this. The teachers who used whole book approaches to teaching

preferred content-free software. The whole book approach represents the

‘holistic’ and ‘active learning’ approaches to teaching and reading, where

children are taught to read whole words rather than words being segmented into

phonemes. Teachers preferring structured phonetic approaches preferred drill

and practice programs.

In 1996, the British Educational Communications and Technology Agency

(Becta) (Youngman & Harrison, 1998) carried out a study that sought to

develop teacher competence and confidence in the use of ICT with portable

computers. Approximately 1150 teachers in 575 primary and secondary schools

were provided with a multimedia portable computer together with two Internet

subscriptions, core software and a number of CDROM titles. The evaluation of

the project made use of three sources of data: the databases which held records

on the teachers and their schools, including self-ratings of initial self-confidence

and competence with ICT; a detailed questionnaire administered at two points, 3

months and 8 months into the academic year; and case study data. It was found

that a very high proportion of teachers (98%) made effective use of their

computer; a very high proportion made use of desktop publishing software; over

94% of teachers attempted to use the CD-ROM, and 91% were successful. The

use of e-mail (62%) and the Internet (76%) was high. The degree of computer

literacy of many teachers and students increased to the extent that even

relatively inexperienced teachers were quickly able to use their computer’s

power to evaluate a variety of software packages, and to filter, import and

export information in order to better suit their own curriculum purposes.

Teachers’ confidence and competence changed for the better; they felt that their

knowledge of IT had increased ‘substantially’, teachers changed their ways of

working and their enthusiasm for their work increased. The most significant

benefit to students was indirect, through the teachers’ more expert use of tools

for creating high-quality classroom materials and improved access to resources.

The study showed that four conditions contributed to the success of the project:

 Initial and immediate success with the technology through the hands-on

demonstration and the provision of user-friendly hardware and software.

 Personal ownership and exclusive use of a machine over an extended

period.

 The portability of the equipment so it could be moved between work

areas and between home and school.

  Formal and informal support – the combination of the ownership and

portability provided teachers with a greater variety of support from peers

and other sources.

It was concluded that this Multimedia Portables for Teachers Pilot was very

successful in leading to a significant enhancement of the ICT skills of the great

majority of teachers who took part.

2.10 Summary

The impact of ICT on teaching and learning CIPP model discussed is conceived

as a theoretical framework for the study of ICT impact assessment. The CIPP

Evaluation Model is a comprehensive theoretical framework for guiding

evaluations of programs, projects, institutions, and systems particularly those

aimed at effecting long-term, sustainable improvements (Stufflebeam, 2002).

The acronym CIPP corresponds to context, input, process, and product

evaluation. In general, these four parts of an evaluation respectively ask: What

needs to be done? How should it be done? Is it being done? Did it succeed?

Information and Communication Technology (ICT) is regarded as the use

of electronic gadgets to facilitate information dissemination i.e. the strategy of

processing, analysis and distribution (transmission) of information. ICT is also

linked to a super-highway which means the system that involves the use of

telecommunication infrastructure to connect homes, business, schools etc. for

the purpose of sharing information.

 However, considering the importance of ICT and the role it plays in

societal development. Social Studies teachers and students are not supposed to

be left out in the process of globalization hence teacher and students need to be

ICT (information) literate to further enhance their abilities to teach and learn

effectively.

So also, ICT plays a significant role in improving the quality of education

in Nigeria Secondary Schools, thus, making access to instructional materials,

textbooks much easier. And for the nation to be able to catch up with the rest of

the world in the new millennium i.e. the 21 st century, the national policy on ICT

education was proposed. In addition, the various theories of learning support the

use of computer assisted instruction to improve the quality of classroom

activities (i.e. the teaching and learning processes) at the secondary school level.
 CHAPTER THREE

3.0 RESEARCH DESIGN AND METHODS

3.1Introduction

This chapter is concerned with the method used in carrying out this study. The

chapter is presented under the following sub-heading; Research design,

Population of the study, Sample size and sampling techniques, Instrumentation,

Validity of the instrument, Data Collection Procedure, Method of data analysis.

