TEACHERS’ AND STUDENTS’ ATTITUDES

TOWARD THE USE OF MODERN INFORMATION

AND

COMMUNICATION TECHNOLOGY (ICT)

By
SANI BALA SHEHU
SPS/10/GED/00007

BEING A RESEARCH PROJECT SUBMITTED TO THE

DEPARTMENT OF EDUCATION, FACULTY
OFEDUCATION, BAYERO UNIVERSITY KANO, IN
PARTIAL FULFILLMENT FOR THE AWARD OF POST
GRADUATE DIPLOMA IN EDUCATION(PGDE).

April, 2012

1
 Certification
I certify that this essay was prepared and written by me, I also certify that
this essay has never been presented or partially for the award of any diploma
or degree or for publication elsewhere.

Signature:………………..

Name: SANI BALA SHEHU

Reg. no: SPS/10/GED/00007

2
 APPROVAL PAGE
This Essay has been read and approved as meeting the requirements for the

award of Post Graduate Diploma in Education (PGDE), Department of

education, Bayero University, Kano

Prof. Mohd Abdullahi _______________

Project Supervisor Sign & Date

Mansur S Kiyawa P.hd _______________

Head of Department Sign & Date

Bello A Bello p. hd
________________ Programme Coordinator
Sign & Date

3
 DEDICATION

This research work is dedicated to my late father Gangaran (professor)

Alhaji Bala Mai Ishiriniyya, may his gentle soul rest in perfect peace, Hajiya

Mariya Abdulganiyyu and Hajiya Khadijatul Kubra Lukman Amen

4
 ACKNOWLEDGMENT
I wish to thank Almighty Allah for giving the strength, courage and

guidance to pass through my academic career to this level. "All praise due to

all those who contributed in one way or the other in line with the

achievement of this goal throughout the efforts being put in the process.

All authors face the temptation to make this section infinitely long by

thanking anyone who has ever had any involvement with any part of the

project, however minuscule. I would avoid temptation in this case, but I do

want to acknowledge just a few people without whose support this project

could not have been completed.

A prayer for eternal bliss goes to my late dad Gangaran (Professor) Alh.

Bala Mai Ishiriyniyya (May his soul rest in peace) and a sincere gratitude to

my patient and supportive mother. My. Elder brother encouragement (Alhaji

Garba Bala Sagagi) is hereby appreciated; therefore a continuous prayer for

progress goes to him. My appreciation goes to my entire family for their

words of goodwill during the undertaking. My profound gratitude goes to

my humble supervisor prof. Muhammad Abdullahi for his efforts,

encouragement and patience, who despite his tight schedule had

endeavoured to go through the whole manuscript pointing out areas of

5
deficiency and shallow reasoning. I have indeed benefited from his wealth of

experience and knowledge. Also my appreciation goes to my course

coordinator Dr. Bello A Bello, I will not forget Engineer Auwalu Dabo

Sagagi PhD (in View) of the Ocean Team oil and Gas Ltd. For his

brotherly advice and guidance on and during my academic studies.

I also wish to acknowledge the concern and attention of Hassan M.D

chiranchi of Gwale LG . Brother Garba Bala Sagagi, Tukur Bala Sagagi,

Dahiru bala sagagi, Habibu bala, Aminu Kabir Adam, Akibu Bala, Saifullahi

Bala, Nusaiba bala, Hafsatu Bala (ummi), Khadijah Bala (NeNe), and my

Relatives, and also these individuals Nasir Ja`afar Kura, Wada Abdullahi,

Imamu Ibrahim Usman, Saidu Bala Daddy, Towards actualization of my

academic achievement. Lastly, to my closest Associate such as: Abba

Abdullahi, Sameer Nuhu Bala, Shamsu A Sagagi, Sani Shuaibu,, Wada

Aminu Hussaini, Abubakar Ahmadu, Muktar Ahmad Alhajiji, Tijjani ismail

Umar sani madugu,EL yakub, let me say thank you all for everything.

My special gratitude goes to my role model comrade Y Z Yau of centre for

information and development CITAD. And entire staff of CITAD such as

Malam Abubakar Yakasai, Ado Yakasai, Muktar Sulaiman Umar, Isiyaku

Garba, Yushau Sani Yankuzo, Abdurrashid, Nura Rabiu, Abubakar yakasai,

Fatima Ibrahim, Sagir Ado Yakasai, Haruna Hadeja. Abubakar Tsangarwa.

6
Awaisu Mohammad Manladan. Aliyu Hadi Ringim Engineer Kamaludden

umar Karaye, Shehu Usman Salihu Khalifa, Nura Umar Karaye, Abdullahi

Dan Balarabe.

