A CROSS SECTIONAL STUDY OF TEACHER ATTITUDE TOWARDS THE

USE OF ICT IN TEACHING CHEMISTRY IN SENIOR SECONDARY

SCHOOL IN GWALE LOCAL GOVERNMENT AREA

TABLE OF CONTENT

Abstract

Chapter One: Introduction

1.1 Background of the Study

1.2 Statement of the Problem

1.3 Objective of the Study

1.4 Research Questions

1.5 Research Hypothesis

1.6 Significance of the Study

1.7 Scope of the Study

1.8 Limitation of the Study

1.9 Definition of Terms

1.10 Organization of the Study

Chapter Two: Review of Literature

2.1 Conceptual Framework

2.2 Theoretical Framework

2.3 Empirical Review

Chapter Three: Research Methodology

3.1 Research Design

3.2 Population of the Study

3.3 Sample Size Determination

3.4 Sample Size Selection Technique and Procedure

3.5 Research Instrument and Administration

3.6 Method of Data Collection

3.7 Method of Data Analysis

3.8 Validity of the Study

3.9 Reliability of the Study

3.10 Ethical Consideration

Chapter Four: Data Presentation and Analysis

4.1 Data Presentation

4.2 Analysis of Data

4.3 Answering Research Questions

4.4 Test of Hypotheses

Chapter Five: Summary, Conclusion and Recommendation

5.1 Summary

5.2 Conclusion

5.3 Recommendation

References

QUESTIONNAIRE
 ABSTRACT

This study was carried out a cross sectional study of teacher attitude towards the use

of ICT in teaching chemistry in senior secondary school in Gwale local government

area. The study was carried out to examine the benefits of information and

communication (ICT) to the teachers and the students in secondary schools, and

examine the factors that hinder the use of information and communication technology

in secondary schools. The survey design was adopted and the simple random

sampling techniques were employed in this study. The population size comprised of

computer teachers in the selected senior secondary school in Gwale local government

area. In determining the sample size, the researcher conveniently selected 53

respondents and 50 were validated. Self-constructed and validated questionnaire was

used for data collection. The collected and validated questionnaires were analyzed

using frequency tables. The result of the findings reveals that the attitude of ICT differ

among teachers based on experience. The study also revealed that the attitude of ICT

differ among teachers with different educational qualifications. Therefore, it is

recommended that the schools through ministry of education should seek technical

partnership and collaborative funding with international and national organizations to

provide and maintain more ICT facilities such as computers (hardware and software

console), internet facilities, laptops, projectors, interactive boards, printing accessories

in secondary schools and ensure these facilities are gainfully utilized by setting up

monitoring teams to pay unscheduled visits to schools periodically. To mention but a

few.
 CHAPTER ONE

INTRODUCTION

1.1 Background to the study

The world is in an era of Information and Communication Technology (ICT) and its

technological impacts across human endeavours to solve societal problems can not be

over- emphasized. The present global age is the consequence of the introduction and

application of ICT towards realization of set objectives. The significance of ICT in

education include computational analysis, creation of databank, storage and

management of educational data, communication (internet), instructional material

(audio-visual), easy access to information, enhancement of innovation and invention;

other areas of ICT’s relevancies are clinical analysis, financial institution, aviation

industry, weather analysis to mention but a few. (Arthur, 2002) stressed the

importance of ICT in national development and human endeavours including

agriculture, education, security, economy, communication, health sectors. (Adesina,

2000 in Arthur, 2002) asserted that ICT is the propelling force driving global

competition, awareness communication and interaction at the speed which has never

been imagined before. Information and Communication Technology (ICT) has

changed the way people think and do business with their clients. Significantly, ICT

has indeed made activities in education to run smoothly towards achieving the stated

educational objectives.Information is the life wire of today’s

organisations/institutions, especially business, industry and education. Information

and Communication Technology (ICT) is the technologies that support activities

involving the creation, storage and communication of information together with their

related methods, management and application. ICT is a term generally used to cover

the harnessing of electronic technology needs for the administrative, managerial and
educational functions of an institution. "Teacher education institutions may either

assume a leadership role in the transformation of education or be left behind in the

swirl of rapid technological change" (UNESCO, 2002).

Information and communication technologies (ICTs) have the potential to enhance

access, quality, and effectiveness in education in general and to enable the

development of more and better teachers in Nigeria in particular. As ICT hardware

becomes available to an increasing number of schools, more attention needs to be

given to the capacity building of the key transformers in this process, namely,

teachers.

ICTs are one of the major contemporary factors shaping the global economy and

producing rapid changes in society. They have fundamentally changed the way people

learn, communicate, and associate. They can transform the nature of education -

where and how learning takes place and the roles of students and teachers in the

learning process. Education in the some Nigerian regions faces a number of problems.

These problems include the shortage of qualified teachers, utilization of instructional

materials, selection of teaching methods, very large student populations, high drop-

out rates of students and teachers, and weak curricula. All of these negative aspects

result in poor delivery of education. The education crisis is worsened by the

increasing poverty level, a brain drain in the teaching community, budgetary

constraints, poor communication, and inadequate infrastructure. While societies in the

region undergo rapid changes as a result of increased access to information, the

majority of the school-going youth continue to undergo traditional rote learning. Very

little is done to take advantage of the wealth of information available on the Internet.

Whereas the processing of information to build knowledge is one of the essential

literacy skills vital for the workforce in the 21st century, it is often overlooked in
current educational practices.

In order to function in the new world economy, students and their teachers have to

learn to navigate large amounts of information, to analyse and make decisions, and to

master new knowledge and to accomplish complex tasks collaboratively. Overloaded

with information, one key outcome of any learning experience should be for learners

to critically challenge the material collected in order to decide whether it can be

considered useful input in any educational activity. This is the basis for the

construction of knowledge. The use of ICTs as part of the learning process can be

subdivided into three different forms: as object, aspect, or medium (Plomp,

Brummelhuis, & Pelgrum, 1997).

i. As object, one refers to learning about ICTs as specific courses such as 'computer

education.' Learners familiarise themselves with hardware and software including

packages such as Microsoft Word, Microsoft Excel, and others. The aim is computer

literacy.

ii. As aspect, one refers to applications of ICTs in education similar to what obtains in

industry. The use of ICTs in education, such as in computer-aided design and

computer- aided manufacturing, are examples.

iii.ICTs are considered as a medium whenever they are used to support teaching and

learning.

The use of ICT as a medium is rare in some parts of the country where the availability

of resources is a major obstacle to the widespread integration of ICTs in education.

Technology is not new to education. However, contemporary computer technologies,

such as the Internet, allow new types of teaching and learning experiences to flourish.

Many new technologies are interactive, making it easier to create environments in

which students can learn by doing, receive feedback, and continually refine their
understanding and build new knowledge. Access to the Internet gives unprecedented

opportunities in terms of the availability of research material and information in

general. This availability of research material and information happens to both inspire

and threaten teachers. The computer equipment in the few fortunate schools that have

them tends to be underused and lacks appropriate education content. Commonly, the

computer equipment is used as objects in computer lessons. A few other subject

teachers undertake courses in software packages but are unable to integrate or

meaningfully insert this knowledge in their daily teaching work. A worrying tendency

is that boys are the targets rather than girls when investments in ICT hardware and

training are made (Kinyanjui, 2002). If not taken seriously, this will increase gender

disparities in education. In the education sector, curriculum review efforts are geared

towards modernisation, including the incorporation of important ICT components.