3.2 Research Design

The study employed descriptive survey design. This is because a survey

research design enables the researcher to gather relatively limited data from

relatively large cases ( Ndiyo, 2015). According to Sambo (2005), a survey

research design is one in which group of people or items are studied by

collecting and analyzing data from only a few people or items considered being

representative of the entire group. The choice of survey research design is

informed by the fact that the research has wide scope and which allows a great

deal of information to be obtained from large population that is geographically

dispersed.
3.3 Population of the Study

The target population used for this study comprised of both Public and Private

Secondary Social Studies teachers and Students in Bauchi Local Government

Area.

3.4 Sample Size and Sampling Technique

The sample size for this study consisted of twenty (20) Social Studies teachers

and Eighty (80) students which were randomly selected from five Junior

Secondary schools in Bauchi Local Government Area. A total of one hundred

(100) respondents formed the sample size for the study.

The limited sample size was informed by virtue of the vigour and demanding

nature of the study. Therefore for ease of administration and because of the

detail with which the data were analyzed, it was not possible to study large

number of Social Studies Student and teachers in Public and Private Junior

Secondary School in Bauchi Local Government Area.

Table 3.1 Summary of Sample Size

S/No NAME OF LOCATION NUMBERS NUMBERS

SCHOOLS OF OF OF
SCHOOL TEACHERS STUDENT

1. Our Lady’s Wunti 4 25

Secondary School

2. Abubakar Yelwa 3 20
Tafawabalewa Staff
School

3. Sunshine GRA 4 10
International
Secondary Schhol

4. General Hassan Yelwa 5 15

Katsina Secondary
School

5. Comprehensive Fadaman- 4 10
Secondary School mada

Total 20 80
Source: Field Survey, 2015
3.5 Instrumentation

The instrumentation used for the collection of data is a two set structured

questionnaire for teacher and student titled “Impact of Information and

Communication Technology in teaching of Social Studies in Junior Secondary

School” designed by the researchers. The questionnaire is divided into two

sections. Section A consists of the demographic data of respondents while

section B consists of statement to elicit information on the impact of ICT in

teaching and learning of Social Studies. The response mode is likert scale of

measurement which consists of the following:

Strongly Agree - SA - 4

Agree - A - 3

Disagree - D - 2

Strongly Disagree - SD - 1

3.6 Validity and Reliability of Instrument

In order to ascertain the content and construct validity of the instrument for the

study, the researcher ensured that the questionnaire covered the research

questions of the study and then subjected the initial draft to the scrutiny of the

expert in the department and the project supervisor. Some items were modified

based on expert advice before the researcher produced the final copy of the

instrument which was be used for the study.

3.7 Data Collection Procedure

The researcher prepared one hundred (100) questionnaires. The

questionnaire is distributed to twenty teachers and 80 Social Studies

students in the five selected Junior Secondary Schools. The researcher

personally visited the population for the administration of the

questionnaire. Permission was taken from the school authority before

administering the questionnaire. All completed questionnaire were

collected from the teachers and student for analysis.

3.8 Method of Data Analysis

The data collected from the study would be analyzed using frequency

counts, percentage and mean statistics.

Any mean that is lower than 2.50 is rejected while any mean of 2.50

and above is accepted i.e. SA = 4, A= 3, D=2 SD=1

4+ 3+2+1 10
4
= 4 = 2.50
 CHAPTER FOUR

4.0. DATA PRESENTATION AND ANALYSIS

4.1. Introduction

This chapter is concerned with the data presentation analysis and interpretation

under the following subheading. The chapter also discusses the major finding of

the Impact of Information and Communication Technology on Teaching of

Social Studies in Junior Secondary School in Bauchi Local Government Area.

Every data presented, analyzed and interpreted are based on the outcome of the

respondents using questionnaire.