I must equally acknowledge the contributory help rendered to me by the

entire lecturers of the Department of education, Bayero University Kano,

(faculty of Education). I also acknowledge the helpful prayer offered to me

by colleagues, friend of quranic college i.e. TARTILIL QUR`AN

WATTAHAFIZZ SAGAGI/GWANGWANZO. and MARKAZUL ISLAM

Worth mentioning are Malam usman k/mata, Mamuda Datti Dogarai,

Abdullahadi Ibrahim chigari, Mallam Sa`adu, Abdullahi Umar Hassan,

Labaran Garba, Ismail Idris, Naziru ma`azu, Abdurrahaman Abdullahi Ado,

Salisu Naibi, Usman Abdullahi, Muktar Bello Magagji, Abba Abbakati,

I render fraternal greetings to all the lecturers in the department of education,

Adult Education, Technical Educational technology, guidance and

counseling department who have allowed me the privilege of tapping from

their various local and international experience that help greatly in

articulating this research Essay. Unfortunately, I alone assume the

responsibility for all errors. I finally appreciate the concern of all those who

help me in one way or another towards making my studies a success.

Sani Bala Shehu

7
April, 2012.

ABSTRACT

This study is geared purposely to investigate the attitudes of both teachers

and students towards the application of modern Information and

Communication Technology (ICT) resources as they are largely responsible

for the tremendous changes in educational system for the recent decades,

Because ICT has brought a lot of revolution in almost everything. This is

studied at a micro level. Therefore, related literature which dealt with

students’ perception, performance and participation/motivation with regard

to ICT were reviewed as a basis for this research Essay. Consequently, the

entire research hypotheses were accepted that there are no significant

relationship between the attitudes of the teachers and students. Nevertheless,

the work was able to discover some vital information that are to be

considered while applying modern ICT facilities in the School. Thus,

educative games and online resources help the student to learn at their own

pace and ICT facilities aid in motivating students and holding their interest

during inquiry in particular and the entire learning processes in general. In

fact, the analyzed data revealed that both the subsets of the population

(teachers and students) have realized the value of Information and

8
Communication Technologies facilities as viable and effective learning

tools.

TABLE OF CONTENT

Title Page
Title Page I
Approval Page II
Abstract III
Acknowledgement IV
Dedication VII
Table of Contents VIII

SECTION A INTRODUCTION
1.1 Introduction 1
1.3 Purpose of the Study 3

SECTION B: Literature Review

2.1 Introduction 5
2.2 Students’ Perception toward ICT 7

2.3. Students’ Motivation and Participation & ICT 8

2.4 ICT Effect on other Subject Areas and Students’ Performance 10

2.5 Teachers and ICT 11

2.6 Conclusion 13

SECTION C: Summary, Conclusion and recommendations

9
3.1 Summary 14
3.2 Conclusion 14
3.3 Recommendation 15
3.4 Suggestion for Further Studies 16
C.5 References 17

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 SECTION A

1.1 Introduction

Today, humanity can be classified as living in a “machine society’ where

technological tools are predominant at different levels, interfacing in the

day-to-day activity of man. Modern Information and Communication

Technology (ICT) is largely responsible for the tremendous changes in our

educational sector for the last few decades. The computer, a major

component of ICT, is a tool that has singularly and dramatically continued to

change the behaviour patterns of efficient and effective management of

teaching-learning to a very large extent, teachers and students by

determining the way teaching and learning takes place particularly in

developed countries. Yet, up till now, it has been difficult to effect full scale

implementation of computer literacy programmes at the basic education

levels in Nigeria.

The unique place of instructional materials as integral component of

curriculum and instruction has traditionally been grossly misunderstood and

correspondingly neglected. This is evidenced by the different phrases used to

11
describe them and some of these are: “teaching aids”, and “audiovisual aids”

and “apparatus”. However, with the electronic evolution of the field brought

about by the involvement of different interest groups such as educational

technologists, curriculum development specialists, management specialists,

educational psychologists, educational evaluators, and researchers coupled

with the incursion of technological products, the earlier phrases used to

describe instructional materials have failed to adequately describe them.

Information and communication technologies in education are information

carriers designed specially to fulfill objectives in a teaching-learning

situation. They include textbooks, mounted display, workbook, programmed

texts, posters, magazines, journals, newspapers, charts, models and maps.

These types of materials are sometimes classified as print media or hard-

copy. Other materials such as sliders, films, filmstrip, transparency, audio

tapes videotapes, television and radio are classified as non-print or soft copy

media.

The most popular electronic resources are CD-ROMs and the Internet.