However, even the reviewed curricula tend to treat ICT as a subject rather than as an

application tool that can be used in all other subjects, in teaching and learning.

Teacher education institutions and programmes have the critical role to provide the

necessary leadership in adapting pre-service and in-service teacher education to deal

with the current demands of society and economy. They need to model the new

pedagogies and tools for learning with the aim of enhancing the teaching-learning

process. Moreover, teacher education institutions and programmes must also give

guidance in determining how the new technologies can best be used in the context of

the culture, needs, and economic conditions of their county.

1.2 Statement of the Problem

For more than a decade in Nigeria, the federal and state governments through the

Ministry of Education and Vocational Training with the inputs of educational

stakeholders and other partners has been conceptualizing and implementing various
ICT policies and initiatives related to help students and teachers in the use of ICT in

learning and teaching. With such initiatives in place, one would expect a fully-fledged

integration of ICT in Nigerian schools today. However, in spite of the availability of

ICT tools in various secondary schools in Nigeria, previous studies conducted show

that few teachers and students are using ICT as an effective and efficient teaching and

learning tool. Very interestingly, many studies stress that in many schools ICTs are

mostly confined to administration, and personal use. Although different ICT

programmes and Governmental policies have already been put in place to integrate

ICT in the educational sector, there are still challenges and gaps in the implementation

of these policies. According to Swarts & Washira (2010) the challenges can be

categorized into access, equity, quality and ICT relevance. This points to the fact that,

careful investigation of the current teaching and learning practices, readiness, skills,

competence, knowledge and attitude of various educational stakeholders, specifically

on student’s perspectives regarding the use of ICTs in schools is needed so as to

understand the pedagogical value of ICT in secondary schools in Nigeria today.

1.3 Research Objectives

The main objective of this study is to investigate teachers’ attitude towards the use of

ICT in teaching chemistry in senior secondary school in Gwale Local Government

Area of Kano State. Specifically, the objectives are:

1. To examine if the attitude of ICT differ between male and female teachers

2. To evaluate if the attitude of ICT differ among teachers based on experience

3. To determine if the attitude of ICT differ among teachers with different educational

qualifications

1.4 Research Questions

The following are some of the questions which this study intends to answer:
a. Does the attitude of ICT differ between male and female teachers?

b. Does the attitude of ICT differ among teachers based on experience?

c. Does the attitude of ICT differ among teachers with different educational

qualifications?

1.5 Research Hypotheses

The followings are the research hypotheses to be tested in this study:

H0: There is no significant relationship between teachers attitude and the use of ICT

in teaching Chemistry

Hi: There is a significant relationship between teachers attitude and the use of ICT in

teaching Chemistry

1.6 Significance of the Study

This study informs educational stakeholders such as parents, government, curriculum

developers, and school administrators on teachers’ attitudes towards ICT usage in

teaching process, the extent of ICT integration into the teaching process and factors

influencing the rate of ICT integration into the teaching process in secondary schools.

If, as Eccles (1987) has argued, ‘task value’ beliefs are central to explaining the nature

of students and teachers’ attitudes teaching and learning particular subjects, then this

study helps in identifying those tasks which are viewed positively, such factors as

teachers’ attitudes towards ICT and the former’s effects on the extent of integration in

the teaching process. This study therefore documents findings on teachers’ attitude

towards the use of ICT in teaching chemistry in senior secondary school in Gwale

Local Government Area of Kano State.

1.7 Scope of the Study

This study was limited to the views of secondary school teachers of Gwale Local

Government Area of Kano State in studying their attitudes towards the use of
Information and Communication Technology in the Teaching process. Furthermore,

the study was confined to ICT variables such as: use of computers, overhead projector

for PowerPoint presentation, and use of internet to process data for the teaching

process. Therefore, five senior secondary schools in Gwale Local Government Area

shall be selected for this study.

1.8 Limitation of the Study

There are two main limitations to this study. First, the sample was limited to

chemistry teachers and chemistry students. This limits the generalization of the

research findings to other populations. Second, the survey information is self-reported

data. Therefore, the results might be affected by the teachers’ social desirability to

provide desired information rather than accurate information.

1.9 Definition of Terms

The following terms were used during the cause of the study.

Computer Attitudes: An attitude is "the predisposition of an individual to evaluate

some symbol or object or aspect of his world in a favourable or unfavourable manner.

Information and Communication Technology (ICT): Mary and Cox (2007)

defined ICT as electronic and computerized devices associated with human interactive

materials that enable the user to use them for wider range of service delivery and in

addition to personal use. ICT involves the use of electronic devices such as web

portals, internet, inters witch, telnet and telecommunication for sending and receiving

messages and used for tax administration.

Technology integration: The practice of using new and emerging technology in

ways that is both curriculum-based and future-oriented to create meaningful learning

experiences and to increase technology literacy.

1.10 Organization Of The Study

This research work is organized in five chapters, for easy understanding, as follows.

Chapter one is concern with the introduction, which consist of the (overview, of the

study), historical background, statement of problem, objectives of the study, research

hypotheses, significance of the study, scope and limitation of the study, definition of

terms and historical background of the study. Chapter two highlights the theoretical

framework on which the study is based, thus the review of related literature. Chapter

three deals on the research design and methodology adopted in the study. Chapter four

concentrate on the data collection and analysis and presentation of finding. Chapter

five gives summary, conclusion, and recommendations made of the study.

 CHAPTER TWO

REVIEW OF LITERATURE

2.0 INTRODUCTION

Our focus in this chapter is to critically examine relevant literature that would assist in

explaining the research problem and furthermore recognize the efforts of scholars

who had previously contributed immensely to similar research. The chapter intends to

deepen the understanding of the study and close the perceived gaps.

Precisely, the chapter will be considered in three sub-headings:

 Conceptual Framework

 Theoretical Framework

 Empirical Review

2.1 CONCEPTUAL FRAMEWORK

Concept Of Education

Education in its broad sense is the means through which the aims and habits of a

group of people sustain from one generation to the next. It occurs through any

experience that has a formative effect on the way one thinks, is feels or acts

(Wikipedia, the free encyclopedia).

Education in its general sense is a form of learning in which knowledge and skills are

transferred from one generation to the next through teaching, training, research, or

simply through auto didacticism. Generally, it occurs through any experience that has

a formative effect on the way one thinks, feels, or acts. It is the act or process of

imparting or acquiring general knowledge, developing the powers of reasoning and

judgment, and of preparing oneself or others intellectually for mature life. The process

of education consists of teaching and learning. Teachers teach, while students learn

what is being taught. It is expected of schools to provide an atmosphere and

environment conducive enough for effective teaching and effective learning so that

both the teachers and the students would be productive during school hours. It is

widely accepted that the quality of education depends on the quality of the teacher

because the teacher does not depend on the learner any more than the learner

depending on the teacher (Amissah et al., 2002). Ministry of Education (2002) stated

that teachers are central to every educational reform because they are the ones who

accomplish the agenda that has been laid down in a reform. This means an effective

curriculum and an effective reform depend on the teacher. Teachers are professionals

who possess specialized knowledge and skills about education.