4.2 Presentation of Data

Presentation of data was on the report of the research findings based on the data

collected from teachers and students. The data was made available through the

research instrument (Questionnaire) which is Section A and B.

The first set of data (Section A) was presented in tables of frequencies and

percentages on Bio-data of the respondents. The second set of (Section B)

which is the research questions were presented in likert scale of measurement

which consist of frequencies and Measuring rate that is the Strongly Agree,

Agree, Strongly Disagree and Disagree with relevant items. The decision was
based on any mean lower than 2.50 will be rejected while mean of 2.50 and

above will be accepted.

4.3 Analysis of Data and Interpretation

Section A: Bio- Data of Respondents

Teachers’ Demographic Data

Table 4.1: Distribution of Respondents Sex

Sex Frequency Percentage (%)

Male 11 55%
Female 9 45%
Total 20 100(%)
Source: Field Survey, 2023
Table 4.1 above shows that 11(55%) of the respondent were males teachers

while 9(45%) were female teachers from the various secondary schools that

served in the study.

Table 4.2: Age Distribution of Teachers

Age Frequency Percentage (%)

18-25 15 75
26-50 5 25
Total 20 100%
Source: Field Survey, 2023
Table 4.2 above shows that 15 respondent which represent 75% were age

between 18-25 while 5 respondent which represent 25% were age between 26 -

50.

Table 4.3: Academic Qualification of Teachers

Academic qualification Frequency Percentage (%)

N.C.E 10 50
B.Sc(Ed) / B.A(Ed) 8 40
Masters 2 10
Total 20 100%
Source: Field Survey, 2023
Table 4.3 shows that 10 of the Respondents representing 50% have NCE, 8 of

the Respondents which represent 40% have B.sc (Ed)/ B.A (Ed) and 6 of the

respondents representing 10% have Master’s Degree Qualification. This shows

that the majority of the Respondents have N.C.E.

Table 4.4: Working Experience of Teachers.

Working Experience Frequency Percentage (%)

1-5years 7 35
6-10years 4 20
11 years and above 29 45
Total 20 100
Source: Field Survey, 2023
Table 4.4 shows that 7 respondent which represent 35% have their working

experience within 1-5 years, 4 respondents which represent 20% also have their

working experience within 6-10 years while 29 respondents which represent

45% have 11 years and above as working experience.

4.5 Marital Status of Teachers

Marital Status Frequency Percentage (%)

Single 12 60
Married 8 40
Total 20 100
Source: Field Survey, 2023
Table 4.5 reveals that 12 of the respondents which represent 60% are still single

while 8 of the respondents which represent 40% are married.

Students’ Demographic Data

Table 4.6: Sex Distribution of Students

Sex Frequency Percentage (%)

Male 45 55%
Female 35 45%
Total 80 100(%)
Source: Field Survey, 2023
From table 4.6 above, 45(55%) of the respondent were males while 35(45%)

were female from the various junior secondary schools that served in the study.

Table 4.7: Class Distribution of Students

Class Frequency Percentage (%)

JSS1 20 25%
JSS2 40 50%
JSS3 20 25%
Total 80 100(%)
Source: Field Survey, 2023
Table 4.7 above shows that 20(25%) respondent were in Junior secondary

School One (JSS1), 40(50%) respondent were in Junior Secondary School Two

(JSS2) and 20(25%) respondent were in Junior Secondary School Three (JSS3).

Table 4.8 Range of Students

Class Frequency Percentage (%)
9-10 20 25%
11-12 40 50%
13 and above 20 25%
Total 80 100(%)
Source: Field Survey, 2023
Table 4.7 above shows that 20(25%) respondent were between the range of 9-

10 years of age, 40(50%) respondent were between the range of 11-12 years of

age and 20(25%) respondent were between the range of 13years and above.
SECTION B: Answering the Research Questions
Research Questions 1: What are the positive impact of Information and
Communication Technology on the teaching of Social Studies?
Table 4.9: Effects of Information and Communication Technology on the

teaching of Social Studies.