Electronic information sources offer today's students different opportunities

from their predecessors. Brophy (1993) details the advantages of networking

for the user as being: the information needed can be delivered from the most

appropriate source to the user; the user can re-specify his or her needs

12
dynamically; the information is obtained when it is wanted, so becomes "just

in time" rather than "just in case"; the user selects only the information

needed to answer the specific questions and finally, the information is only

stored when the user wishes. Electronic information can therefore provide a

number of advantages over traditional print based sources.

These advantages include the fact that electronic information sources are

often faster than consulting print indexes, especially when searching

retrospectively. They are more straight forward when wishing to use

combinations of keywords. They open up the possibility of searching

multiple files at one time, a feat accomplished more easily than when using

printed equivalents. Electronic resources can be printed and searches saved

to be repeated at a later date; they are updated more often than printed tools.

Also, they are available from outside the library by dial-up access.

The changes in the education sector have exerted pressure upon the

traditional teaching; thereby, causing changes in teaching and learning

methods, towards a greater emphasis on student centered learning due to

technological developments. This caused an increase in the availability of

electronic information sources which has being significant within the

teaching and learning.

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 1.2 purpose of the study

Both the students and the teachers constitute one part of the society who are

fortunate to have access, at no cost to themselves, to a variety of modern

electronic information and communication technology resources. Some

schools use considerable proportions of their budgets to provide this

technology to assist in the learning process for their students and teachers.

How do students and teachers themselves feel about the availability of

modern electronic information and communication technology, computer

and online resources in particular, which may require the acquisition of new

skills to be utilized effectively? Little is known about students’ and the

teachers’ attitudes toward this in Nigeria and without a better understanding;

it is difficult for stake holders to know if they are meeting the needs of

students as well as the teachers effectively. In essence, this research aims to

contribute to the limited information on students' and teachers’ attitudes

toward the use of modern electronic information and communication

technology resources in teaching and learning processes.

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 SECTION B

LITERATURE REVIEW

2.1 Introduction

Educationists are passionate about transforming the way people learn.

Tapping into the huge potential offered by digital and other technologies,

they are developing innovative learning resources and practices that support

new approaches to education for the 21st century. Hence, many studies were

conducted in the past years concerning ICTs usage in education of the

developed and developing nations.

Within the last decade, there was widespread application of the Internet as

an instructional tool and medium of communication because of its potential

to facilitate and improve learning (Wang et al 2002) cited in Ahmed &

Abdulaziz (2004). He emphasized that, the Internet is used to supplement

traditional classroom practices while it has become an important

instructional medium and the potential of the Internet for facilitating

communication and research encouraged educators to utilize it in creating

new learning environments (Bento, 2000).

15
Acording to Michau et al (2001) cited by Ahmed et al (2004), the abundance

and availability of materials and information in different formats such as

text, audio, video, simulations, graphics and animations, and the ease with

which these materials can be accessed, increase the use of the Internet.

Nevertheless, the Internet has its limitations such as safety and security

problems, limited access for people, and need for technical skills.

Paul et al (2007) citing Taiwo (1998) …. attitudes are “inclinations and

feelings, prejudices or bias, preconceived notions, ideas, fears and

convictions about any specific topic.” He then cited Allport (1935), who

states that an attititude “is a mental and neutral state of readiness organized

through experience exerting a directive or dynamic influences upon

individual's response to all objects or situations with which it is associated.”

Attitudes represent the conceptual value of these technologies in the minds

of the users, not the values of the technologies themselves. According to

Spacey, et al. (2003), Fine (1986), and Evald (1996), positive attitudes are

fundamental in implementing new technologies.

Acoording to Xin, (1999) cited by Valasidou and Bousiou (2008),

Information and Communication Technologies (ICTs) are generally

accepted as modern instrumental tools that enable the educators to modify

16
the teaching methods they use in order to increase the students’ interest. The

extended use of ICTs drove the society into a new knowledge –based from

where information plays an important role for students’ satisfaction.

2.2 Students’ Perception toward ICT

Becta (2003) cited Becker (2000) on the argument that students are generally

more ‘on task’ and express more positive feelings when they use computers

than when they are given other tasks to do. In the same vein, the amount of

non-task directed behaviour significantly decreased during computer and

classroom sessions, following the use of multimedia programmes for reading

and spelling (Becta citing Van Daal and Reitsma 2000). Thus, using digital

video as part of learning tasks improved behaviour and ontask concentration.

However, According to Dorup (2004) …that the use of ICTs cannot replace

the traditional teaching activities but it can be easily used as a supplement.