Secondary School Education

The Federal Republic of Nigeria (1998) refers to secondary education as the education

given in institutions for children aged 11 to 16 years old. It further stresses that since

the tertiary education system is built upon it, the secondary level is the key to the

success or failure of the whole national educational system. In other words, the

secondary education is the second tier of the 6-3-3-4 educational system which is for

six years duration in Nigeria. According to Adepoju (1998) secondary education in

the type of education which is exposed to children in secondary institution, where the

students acquire fundamental knowledge, skills, thought, feelings and actions, which

are considered necessary for all citizens, regardless of social status, vocation or sex. It

should be noted that secondary education has direct impact on development as a result

of the cognitive skills of literacy. As from 1960, the country witnessed a considerable

expansion in secondary education and major reorganization. In northern Nigeria,

middle schools were dissolved and sixth forms were introduced. Schools of basic and

preliminary studies were also introduced. By year 1980/81, the first graduates of UPE

scheme were turned out but these increased the number of candidates for secondary
school. Thus facilities equipment and teaching aids were heavenly expanded to cater

for the population. For example there are 161 secondary schools in 1955, 275 in 1956,

297 in 1957, 303 in 1958, 305 in 1959 and 311 in 1960. Immediately after

independence, the various regional governments addressed this issue by establishing

more secondary schools. Thus, some of two decades after independence, the figures

of secondary schools in the country had risen to 1928 in 1977/78, 2,249 in 1978/79,

2,778 in 1979/80 (Osokoya, 1989). The sharp rise in the figures is the result following

by in adequate and in proper planning. This oversight is by the large one of the major

contributing factors to the still ensuring deterioration in quality and efficiency of

secondary education delivery.

Purpose of Secondary School Education

The secondary education in Nigeria, which is the pivot of the entire educational

system in fast loosing relevance as it is not fulfilling the national objectives set down

in the National Policy on Education. The National Policy on Education (NPE, 1998)

spells out the broad goals of secondary education on being prepared to the individual

for;

(a) Useful living within the society, and

(b) Higher education. In order to achieve these goals, the documents further states that

secondary education shall:

(i) Give the child opportunities for developing manipulative skills and will enable him

to function effectively in the society within the limits of his capacity.

(ii) Inspire its students with a desire for self-improvement and achievement of

excellence.

(iii) Give citizenship education as a basis for effective participation in the contribution

to the life of society.

(iv) Foster national unity with an emphasis on the common ties that unite us in our

diversity

(v) Offer diversified curriculum to cater for the differences in talents, opportunities

and future rules.

(vi) Provide technical knowledge and vocational skills necessary for agricultural,

industrial, commercial and economic development.

The above laudable aims and objectives are more mirage today. The products of

today’s secondary system can neither usefully live in society nor move into higher

institution without their portal aids or forgery. They cannot think for themselves or

respect the views and feelings of others. They love no iota of dignity for labor except

for things that will give them quick money. The astronomical increase in the

population of these non-useful secondary school products is posing a great moral and

social threat to the society.

Nature Of Chemistry

Emphasis in chemistry teaching, as it is practiced, has often focused on facts,

vocabulary, definitions, algorithms, and basic skills, rather than on higher-order

thinking through practical work or inquiry within authentic investigations. Chemistry

learning too often occurs by rote learning of factual knowledge (Gabel, 1998).

Teaching has often focused more on transmission of information than on knowledge

construction in small groups. Most activities found in laboratory manuals require

students to operate with lower-order thinking skills rather than with higher-order

thinking skills. Students are often not allowed enough time for “deep processing” of

information during their practical work, due to time constrains. Also, students often

do not want to think for themselves—they just want to know the right answer

(Lawson, 2002). There is often a lack of necessary inquiry skills, i.e. science process
skills and students also often lack interest in studying chemistry.

Research-based approaches takes into account chemistry teachers’ needs regarding

chemistry teaching and ICT use needed to create a “rich” learning environment that

can support secondary-level chemistry students’ meaningful learning and higher-order

thinking. The effectiveness of ICT tools depends much on teachers’ understanding of

how to use them. Teachers often fail to adapt an ICT innovation because it is not

easily integrated within school-level activities in chemistry.

To promote scientific understanding of chemistry (meaningful chemistry learning)

requires an increased focus on secondary-level students’ higher-order thinking skills

(HOTS) that is, applying, analyzing, evaluating, and creating or synthesizing. All

students need to employ higher-order thinking skills to acquire scientific literacy for

better lifelong learning. This includes understanding scientific content, the scientific

enterprise, and having the ability to apply methods of science to construct or to

evaluate explanations of natural phenomena, every student must become more aware

of their own thinking processes, learning strategies, and methods. Cultivating High

Order Thinking Skills in chemistry can help students understand basic principles of

chemistry that they also encounter in everyday life, and to make personal, social, and

economic decisions.

The main goals of chemistry education are to engage students in scientific knowledge

of chemistry, the nature of chemistry, and how to do chemistry–that is, scientific

inquiry in chemistry (Hodson, 1992). The nature of chemical knowledge, how

knowledge growth occurs in chemistry, and how this knowledge is structured and

explained, i.e. chemical epistemology, are as a central part of chemistry education.

Students can learn some features of science from their own experiences, when they

engage in inquiry-based activities. Students can obtain greater understanding of

scientific concepts, appreciation of “how we know” what we know in science,

understanding of the nature of science, development of skills necessary to become

independent inquirers about the natural world, and disposition to use the skills,

abilities, and attitudes associated with science (NRC, 1996).

Chemistry has various unique features (Scerri & McIntyre, 1997), but also shares

many features with other sciences. Philosophy of chemistry describes the nature of

chemistry—for example, how different classification schemes help explain qualitative

aspects of matter, how different class concepts, for example, acid, salt, and element,

are used as a means of representation, how some concepts play very specific roles in

chemistry explanations, such as chemical composition, molecular structure, and

bonding, and how electrons in particular orbitals are employed in “level specific”

explanations. Chemists use scientific thought processes in theory generation,

experiment design, hypothesis testing, data interpretation, and scientific discovery.

Creative thinking is clearly a central cognitive process in chemistry. In particular,

scientific inquiry is central to the growth of chemical knowledge, having the

following special features common to all sciences. Scientific knowledge and

understanding guide scientific investigations in chemistry. Different scientific

questions suggest different kinds of investigations in chemistry. Scientific

explanations emphasize evidence, have logically consistent arguments, and use

scientific principles, models, and theories. Science advances through skepticism.

Scientists recognize and analyze alternative explanations and predictions.

Meaningful Learning In Chemistry

Meaningful learning takes place when students not only remember, but also make

sense of and are able to apply, what they have learned. The ability to apply knowledge

to a novel situation (transfer of learning) is affected by the degree to which students

learn chemistry through understanding. Building understanding in chemistry requires

students to move among three domains of thought (macroscopic, microscopic, and

symbolic,) in chemistry. “Making sense” involves activation of mental models as well

as Higher-Order Thinking Skills (HOTS). Thus, higher-order thinking processes are

ways that students construct meaning. According to Minzes et al, (2000), meaningful

learning occurs when students seek to relate new concepts and propositions to

relevant existing concepts and propositions in their cognitive structure. Thus,

meaningful learning is knowledge construction, in which students seek to “make

sense” of their experiences.