S/No Statement SA A D SD x Decision

9. ICT with the use of Internet 24 31 29 16 2.63 Agree

facilities enable effective
teaching and learning of
Social Studies in schools.
10. ICT facilities like computer, 8 27 52 14 2.30 Disagree
projectors, slides etc makes
learning of Social Studies
looks real.
11. Application of ICT in 31 47 13 9 3.00 Agree
teaching and learning of
Social Studies has improved
the quality of Education in
Nigeria.
12. E-learning has been 7 13 66 14 2.13 Disagree
introduced into the teaching
and learning of Social
Studies.
13. ICT has made teaching and 21 16 16 25 2.60 Agree
learning of Social Studies
interesting.
Overall Mean 2.53 Agree

Source: Field Survey 2023

The result on 4.9 expressed that the mean score of item 9, 11 and 13 were

respectively greater than 2.5. This applied that the respondents admitted that

internet facilities are available for effective teaching of Social Studies in school,

application of ICT in teaching and learning of Social Studies has improved the

quality of Education in Nigeria and teachers uses computers and projectors

during teaching and learning of Social Studies. While the means of item 10 and

12 were respectively less than 2.5. This implies that respondents did not admit

that software’s has been introduced to enhance understanding of Social Studies

concepts in Schools and e-learning has been introduced into the teaching and

learning of Social Studies but less than the criterion. The overall mean score of

2.53 signifies the overall acceptance that ICT pose positive impact on the

teaching and learning of Social Studies.

Research Questions 2: What are the challenges of Information and

Communication Technology in Teaching and learning of Social Studies?

Table 4.10:Challenges of Information and Communication Technology in

Teaching and learning of Social Studies.

S/No Statement SA A D SD x Decision

14. Lack of fund to Introduce 8 72 7 13 2.80 Agree

modern ICT facilities in
teaching and learning of
Social Studies
15. Lack of skilled teachers to 33 35 24 8 2.93 Agree
use ICT facilities in teaching
and learning of Social Studies
16. Students do not enjoy Social 22 25 27 26 2.43 Disagree
Studies class without the use
of ICT facilities.
17. Teachers and Students lack 41 29 17 13 2.98 Agree
proper orientation when ICT
facilities are not properly
used in teaching and learning
of Social Studies
18. Improper maintenance and 71 16 8 5 2.53 Agree
service culture of ICT
facilities in the school setting.
Overall Mean 2.93 Agree

Source: Field Survey 2023

The result on table 4.10 expressed that the mean score of item 14, 15, 17 and 18

were respectively greater than 2.5. This applied that the respondents admitted
that the lack of fund to Introduce modern ICT facilities in teaching and learning

of Social Studies, lack of skilled teachers to use ICT facilities in teaching and

learning of Social Studies, teachers and Students lack proper orientation when

ICT facilities are not properly used in teaching and learning of Social Studies

and that Improper maintenance and service culture of ICT facilities in the

school setting are the challenges of ICT in teaching of Social Studies. While the

mean of item 16 is respectively less than 2.5. This implies that the respondent

did not admit that Students do not enjoy Social Studies class without the use of

ICT facilities. The overall mean score of 2.93 signifies the overall acceptance

that the challenge of teaching of ICT in teaching and learning of Social Studies

is effective.
Research Questions 3: What are the impacts of ICT on students

performance in Social Studies in Junior Secondary Schools?

Table 4.11: Impacts of ICT on students’ performance in Social Studies in

Junior Secondary Schools.

S/No Statement SA A D SD x Decision

19 ICT has provided easy access 58 32 7 3 3.45 Agree

to internet facilities for the
students to enhance learning.

20 ICT facilities bring about 31 53 12 4 3.11 Agree

effective learning outcome.

21 Students enjoy the use of 33 41 15 11 2.96 Agree

projectors and other ICT
facilities in learning of Social
Studies.