To complement this, Ahmed and Abdulaziz (2004) summarized that “the

different learning environments did not produce significant difference in

students’ attitudes toward technology. Students’ positive attitudes toward

information reveal that I.T plays a role in students’ learning, albeit a

secondary role. Although students recognized the potential and significant

17
role of information in teaching and learning, the recognition is limited to the

use of information technology as an instructional medium, and not a key

determinant of learning.”

2. 3 Students’ Motivation and Participation & ICT

It is important to note that to get the students use ICT in an enthusiastic way

is not a value in itself, but ICT should be used as a tool to fulfill higher-level

learning goals like inquiry learning (Marjaana and Anna, 2003).

Becta (2004) cited Van Daal and Reitsma (2000) that “… students with low

levels of motivation and feelings of uncertainty regarding their learning

capabilities can show more positive behaviour during lessons using

computers than during traditional lessons”. Harris and Kington (2002)

revealed a range of positive impacts of ICT on students, including increased

ability to work independently, enhanced confidence in communicating with

others outside their school and family circles, improved attendance at school

and improved group work and cooperative skills. Students who used

educational technology in school felt more successful in school, were more

motivated to learn and have increased self-confidence and self-esteem, Becta

18
also quoted Rockman (2000), "laptops motivated students to work longer

and harder with an increased pride in their work.”

Marjaana and Anna (2003) held that motivation and interest play important

roles in students’ learning. The assumption that ICT increases student

motivation is seen as a reason why ICT should be used in schools. It is

common to say that students are interested in using ICT; students found it

more pleasant, more appealing, and more motivating to study with

computers than with traditional means. It is important to notice that this

feeling of “nicer”, more motivating or more interesting is an effect of the

encounter with new ways of learning. They further emphasized that first; an

individual’s attention must be caught by the topic or activity. Then, because

this initial phase is not necessarily anchored in the individual, interest must

be held in order to engage in a deeper learning process. These two phases

can be described as “catch” factors (which trigger interest) and “hold”

factors (which maintain interest). The catch factors can, for instance, be

created through aesthetic appeal, bright colors, or game-like features. Hold

factors are issues that show meaningfulness and importance of the

issue/topic to be learnt; students become interested in the learning topic

itself not just ICT. There is a danger that ICT is only triggering catch factors

and not hold factors.

19
Solvberg (2003), as cited by Marjaana and Anna, (2003) found that the

students’ intrinsic motivation was high and remained relatively stable over

time and there was no evidence of novelty effect as found by others; and

therefore concluded that the improvement of quality and functionality of

computer tools (e.g. interfaces & usefulness) during the last decade may

influence the interest and value of computers among students in a school

setting. Thus, as students become more familiar with computers, the

potential for educational use becomes more profound for students. Along the

line of Solvberg's findings, Cooper and Brna (2002) discovered that pleasure

and variety kept students engaged and motivated. Further, since students

worked happily and would less easily lose motivation, the teacher had more

time to help individuals. Cooper and Brna concluded that if ICT is carefully

planned and pedagogically implemented, it can support relationships and

motivation that in turn support long-lasting engagement and learning. In

general, use of ICT in class room can produce student centered learning

environment, which would make student an independent learner (Dilli,

2007)

2.4 ICT Effect on other Subject Areas and Students’ Performance

20
With regard to the ICTs usage by students vis-à-vis the effect on their

performance, Kulik (1994) revealed that on average, students who used

computer-based instruction scored higher than students without computers.

The students also learn more in less time and they like their classes more

when computer-based instruction was included.

Also Silvin-Kachala (1998) pointed out that, students in technology rich

environment experienced positive effects on achievement in all major

subject areas. Furthermore, their attitudes toward learning and their own

self-concept improved consistently when computers were used for

instruction.

McKinnon et al (2000) discovered that students in their experimental group

became enthusiastic computer users and performed significantly better

compared to the ones in the non experimental group. However, during the

three years' time, their attitudes toward computers became significantly less

positive, which is explained by computers becoming such a routine part of

the studying (like pens, for example) that they lose their halo effect. He then

suggested that ICT can be compelling, but only quality of curriculum

programmes in which the technology is implemented makes the real

difference to students’ attitudes, motivation, and performance.

21
According to Passev (2000) as cited by Becta (2003), boys spent more time

drafting and re-drafting their work in English when using laptops, compared

to those who did not have access to the technology Wishart and Blease

(1999) added that production of correctly spelt, neatly presented work can

motivate those students who find difficulty producing such work by hand.

Thus, regular use of ICT across the curriculum can increase student

confidence and motivation in learning (Cox, 1997; Hennessy 2000; Becta

2003).