Meaningful learning can occur when students not only remember, but also make sense

of and are able to apply what they have learned. Student-centered learning

environments are needed that encourage and inspire secondary-level students to

strengthen and establish a broad range of conceptual, procedural, and meta-cognitive

knowledge, and also a broader range of cognitive processes (i.e. HOTS) at school.

More thinking-centered learning is particularly needed to promote students’

understanding in chemistry. When a chemistry student can become an active thinker,

learning will become more motivating and will result in improved chemistry

understanding. Acquisition of new thinking skills, however, is often a slow and

gradual process. Students need meaningful learning environments that stimulate their

Higher-Order Thinking Skills (HOTS) to improve their understanding, for example,

of chemical reactions— the heart of chemistry.

Authentic chemical education, which conforms closely to the actual practice of

science, is realized through an approach to meaningful learning. Inquiry based

learning can engage students in active thinking, and increases their responsibility for

learning, as well as their motivation.

Through computer-assisted investigations, students can emulate chemists (i.e. “step

into the shoes of the chemists”) practicing scientific methods by posing scientific

questions, planning and designing investigations and procedures, constructing

apparatus, conducting experiments, interpreting data, drawing conclusions, and

communicating their findings. Inquiry-based learning environments also encourage

students to take an active role in their own learning. Thus, students can develop their

own habits of life-long learning. In particular, the emphasis is on engaging students in

higher-order thinking regarding the ideas of chemical reactions through tasks that can

“anchor” students’ to meaningful learning.

Meaningful learning occurs gradually over time. It is an active, constructive, and

cumulative process, learning in a technology rich environment is meaningful if

learning is active (manipulative), constructive and reflective, intentional (goal-

directed), authentic (complex and contextual), and cooperative (collaborative and

conversational). Learning is meaningful, better understood, and more likely to transfer

to new situations when it occurs by engaging real-life, complex problems (Jonassen,

1999).

Ausubel (1968) distinguished meaningful learning from rote learning (also called

surface learning). Students who do not possess a meaningful learning orientation

memorize facts. The major limitations of rote learning are poor retention and retrieval

of new ideas, potential interference in subsequent learning of related concepts, and

inability to use the new knowledge to solve novel problems. Success in meaningful

learning depends on three factors: meaningful learning set, relevant concepts to

anchor the new ideas, and inherent meaningfulness of the new concepts. If one or

more of these requirements are not met, then rote learning ensues.
Student knowledge-construction for meaningful learning is a challenging process; it

requires a mental effort or activity during different student-centered activities. In

particular, prior knowledge is central in knowledge-construction processes. Students

build their scientific understanding in chemistry upon what they already know and

believe. Students formulate new scientific knowledge by modifying and refining their

current concepts in chemistry and adding new concepts to old ones. Students also

interpret data, based on their expectations and experiences. For example, students who

are lacking a theoretical framework in chemistry will not know where to look, or how

to look, to make observations appropriate to the task, or how to interpret what they

see in practical work. “They ‘see’ often what they are expected to see” (Hodson,

1998).

Concept of Information Communication Technologies (ICT)

Information and Communication Technologies (ICTs) are broadly defined as

technologies used to convey, manipulate and store data by electronic means. These

include e-mail, SMS, text messaging, video chat (e.g., laptop, desktops, and

smartphones) that carry out a wide range of communication and information functions

(Mathevula & Uwizeyimana, 2014). ICT is an acronym for computers, software,

networks, satellite links, and related systems that enable people to access, analyse,

create, exchange, and use data, information, and knowledge in previously

unimaginable ways (Barakabitze et al., 2019). It refers to technologies that provide

access to information through telecommunication. This includes the internet, wireless

networks, cell phones, and other communication mediums. ICT is modern and

dynamic. It has, in the last few decades, provided society with a vast array of

communication capabilities and converted society into a global village. It has

effectively and efficiently managed information through a diverse set of technological

tools and resources and is silently contributing to the overall growth and development

of society. ICT has globally been recognised as a catalyst of change. It is an essential

element in the development of every area of any nation, in this era of globalisation. It

is serving as a change agent in the method and quality of teaching and learning in

educational institutions all over the world in this 21st century. It has become, within a

very short time, one of the basic building blocks of modern society.

ICT and Education

The use of ICT in education as a means of enhancing skills and building capacity for

the promotion of economic development is critical to bringing about viable changes

within the education system (Aduwa-Ogiegbaen & Iyamu, 2005). ICT in education

encompasses the use of computers and their peripherals like printers, software,

scanners, projectors for teaching and learning. Indeed, ICT represents a paradigm shift

in the way mankind processes information using the computer and the internet. It has

moved information exchange from a static to a dynamic model. The adoption of ICT

into higher education provides opportunities for learners to access more advanced and

wider areas of learning to develop analytical skills. ICT enhances teaching and

learning through its dynamic interactive and engaging content. It has the potential to

accelerate, enrich and deepen skills, motivate and engage students learning, help to

relate school experience to work practice, help to create economic viability for

tomorrow’s workers; contributes to the total development of the tertiary institution;

strengthens teaching and learning; and provides opportunities for connection between

the tertiary institution and the world (Dave & Tearle, 2010). ICT can make the tertiary

institutions more efficient and productive, through its variety of tools to enhance and

facilitate teachers’ professional activities (Adeoye, Oluwole, & Loto, 2013). It allows

students to communicate with one another through e-mail, mailing lists, chat rooms,
and other means. It allows for faster and easier access to more comprehensive and up-

to-date information. ICT can also be used to do complex tasks as it provides

researchers with a steady avenue for the dissemination of research reports and

findings (Owoyale-Abdulganiy & Olaniyii, 2021). According to (Ghavifekr,

Kunjappan, Ramasamy, & Anthony, 2016), three major reasons for ICT in education

are:

i. As a tool for addressing challenges in teaching and learning situations, ICT has the

capabilities for effective teaching and learning delivery, management, and support.

ii. As a change agent: ICT is capable of changing the content, methods, and overall

quality and quantity of teaching and learning; thereby reducing teachers’ workload

and ensuring constructivist inquiry-oriented classroom; and,

iii. As a central force in economic competitiveness: As a central force in economic

and social shifts that have technology skills critical to the future employment of

today’s students.

Types of ICT’s Used in Education

ICTs stand for information and communication technologies and are defined, for the

purposes of this primer, as a diverse set of technological tools and resources used to

communicate, and to create, disseminate, store, and manage information. “These

technologies include computers, the Internet, broadcasting technologies (radio and

television), and telephony”. In recent years there has been a groundswell of interest in

how computers and the Internet can best be harnessed to improve the efficiency and

effectiveness of education at all levels and in both formal and non-formal settings.

“But ICTs are more than just these technologies; older technologies such as the

telephone, radio and television, although now given less attention, have a longer and

richer history as instructional tools”. For instance, radio and television have for over
forty years been used for open and distance learning, although print remains the

cheapest, most accessible and therefore most dominant delivery mechanism in both

developed and developing countries. “The use of computers and the Internet is still in

its infancy in developing countries, if these are used at all, due to limited

infrastructure and the attendant high costs of access” (Aribamikan, 2007).