22 Students perform better in 21 38 19 22 2.58 Agree

examination as a result of the
introduction of ICT facilities.

23 Easy access to information on 41 43 9 7 3.18 Agree

Social issues of the country.

Sectional Mean 3.06 Agree

Source: Field Survey, 2023

The result on table 4.11 expressed that the mean score of item 19-23 were

respectively greater than 2.5. T his implies that the respondents totally admitted
that students enjoy the use of projectors and other ICT facilities in learning of

Social Studies, ICT facilities bring about effective learning outcome, ICT has

provide easy access to internet facilities for the students, Students perform

better in examination as a result of the introduction of ICT facilities and easy

access to information on Social issues of the country. The overall mean score of

3.06 signifies the overall acceptance that the impact of ICT on student’s

performance in Social Studies is effective.

Research Questions 4: What are the strategies that could be used in

ensuring effective application of ICT application in the teaching and

learning of Social Studies in Junior Secondary School?

Table 4.12: Strategies that could be used in ensuring effective application of

ICT application in the teaching and learning of Social Studies in Junior

Secondary School.

S/No Statement SA A D SD x Decision

24. Government should provide 82 16 2 0 3.80 Agree
ICT facilities in Secondary
school for effective teaching
and learning of Social Studies
and other subjects.
25. Skilled personnel should be 21 73 6 0 3.15 Agree
employed to manage ICT
facilities in the school
26. Government should introduce 23 69 5 9 3.18 Agree
ICT training and seminars for
teachers to improve teaching
skills.
27. E-learning Software’s should 51 26 14 9 3.19 Agree
be introduced in the teaching
and learning of Social
Studies.
28. Non-government 27 73 0 0 3.27 Agree
organization, parents, PTA,
and area councils should
contributes in equipping the
school, with ICT facilities.
Overall Mean 3.32 Agree
Source: Field Survey, 2023
The result on table 4.12 expressed that the mean score of item 24-28 were

respectively greater than 2.5. This implied that the respondents totally admitted

that government should provide ICT facilities in Secondary school for effective

teaching and learning of Social Studies and other subjects, skilled personnel

should be employed to manage ICT facilities in the school, government should

introduce ICT training and seminars for teachers to improve teaching skills, e-

learning Software’s should be introduced in the teaching and learning of Social

Studies and Non-government organization, parents, PTA, and area councils

should contributes in equipping the school, with ICT facilities. The overall

mean score of 3.32 signifies the overall acceptance that the strategies that could

be used in ensuring effective application of ICT facilities in teaching and

learning of Social Studies in Junior Secondary School are effective.

4.4 Summary of Findings

Findings of the study are presented according to the purpose of the study and

research questions. From the results obtained, respondents agreed that;

i. Information and Communication Technology has a positive Impact on

the teaching and learning of Social Studies, the respondent agreed that

application of ICT in teaching and learning of Social Studies has

improved the quality of Education in Nigeria.

ii. Information and Communication Technology has a challenge on

teaching and learning of Social Studies in Junior Secondary School,

 the respondent agreed majorly that Teachers and Students lack proper

orientation when ICT facilities are not properly used in teaching and

learning of Social Studies.

iii. Information and Communication Technology affects students’

academic performance in Social Studies in Junior Secondary Schools

in Bauchi Local Government, the respondent majorly agreed that ICT

has provided easy access to internet facilities for the students to

enhance learning.

iv. The strategies that could be used in ensuring effective ICT application

in the teaching and learning of Social Studies in Junior Secondary

School in Bauchi Local Government Area is majorly responded that

government should provide ICT facilities in Secondary school for

effective teaching and learning of Social Studies and other subjects.