2.5 Teachers and ICT

Integrating media/ICT in teaching can make a real difference in how

teachers teach. It enables the teacher to spend more time with individual

students, less time teaching to the whole class and allows student to carry

out more independent work (Dilli, 2007).

Paul et al (2007) citing Lee, in Popoola (2002), asserts that microcomputers

will create remarkable changes in the nature of professional work.

He then cited Williams et al (1998) who discovered a correlation between

levels of use, skills, familiarity and knowledge of ICT and teachers'

attitudes.

22
However, Abdullahi (1998:1) states that, “the origin educational technology

commonly accepted was 1925, when Sidney found out that his students

learned quicker by using a simple machine devised for presenting and

scoring test automatically”. By the 1950s, the term media technology was

well accepted as name for the instructional materials.

Hassan (2003) discovered that the provision of sufficient information

technology equipment to schools may not necessarily influence the health

tutors to use them as learning resources in their classes”. But, “introducing

continuing education programmes in the schools such as seminars,

workshops etc. on the use of modern information technology equipment as

learning resources in classes will influence health tutors or rather will make

the health tutors to form the habit of using the information technology

equipment as learning resources in their classes”. Hassan (2003) also states

that the issues of introducing regular supervisions by the schools so as to

find out whether tutors are making good use of modern information

technology equipments as learning resources in classes will strongly

influence the use of such equipment by the health tutors.

2.6 Conclusion

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In general, modern information and communication technology Internet and

particularly Computer stimulate, motivate and spark students’ appetites for

learning and helps to create a culture of success. “This can be demonstrated

in their increased commitment to the learning task, their enhanced

enjoyment, interest and sense of achievement in learning when using ICT,

and their enhanced self esteem” (Becta, 2003).

Thus, “technology in education contributes to both teacher effectiveness and

student achievement” (Dilli, 2007).

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 SECTION C
SUMMARY, CONCLUSION AND RECOMMENDATIONS

3.1 Summary

In a nutshell, this work centered on finding out the attitudes of students and

teachers towards the application of modern ICT facilities in the course of

teaching and learning processes as it is becoming an indispensable basic

building block of the present global educational system.

Related literature which dealt with students’ perception on ICT,

participation/motivation and ICT, ICT and students’ performance as well as

teachers and ICT were reviewed in order to established basis for this

research work.

The data for the purpose of this work were collected through library reading

and analyzed. Consequently, the entire research essay has shown that there is

no significant relationship between the attitudes of the teachers and students

of modern ICTs toward its usage. Nevertheless, some vital information that

is useful for applying modern ICT facilities in the school was revealed.

3.2 Conclusion

The research has tried to find out some information about the feeling of the

teachers as well as the students with regard to application of ICT in

25
pedagogical class lessons so as to give the stakeholders a better

understanding of the positive impacts of the school experience in the area of

ICT facilities provision, and to find out if the needs of the students and the

teachers are being met effectively.

The research was able to draw the conclusion that computer games would be

beneficial in lessons. Thus, literature revealed that both the subsets teachers

and students have realized the value of Information and Communication

Technologies facilities as vibrant learning tools. It has been discovered that

emphasis should be given to maths and sciences (inquiry/logical learning) in

terms of using computer games and online resources. This is to sharpen the

logical ability of the students. However, other subjects are equally important

as ICT facilities trigger students’ interest in general.

3.3 Recommendation

The following recommendation need to be taken into consideration by the

school management should provide

1. An ICT enriched room so as to grasp the opportunities provided by new

technology.

2. Teachers should as a matter of utmost urgency embrace ICT if to fit into

the trend;

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3. Teachers should be taught how to use the facilities for effective teaching

in the various academic streams;

Though lessons are more interesting with ICT generally, positive impacts

on student motivation depend on the ways in which the ICT facilities are

used. Therefore, improvements in students’ attitudes in learning and changes

in behaviour will inevitably be reliant on the capacity of teachers and

students to use ICT as an effective pedagogical tool. So,

4. Teachers should consider how to integrate ICT as part of their

pedagogically plan activity in order to maintain the interest of their students

throughout an instruction period. Thus, to use it as hold factor in a lesson at

the same level as it is used to trigger (catch) interest of their students.

3.4 Suggestion for Further Studies

This work has superficially discovered the importance of the application of

ICT for class instructions and the attitude of the students vis-à-vis the

teachers towards the used of modern information and communication

technology. However, this is to serve as a stepping stone for such researches

like in the area of comparative study of attitude towards ICT of teachers and

pupils at various educational levels; effect of use of ICT on student’

27
creativity and initiative, digital divide between private and public schools

among others.

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