E-learning: Although most commonly associated with higher education and

corporate training, e-learning encompasses learning at all levels, both formal and non-

formal, that uses an information network—the Internet, an intranet (LAN) or extranet

(WAN)—whether wholly or in part, for course delivery, interaction, evaluation and/or

facilitation. “Others prefer the term online learning. Web-based learning is a subset of

e-learning and refers to learning using an Internet mainly using a browser (such as

Chrome or Firefox or Internet Explorer)”. It can also be viewed as learning through

the use of electronic devices.

Blended Learning: Another term that is gaining currency is blended learning. “This

refers to learning models that combine traditional classroom practice with e-learning

solutions”. For example, students in a traditional class can be assigned both print-

based and online materials, have online mentoring sessions with their teacher through

chat, and are subscribed to a class email list. “Or a Web-based training course can be

enhanced by periodic face-toface instruction”. Blending was prompted by the

recognition that not all learning is best achieved in an electronically-mediated

environment, particularly one that dispenses with a live instructor altogether. “Instead,

consideration must be given to the subject matter, the learning objectives and

outcomes, the characteristics of the learners, and the learning context in order to

arrive at the optimum mix of instructional and delivery methods” (Asiabeka, 2010).

Open and Distance Learning: “Open and distance learning is defined by the
Commonwealth of Learning as a way of providing learning opportunities that is

characterized by the separation of teacher and learner in time or place, or both time

and place; learning that is certified in some way by an institution or agency; the use of

a variety of media, including print and electronic; two-way communications that

allow learners and tutors to interact; the possibility of occasional face-to-face

meetings; and a specialized division of labor in the production and delivery of

courses”.

ICT In Education

The emergence of IT has transformed the existence and activities of contemporary

man particularly in the setting of globalization (Evey, Emmanuael, Joseph, Denis &

Asinde, 2010). In recent times, there has been and extraordinary advocacy both

nationally and internationally for the use of IT in instructional andlearning process

(Okoro & Ekpo, 2016). The educational field has been influenced by IT, which has

explicitly influenced instructional process and research. Davis and Tearle, 1999 (as

cited in Yusuf, 2005) believe that ICT has the strength to speed up, improve and

extend aptitude reforms as it has the capacity to boost teaching by inspiring and

engaging learners, and help schools reform by assisting schools in understanding

financial and functional practices. Ashley (2016) reiterates that technology helps

educators in preparing students for the real world setting and stresses that as our

countries turn out to be progressively more technology dependent, it becomes

significantly more essential that to be good citizens, students must figure out how to

be well informed about ICT. The utilization of ICT in teaching is a pertinent and

practical method for providing education to learners that will enrich them with the

required abilities with regards to the world of work. It offers a totally new and

advanced learning environment for learners; consequently they acquire various

aptitude sets in order to be fruitful and successful. Critical thinking, research and

appraisal aptitudes are developing significantly as learners have expanding

dimensions of information from a number of sources to deal with. The incorporation

of ICT in instructional process is believed as a medium in which a number of

methodologies and pedagogical theories might be implemented; however, ICT as a

teaching aid is more difficult and multifaceted as it needs positive attitude from the

educators (Salehi & Salehi, 2012).

Relevance of Information and Communication Technology in Education

ICT, an acronym for Information and Communication Technology, is often used as an

extended synonym for information technology (IT), It is a more extensive term (i.e.

more broad in scope) that stresses the role of unified communications and the

integration of telecommunications (telephone lines and wireless signals), computers

as well as necessary enterprise software, middleware, storage, and audio-visual

systems, which enable users to access, store, transmit, and manipulate information.

There is no generally acceptable definition of the term ICT. We will therefore present

below the following definitions. Information Technology comprise of various kinds

and sizes of computers. The computers are connected via telephones to facilitate the

storing of the data they house. The data comes in many forms: texts, sounds and

pictures.The definition places much emphasis on computers as information

technology (Wali, 2000).Information Communication Technology and systems

include all the different means, methods and tools that humans have used throughout

history to help manage information, conduct business, communicate with others and

better understand the world (Laudon, 2004). This definition is very elastic. It

incorporate virtually every kind of device used in gathering and disseminating

information.
 ICT is a generic term referring to technologies that are used for collecting,

storing, editing and passing on information in various forms (Liverpool, 2002).This

definition is precise.Butcher (2003), citing Gunton (1993) defines ICT as: electronic

technologies for collecting, processing and communicating information. They can be

separated into two categories; those who process information, such as computer

systems, and those which disseminate information, such as telecommunication

systems. From the definitions above, we can make the following

deductions:information and communication technology carries out the following

functions:collecting information; storing information; processing information;

communicating information; and they are technologies, equipment and methods used

to handle information. These include computers, telecommunications and

electronics.Essentially, a modern information system follows the same pattern as the

communication cycle or process. It is an input-process-output cycle. It involves taking

in data such as raw scores, names, pictures and sounds, information (input), analyzing

the information using computer to process (store, manipulate, rearrange and analyse)

the data and finally displaying this processed information to users usually on

computer screens, television screens, printers, or even through loud speakers (output).

The information supplied as output can then be used as a basis for acting on the data

that was input (feedback) (NTI, 2012). Although a large assortment of information

and communication technologies exist, Laudon (2004) categorized the different kinds

into five basic types:sensing technologies (sensors, scanners, keyboards, mouse,

electronic pens, touch screens etc.); communication technologies (fax, cellular

telephones, landline, television, radio, video, computer); analysing Technologies

(microcomputers, personal computers (PC), desktops, laptop, notebook, handheld,

palmtop); display technologies (display screens, printers, loudspeakers etc.); storage

technologies (magnetic tape, floppy diskettes and hard discs, magnetic discs, optical

discs (CD Rom, VCD, DVD).Information communication technology as an

instructional medium is currently penetrating education more and more. This is

because it has the potential to transform the nature of education, where and how

learning takes place and the roles of students and teachers in the learning process. The

use of ICT both by teachers and students is bringing changes in our concepts of

educational process and in a way that process is institutionalized. ICT enters into the

classroom in the manner of an educational facility similar to the overhead projector,

the film projector, or the tape recorder and it can be used in both arts and science

subjects. With ICT, students can perform calculations, analyse sets of data, and

stimulate laboratory experiments and real life processes. Students can also visualize

abstract concepts and numerical results, text and information retrieval (NTI, 2012).