4.5 Discussion of Findings

The application of ICT in teaching and learning of Social Studies has improved

the quality of education in Nigeria and that software has been introduced to

enhance the understanding of Social Studies Concepts in Schools. The result of

finding is in line with the work of Nwoji (2003) stressed the importance of ICT

based on the finding of her study on the application of ICT to the teaching and

learning process in Nigeria institution by recommending that government at all

levels should provide facilities such as computers and software that are related
to scientific analysis and process. She also advocated that the content of

teachers’ or students’ education programmes should be technologically and ICT

oriented.

The response revealed that lack of fund to introduce modern ICT facilities in

teaching and learning of Social Studies, lack of skilled teachers to use ICT

facilities in the teaching and learning of Social Studies, teachers and Students

lack proper orientation when ICT facilities are not properly used in teaching and

learning of Social Studies and that improper maintenance and service culture of

ICT facilities in a school settings are the challenges of ICT in teaching of Social

Studies.

The response revealed that student enjoy the use of projectors and other ICT

facilities in learning of Social Studies, ICT facilities brings about effective

learning outcome, ICT has provide easy access internet facilities for the student,

students perform better in examination as a result of the introduction of ICT

facilities and that ICT provides easy access to information on Social issues of

the country.

The response revealed that government should provide ICT facilities in

secondary school for effective teaching and learning of Social Studies and other

subject, skilled personnel should be employed to manage ICT facilities in

school, government should introduce ICT training and seminars for teachers to

improve teaching skills, e-learning softwares should be introduces in teaching

and learning of Social Studies and that non-governmental organization, parents,

PTA, and area councils should contributes in equipping the school, with ICT

facilities.

Nevertheless, computer technology is fast changing the lifestyle of people since

education prepares the learners to cope with the changes in society hence people

cannot shy away from using this technology (Gallo and Nenno, 1985,p.7).

Computer technology serves as a powerful tool that narrow the gap between the

skillful and non-skillful students by stretching their creating inventive abilities .

Akinyemi(1988,pp.176-202) declared that computer is the most suitable and

versatile medium for individualizing institution. ICT helps students to be more

active in learning. Its contribution to learning includes fastening various

sensors, less mental drudgery, and learning independently.

 CHAPTER FIVE

5.0 SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter contains the summary of findings, conclusions and

recommendations.

5.2 Summary

The study was aimed at analyzing the impact of ICT on the teachings of Social

Studies in some selected junior secondary schools in Bauchi Local Government

Area. In an attempt to bring these to limelight, the study employed descriptive

survey design. The sample size for this study consisted of twenty (20) Social

Studies teachers and Eighty (80) students which were randomly selected from

five Junior Secondary schools in Bauchi Local Government. A total of one

hundred (100) respondents formed the sample size for the study.

i. Information and Communication Technology has effect on the

teaching and learning of Social Studies, the respondent agreed that

application of ICT in teaching and learning of Social Studies has

improved the quality of Education in Nigeria.

ii. Information and Communication Technology has a challenge on

teaching and learning of Social Studies in Junior Secondary School,

the respondent agreed majorly that Teachers and Students lack proper
 orientation when ICT facilities are not properly used in teaching and

learning of Social Studies.

iii. Information and Communication Technology affects students’

academic performance in Social Studies in Junior Secondary School in

Bauchi Local Government Area, the respondent majorly agreed that

ICT has provide easy access to internet facilities for the students to

enhance learning.

iv. The strategies that could be used in ensuring effective ICT application

in the teaching and learning of Social Studies in Junior Secondary

School in Bauchi Local Government is majorly responded that

government should provide ICT facilities in Secondary school for

effective teaching and learning of Social Studies and other subjects.

5.3 Conclusions

After comprehensive review of various related literature on the subject matter,

after series of data collections and interpretation, the researcher made the

following conclusions;

Application of ICT facilities can improve the quality of social studies education

in Nigeria, and also makes the teaching and learning of other related subject

interesting, improper use of ICT can change the student orientation, attitudes

and behaviours towards teaching and learning of social studies; as well affects

their level of understanding and assimilation.

5.4 Recommendations

Based on the finding of this research, the following recommendations are

hereby made;

i. Social studies teachers and students should have access to ICT

facilities, regular training and seminars should be organized for social

studies teachers in junior secondary schools on the application of ICT

to enhance the teaching of social studies

ii. Government should provide adequate ICT facilities and internet

service for easy access to ICT facilities and interest to Social Studies

teachers and students.

iii. Electronics libraries (e- library) should be established in all Junior

Secondary School.

iv. Ministry of Education should regularly facilitate the training of

selected teachers and administrators in secondary schools on ICT

education.

v. There should be curriculum review to promote and facilitate a

compulsory ICT driven curriculum for Junior Secondary School in

Bauchi Local Government.

vi. Government should facilitate the re-engineering of research and

development in junior schools, using ICT tools and devices.

5.5 Suggestions for further Study

Based on the finding of this study and the educational implication of the finding

the following recommendations are made;

1. Factors militating against teachers in the use of ICT in teaching and

learning.

2. Funding problem in the use of ICT in teaching and learning.

3. Strategies for improving student participation in the use of ICT learning

of Social Studies.

4. Application of ICT in teaching and learning of Social Studies Education

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 IMPACT OF INFORMATION AND COMMUNICATION

TECHNOLOGY OF TEACHING SOCIAL STUDIES QUESTIONNAIRE

(IICTTSSQ)

National Teacher
Institute,

Kaduna,

Bauchi Branch,

Nigeria.

November, 2023.

Dear Respondent,

I am a students of the above named institution, carrying out a research on

the topic: Impact of ICT in teaching and learning of Social Studies in Junior

Secondary School in Bauchi Local Government Area.

The questions are designed to obtain information in this direction. Your

contributions shall be very helpful to the successful completion of this work. All

information provided shall be considered and used purely for academic purpose.

Thanks for your cooperation.

Yours Faithfully

Edoka Endurance
 QUESTIONNAIRE FOR SOCIAL STUDIES TEACHERS

SECTION A: PERSONAL DATS (BIO DATA)

Instruction: Please tick (√) of this option that most appropriately described
your opinion
KEY
SA – Strongly Agree, A – Agree, D- Disagree, SD- Strongly
Disagree
1. Sex: Male ( ) Female ( )
2. Class: J.S.S 1( ) J.S.S 2 ( ) J.S.S 3 ( )
3. Age:
4. Marital Status: Single ( ) Married ( ) Divorced ( )
5. Highest Academic Qualifications
(a) First School Leaving Certificate ( )
(b) SSCE/WASSCE ( )
(c) NCE/OND ( )
(d) B.Sc, B.Ed /HND ( )
(e) M.Ed, Ph.D (Ed) ( )
6. Working Experience 1-5 ( ) 6-10 years ( ) 11years and above (
)
SECTION B

Please tick (√) of this option that most appropriately described your

opinion

KEY

SA – Strongly Agree, A – Agree, D- Disagree, SD- Strongly

Disagree

1. What are the Effects of Information and Communication Technology

on the teaching of Social Studies?

S/N Statement SA A D SD

7. ICT with the use of Internet facilities

enable effective teaching and learning
of Social Studies in schools.
8. ICT facilities like computer,
projectors, slides etc makes learning
of Social Studies looks real.
9. Application of ICT in teaching and
learning of Social Studies has
improved the quality of Education in
Nigeria.
10. E-learning has been introduced into
the teaching and learning of Social
Studies.
11. ICT has made teaching and learning
of Social Studies interesting.
 2. What are the challenges of Information and Communication

Technology in Teaching and learning of Social Studies?

S/N Statement SA A D SD

12. Lack of fund to Introduce modern

ICT facilities in teaching and learning
of Social Studies.
13. Lack of skilled teachers to use ICT
facilities in teaching and learning of
Social Studies.
14. Students do not enjoy Social Studies
class without the use of ICT facilities.
15. Teachers and Students lack proper
orientation when ICT facilities are
not properly used in teaching and
learning of Social Studies.
16. Improper maintenance and service
culture of ICT facilities in the school
setting.
 3. What are the Impacts of ICT on students’ performance in Social

Studies in Junior Secondary Schools?