ICT can help students to:ask questions, predict and hypothesize; observe, measure,

record and manipulate variables; interpret their results and evaluate scientific

evidence andpresent and communicate their findings in a variety of ways (Yusuf,

2005).The use of ICT can extend and enhance students understanding of science

through simulations and modeling. It will help students to understand phenomena

which may be too slow, too fast, too dangerous or too expensive to carryout in the

school laboratories (Owen, 2003). The Nigerian national policy on education (FRN,

2015), and with particular reference to science and technology, considered ICT as an

important tool for laying a solid foundation of science, technology and mathematics

education at all levels of the Nigerian education system. ICT includes radio,

television, videos, computers sensors, satellite connections, internet and all the

software which are used by teachers for teaching and learning in order to achieve a

meaningful learning by the students (Ajagun, 2003). Literatures dealing with

technology and pedagogy attests to the powerful impact ICT can have on the teaching

and learning process (Akudolu, 2003). ICT has three positions in the curriculum and

these are:learning about ICT; learning with ICT and learning through ICT.Learning

about ICT refers to ICT concept as a subject of learning in the school curriculum

while learning with ICT is concerned with the use of ICT as a medium to facilitate

instruction. While sharing this view, Pelgrum and Law (2003) maintain that learning

through ICT refers to the integration of ICT as an essential tool into a course

curriculum, such that the teaching and learning of that course/curriculum is no longer

possible without it. In recent years, ICT and the Internet have emerged as dependable

media of interaction. Unlike the broadcast media, the Internet can facilitate the

participation of the periphery in an eminently democratic discourse, which can be

empowering. And if properly deployed, quality concerns hitherto forced by economic

and power considerations to be confined to the haves can now be within the reach of

everyone. The need of the hour is, therefore, to recognise this potential, promote

universal access, facilitate participatory forums, and develop communities and interest

groups. Left to market forces alone, the reach is bound to remain limited. The Internet

can be a sound investment for continuous on-demand teacher training and support,

research and content repositories, value-added distance education, and online

campuses aimed at increasing the access, equity, and quality of education.The model

of education prevalent today presumes the existence of groups endowed with abilities,

knowledge, and skills, which at times even subsume the right values, and which

therefore acquire the mandate to educate. This separation of the centre and the

periphery has led to the alienation and disempowerment of large communities of

people. The fact that we continue to invest in adult education, that we continue to

grapple with the problem of dropouts and continue to deal with issues relating to the
provision of even minimum facilities can be traced largely to this chasm. Both for

logical reasons and as a moral compulsion, it has become necessary to strengthen

multiple, albeit shifting, centres. The challenge of population alluded to earlier can

only be met if we overcome this centredominant thinking (Hawkridge, 2003).

The implication of this idea is that knowledge is not centred at any powerful

location, but is available everywhere. What constitutes education is an opportunity for

every individual to develop his or her latent abilities and skills, to choose his or her

teachers, and to benefit from select experiences. The problems of certification and

standardisation, recognition of what constitutes legitimate knowledge, deciding who

is a legitimate teacher, and determining what abilities, knowledge, and skills

constitute legitimate education may all have to be looked at from drastically different

perspectives (NTI, 2012). In systemic reforms: ICT is used in an equitable and

democratic manner to enhance the selfworth and self-image of the poor and the

disadvantaged; ICT counter the tendency to centralise; promote plurality and

diversity; Shift focus from fixed to flexible curricula with competencies and skills

identified rather than specific factual content; Deploy Educational Technology to

enhance open education, which implies openness in curriculum transactions; Work

towards transforming all schools into ICT-rich environments; Create opportunities for

administrators and educational leaders in the school system to become Educational

Technology savvy and to be able to use ICT tools competently (NTI, 2012). In

refreshing the skills of in-service teachers; it create a system of lifelong professional

development and support, especially of educational leaders and managers such as

headmasters and principals; Encourage ICT literacy for official and personal use to

increase comfort and later enhance creativity in educational work; Support the

development of and nurture teachers’ self-help groups/professional development

groups on the ground as well as online (NTI. 2012). In pre-service teacher education:

To introduce teachers to flexible models of reaching curriculum goals; Introduce use

of media and technology-enabled methods of learning, making it inherent and

embedded in the teaching-learning process of teachers; Train teachers to evaluate and

integrate available materials into the learning process; Enable trainee teachers to

access sources of knowledge and to create knowledge (NTI. 2012). In school

education; ICT move schools from predetermined set of outcomes and skill sets to

one that enables students to develop explanatory reasoning and other higher-order

skills; Enable students to access sources of knowledge, interpret them, and create

knowledge rather than be passive users; Promote flexible models of curriculum

transaction; Promote individual learning styles; Encourage use of flexible curriculum

content, at least in primary education, and flexible models of evaluation; Insights

gained from various experiments aimed at reforming the school environment point

towards the need for reform both in the system and within the classroom. ICT will

have a significant role to play here (NTI, 2012). In research: It create a framework to

identify the generic skills (problem identification and troubleshooting, for instance)

needed for the new initiatives to be undertaken; It enable researchers to acquire

knowledge about how learning takes place in ICT-rich learning environments,

optimising learning paths for learners with different learning styles coming from a

variety of social backgrounds, including gender differences; Examine possibilities of

adopting mobile technologies for learning purposes (NTI, 2012). The use of

information and communication technology is becoming an integral part of education

in many parts of the globe. Nigeria is not left behind as ICT is gradually finding its

way into the educational system (Olaofe, 2005). Despite the limitations brought about

by economic disadvantages, it is observed that the influence of ICT on education is to

enhance the ability of each learner to generate access, adopt and apply knowledge and

information to solve complex problems (Ajayi, 2001).

The Federal Government of Nigeria realized the need for ICT and approved

the National information technology policy. This policy focuses on the use of IT for

education, creation of wealth, poverty eradication, job creation and global

competitiveness. Thus, it is important to note that the rapid growth of ICT in Nigeria

presents a number of prospects for the advancement of the industrial sector in Nigeria

by providing more effective ways of developing human resources that lubricate the

machinery for industrial growth and development (NITDA, 2011).

ICT in schools

ICT in schools gives a chance to instructors to changetheir practices by furnishing

them with enhanced educational content and more powerful educating and learning

techniques. ICT enhances the instructional process through the arrangement of

interactive instructive materials that increase learner inspiration and encourage easy

attainment of fundamental aptitudes. Utilization of different multimedia tools such as

TV, recordings, videos and computers applications provides more challenging and

attractive learning atmosphere for learners of any age (Haddad & Jurich, n.d).

Furthermore, it enlarges the flexibility of communicating education with the aim that

learners can get information on every occasion and from anyplace. It may affect the

methodologies through which the learners are educated and how they learn, as the

instructional processes are learner driven and they will therefore be prepared for

effective learning and the quality of learning will be improved (Moore & Kearsley,

1996). One more advantage of introducing ICT in schools is that the learners who do

not have accessibility at homes may have the opportunity to utilize them in schools. It

can be utilized as a learning device to give instructions to enhance the students

learning and retention (Aslan & Dogdu, 1993). This technology motivates and

conveys dynamism to the classroom and reduces time in learning. ICT can upgrade

the nature of instruction by intensifying learner inspiration and instructor training,

which are the establishments of higher order thinking aptitudes (Aslan & Dogdu,

1993). Basically, ICT has changed the learning behavior where it has entered the

classrooms to be a part of educating and learning process (Agrahari & Singh, 2013). It

is considered to be the most effectivemedium of mass communication, which has

altered the instructional process in many ways. Poulter and Basford (2003) state that

ICT is an instructing device and its potential for enhancing the quality and principles

of students’ education is noteworthy. The ICT program is more viable than the

conventional teaching approach in term of students’ achievement scores.