S/N Statement SA A D SD

17. Students enjoy the use of projectors

and other ICT facilities in learning of
Social Studies

18. ICT facilities bring about effective

learning outcome.

19. ICT has provide easy access to

internet facilities for the students.

20. Students perform better in

examination as a result of the
introduction of ICT facilities.

21. Easy access to information on

economic issues of the country.
 4. What are the strategies that could be used in ensuring effective

application of ICT application in the teaching and learning of Social

Studies in Junior Secondary School?

S/N Statement SA A D SD

21. Government should provide ICT

facilities in Secondary school for
effective teaching and learning of
Social Studies and other subjects.

22. Skilled personnel should be

employed to manage ICT facilities in
the school

23. Government should introduce ICT

training and seminars for teachers to
improve teaching skills.

24. E-learning Software’s should be

introduced in the teaching and
learning of Social Studies.

25. Non-government organization,

parents, PTA, and area councils
should contributes in equipping the
school, with ICT facilities.
 QUESTIONNAIRE FOR SOCIAL STUDIES STUDENT

SECTION A: PERSONAL BIO DATA

1. Sex: Male ( ) Female ( )

2. Class: J.S.S 1( ) J.S.S 2 ( ) J.S.S 3 ( )
3. Age Range 10- 12yrs ( ) 13-15yrs ( ) 16-18yrs ( )

SECTION B
Instruction: Please tick (√) of this option that most appropriately
described your opinion
KEY
SA – Strongly Agree, A – Agree, D- Disagree, SD- Strongly
Disagree
1. What are the Effects of Information and Communication Technology
on the teaching of Social Studies?

S/N Statement SA A D SD
1. ICT with the use of Internet facilities
enable effective teaching and learning
of Social Studies in schools.
2. ICT facilities like computer,
projectors, slides etc makes learning
of Social Studies looks real.
3. Application of ICT in teaching and
learning of Social Studies has
improved the quality of Education in
Nigeria.
4. E-learning has been introduced into
the teaching and learning of Social
Studies.
5. ICT has made teaching and learning
of Social Studies interesting.
 2. What are the challenges of Information and Communication

Technology in Teaching and learning of Social Studies?

S/N Statement SA A D SD

6. Lack of fund to Introduce modern

ICT facilities in teaching and learning
of Social Studies.
7. Lack of skilled teachers to use ICT
facilities in teaching and learning of
Social Studies.
8. Students do not enjoy Social Studies
class without the use of ICT facilities.
9. Teachers and Students lack proper
orientation when ICT facilities are
not properly used in teaching and
learning of Social Studies.
10. Improper maintenance and service
culture of ICT facilities in the school
setting.
 3. What are the impacts of ICT on students’ performance in Social

Studies in Junior Secondary Schools?

S/N Statement SA A D SD

11. Students enjoy the use of projectors

and other ICT facilities in learning of
Social Studies

12. ICT facilities bring about effective

learning outcome.

13. ICT has provide easy access to

internet facilities for the students.

14. Students perform better in

examination as a result of the
introduction of ICT facilities.

15. Easy access to information on Social

issues of the country.
 4. What are the strategies that could be used in ensuring effective

application of ICT application in the teaching and learning of Social

Studies in Junior Secondary School?

S/N Statement SA A D SD

16. Government should provide ICT

facilities in Secondary school for
effective teaching and learning of
Social Studies and other subjects.

17. Skilled personnel should be

employed to manage ICT facilities
in the school

18. Government should introduce ICT

training and seminars for teachers
to improve teaching skills.

19. E-learning Software’s should be

introduced in the teaching and
learning of Social Studies.

20. Non-government organization,

parents, PTA, and area councils
should contributes in equipping the
school, with ICT facilities.