Teaching through ICT

For effective integration of ICT in instructional process, it can be inferred that the

factors that teachers’ attitudes, ICT competence, computer self-efficacy, professional

development, teaching experience, education level, technical support, accessibility,

leadership support, pressure to use technology, government policy regarding ICT

education and technological characteristics positively affect teachers’ and

administrators’ use of ICT in education (Ali, Haolader & Muhammad, 2013). Andoh

(2012) conducted a study to review literature regarding factors influencing integration

of ICT and found three levels of factors: (a) teacher-level, (b) school-level, and (c)

system-level barriers. Teacher level hindrances comprise teachers’ incompetency of

ICT use, lack of teacher self-confidence, lack of teacher professional and pedagogical

training and lack of differentiated training programs. School-level hindrances include

lack of specially designed infrastructure for ICT use, old or ineffectively maintenance

of equipment, absence of appropriate instructive programming and software; poor

accessibility to ICT, poor project related understanding, and lack of ICT

mainstreaming into school’s policy. System level hindrances embrace unbending

structure of conventional education systems, traditional appraisal, obstructive

curricula and limited organizational structure. Knowingthe degree to which these

hindrances influence people and organizations may help in deciding how to handle

them (Andoh, 2012). Safdar, Yousuf, Parveen and Behlol (2011) conducted an

experimental study to identify the effectiveness of ICT in teaching mathematics at

secondary level and they found that information and communication technology is

very effective in teaching mathematics as compared to traditional teaching method.

Ziden, Ismail, Spian, and Kumutha, (2011) carried out an experimental study and

concluded that ICT has a positive affect on the academic accomplishment of students

in science subjects. This study additionally endeavored to decide the distinctions of

accomplishment between the female and male participants. The study found that male

students showed better performance as compared to female students. Carrillo, Onofa

and Ponce (2010) carried out an experimental study on information technology and

students’ achievement and they found that ICT has a positive effect on the

achievement scores in mathematics test, but failed to increase achievement scores in

language test. Badeleh and Sheela (2011) inferred that generally to study chemistry,

component based achievement, retention of learning and comprehension, ICT was

more successful than the laboratory training model of teaching. Avinash and Shailja

(2013) discovered that the ICT program is more compelling and effective than the

conventional teaching approach in terms of students’ achievement scores in office

technology management.

Advantages of ICT

Information and Communication Technologies have recently gained groundswell of

interest. It is a significant research area for many scholars around the globe. “Their

nature has highly changed the face of education over the last few decades. For most

European countries, the use of ICT in education and training has become a priority

during the last decade”. “However, very few have achieved progress. Indeed, a small

percentage of schools in some countries achieved high levels of effective use of ICT

to support and change the teaching and learning process in many subject areas”.

Others are still in the early phase of Information and Communication Technologies

adoption.

Many teachers use ICT to support traditional learning methods, for example,

information retrieval in which students are ‘passive learners of knowledge instead of

‘active producers able to take part in the learning process. “In a document entitled

teaching and learning with ICT, Galea (2002) explains how ICT can promote teaching

and learning. According to her there are two main reasons behind increasing the use

of ICT in education in UK”. Firstly, ICT can change the lessons’ pace: she stated that

children in modern society need to develop sufficient potentials and skills that enable

them to take full advantage from the new opportunities that ICT offer. “Second, there

are groundswells of interest of academic researchers in UK in how technological tools

can enhance the quality of teaching and learning in schools, and so help learners to

achieve better outcomes”. Furthermore, it has been proved that new technologies have

lots of benefits on the students (Lawsent & Vincent, 1995).

2.1.6 Impact of ICT’s on Learning & Achievement

1. “There is widespread belief that ICTs can and will empower teachers and

learners, transforming teaching and learning processes from being highly teacher-

dominated to student-centered, and that this transformation will result in increased

learning gains for students, creating and allowing for opportunities for learners to

develop their creativity, problem-solving abilities, informational reasoning skills,

communication skills, and other higher-order thinking skills”. However, there are

currently very limited, unequivocally compelling data to support this belief.

2. ICTs are very rarely seen as central to the overall learning process. “Even in

the most advanced schools in OECD countries, ICTs are generally not considered

central to the teaching and learning process”. Many ICT in education initiatives in

LDCs seek (at least in their rhetoric) to place ICTs as central to teaching and learning.

3. An enduring problem: putting technology before education. “One of the

enduring difficulties of technology use in education is that educational planners and

technology advocates think of the technology first and then investigate the

educational applications of this technology only later”.

1. The positive impact of ICT use in education has not been proven. “In general,

and despite thousands of impact studies, the impact of ICT use on student

achievement remains difficult to measure and open to much reasonable debate”.

2. Positive impact more likely when linked to pedagogy. “It is believed that

specific uses of ICT can have positive impacts on student achievement when ICTs are

used appropriately to complement a teacher’s existing pedagogical philosophies”.

3. ‘Computer Aided Instruction’ has been seen to slightly “improve student

performance on multiple choice, standardized testing in some areas Computer Aided

(Assisted) Instruction (CAI)”, which refers generally to student self-study or tutorials

on PCs, has been shown to slightly improve student test scores on some reading and

math skills, although whether such improvement correlates to real improvement in

student learning is debatable.

4. Need for clear goals ICTs are seen to be less effective (ineffective) when the

goals for their use are not clear. “While such a statement would appear to be self-

evident, the specific goals for ICT use in education are, in practice, are often only

very broadly or rather loosely defined”.

There is an important tension between traditional versus 'new' pedagogies and

standardized testing Traditional, transmission-type pedagogies are seen as more

effective in preparation for standardized testing, which tends to measure the results of

such teaching practices, than are more ‘constructivist’ pedagogical styles.

Availability of ICT resources and Student’s learning

For lecturers and their students, the availability of modern computers,

peripherals, networking and resources within an increasingly diverse range of

technologies is an essential part of learning and teaching in the 21st century. ICT

constitutes an input in the student learning process that should help produce better

learning output. The availability of ICT resources can enhance learning by making

education less dependent on differing teacher quality and by making education

available at home throughout the day (Mbwesa, 2002). Bonnet (2007) argues that the

use of ICT can positively transmit knowledge to students. Furthermore, the

availability and use of ICT can help students exploit enormous possibilities for

acquiring information for schooling purposes and can increase learning through

communication (Riel, 2008).

Omufwoko, (2009) points out that, schools need to be equipped with modern

ICT gadgets to enable them access internet fast. The computers should have latest

version and computer packages to enable students perform a variety of tasks. She

notes that such hardware must be the latest multimedia with adequate storage capacity

and memory. Akunja (2011) observes that lack of adequate ICT infrastructure has
hampered provision of efficient and affordable ICT services in the country. She

suggested that emphasis should be placed on provision of software development.

Other consideration should be Promotion of local manufacture and assembly and

implementation of ICT policy of framework of 2006.

Education Management Institute (2011) argues that, for effective integration

of ICT in teaching and learning, schools must acquire appropriate hardware and

software which is well maintained. Such infrastructure includes computers,

connectivity, projectors and laptops which are requisite for integration of ICT.

Education Management Institute, (2011) further observes that are slowly integrating

ICT in teaching and learning. Acquisition of ICT equipment depends on the vision

and mission of the school where learning institutions are required to formulate the

relevant policies that will help make ICT integration a reality in the teaching and

learning process.

Hawkings, (2004) in ten lessons for ICT and Education in the developing

world noted that while many Ministries of Education around the world have made the

commitment to computerize the schools, few have well established infrastructure to

fully integrate the use of computers as Pedagogical tools in the classroom.

Educational Institutions are required to develop an ICT strategy that incorporate the

ICT infrastructure and goals of the institution and how this will be met using ICT and

provide a supporting framework for implementation. Sheingold and Hadley, (2000)

study observed that, teacher worked in schools where hardware and access to

resources were twice the average on ICT use, were comfortable with technology and

used computers for many purposes.

According to the Swedish National Agency for School Improvement (2008),

ICT provide a positive impact on learning and student performance when it becomes
an integrated element in the classroom and teaching. Bonnet (2007) argues that the

availability of visual digital technology (such as animation, simulation and moving

images) involves students and reinforces conceptual understanding. ICT use also

encourages development from a teacher-focused or teacher-led model to a more

student-focused model in which students work together, make their own decisions and

take an active role in learning (Swedish National Association for School

Improvement, 2008).

Davis (2000) asserts that increased availability of ICT is especially useful for

students who suffer from learning disabilities since ICT use allows teachers to prepare

suitable tasks for individual needs and each individual more effectively. However,

authors like Cox (1999) believe that allowing certain students to use computers

distracts them from focusing on the task at hand. Central to the argument of

availability are the issues of whether or not the teachers and students have ample and

convenient access to computers and their accessories let alone the software that is

necessitated in the context of their day-to-day research, collaboration, teaching and

student evaluation (Fabry, et al., 2007). Furthermore, students and teachers should

have confidence in these facilities, which is in turn reliant on the facilities reliability

or degree to which the teachers and students are sure that they will have access to

them at all expected times and utilize them predictably to the betterment of their

academic work, an issue on which consensus is enormous as is clear from ICT in

education scholars like Russell (1997), Ross (1997), Guha (2000), Mumtaz (2000)

and Pelgrum (2001).

The lesson here is that computers are but a subset of the information

communication technology facilities needed in schools and have to be furnished with

quality accessories, installed with appropriate software and linked to necessary

networks to allow access to rich resources beyond the school rather than serve as a

resource for minor typesetting and other word processing activities. Whilst the above

studies attempted generally to explain how the availability of ICT affects learning.

Accessibility of ICT resources and students learning

Effective integration of ICT in institution would call for a whole institution to

be networked to ensure access to multimedia and learning- rich resources via the

school's Intranet and the Internet wherever students and teachers are, in or out of

school. The computer labs and classroom computers need to be sufficient in number

to allow ready access by students and staff in most subjects across the school. A wide

range of peripheral and remote working devices, including video-conferencing, is

provided and integrated into the curriculum. Large and small group presentation

facilities are readily available (school net Africa, 2004). Despite the above desired

situation, most Institutions in Africa face barriers to effective integration of ICT in the

teaching and learning process; limited infrastructure in terms of satisfactory physical

conditions of laboratories and the subsequent accessibility of the resources (ICT) to

the learners (Singh, 2003). Many commercial and academic developers of

educational multimedia have focused primarily on information access and

presentation (Singh, 2003). However, it is easy to see that multimedia has tremendous

potential to enhance the vividness with which information can be presented and ease

with which it can be accessed, the main barriers to learning are not generally that

appropriate information is difficult to access or badly presented. The problem has

more to do with that information (Shank & Kass, 2006).

Accessibility and use of ICT allows students to investigate more thoroughly

the real world (Reginald Grégoire inc., Bracewell & Laferriére, 2006; Riel, 2008).

They can more readily access information sources outside the lecture rooms and can
use tools to analyze and interpret such information. Information may be accessed

through online systems or through data logging systems (Riel, 2008). The

technologies allow them to receive feedback, refine their understanding, build new

knowledge and transfer from school to non-school settings (Committee on

Developments in the Science of Learning, 2000). In the past this has been difficult to

provide in schools due to logistical constraints and the amount of material to be

covered all of which can now be addressed with ICT. What can be learned is

broadened and deepened (Réginald Grégoire inc. et al., 2006). Barriers, associated

with ICT integration that fall within the physical realm are beyond the direct control

of the teacher (Loveless, 2006). These barriers centers around accessibility and

infrastructure and include decisions about purchasing, locations of wiring drops, and

decisions regarding the placement of computers in centralized labs verses placement

of computer pods in classrooms. Placing computers in centralized labs may provide

students with equitable and efficient exposure to technology but severely limit the

technology’s accessibility for classroom instruction (Loveless, 2006). Labs deny

teachers the flexibility of deciding when technology should be incorporated into

instruction and may send the message to students that computers are not central to

learning or the activities in their classrooms. In addition, physical limitations of the

classroom including size and location of desks, often limit choices of room

arrangement and do not provide the space that is necessary to add pods of computers

to be used as technology centres.

The researcher agrees with the developers of Makerere University ICT policy

2002, that overall, governments and training institutions seem to recognize the

importance of introducing ICT in education and training. Much as students and staff

need training on a continuous basis with modern requisite skills to fully exploit the
ICT environment in their different functions (Makerere University ICT Policy, 2002),

awareness skills only may not be sufficient enough but rather continuous accessibility

to ICT resources would do much better. Continuous access to computers helps

teachers feel more secure in their ICT use during lessons and gives them the courage

to experiment more and thus helps them integrate ICT into lessons effectively. Many

studies also indicate that the impact on learning will increase over time as lecturers

and students become more experienced in continued practice on using computers

(Swedish National Association for School Improvement, 2008).

Dewey (2009) argues that information that is accessed but never put to use

during that process, may be difficult to retrieve and use when need arises in the real

world. Equal attention must be paid to ensuring that the technology is actually being

used by the target learners and in ways that truly serve their needs (Salomon, 2004).

The Benefits of ICT in Education

The uses of ICT is making major differences in the learning of students and teaching

approaches. Schools in the Western World invested a lot for ICT infrastructures over

the last 20 years, and students use computers more often and for a much larger range

of applications (Volman, 2005). Several studies reveal that students using ICT

facilities mostly show higher learning gains than those who do not use.

For instance, Kulik’s (1994) finding across 75 studies in the United States showed the

following. Students who used computer tutorials in mathematics, natural science, and

social science score significantly higher on tests in these subjects. Students who used

simulation software in science also scored higher. The findings also indicated that

primary school students who used tutorial software in reading scored significantly

higher on reading scores. Very young students who used computers to write their own

stories scored significantly higher on measures of reading skill. Moreover, students

who used word processors or otherwise used the computer for writing scored higher

on measures of writing skill.

Furthermore, the use of ICTs in education also shifts the learning approaches. As put

by (Bransford, Brown, and Cocking, 1999) cited in Volman (2005), there is a

common belief that the use of ICTs in education contributes to a more constructivist

learning and an increase in activity and greater responsibility of students. This limits

the role of the teacher to supporting, advising, and coaching students rather than

merely transmitting knowledge. The gradual progress in using computers changes

from learning about computers, to learning computers, and finally to learning with

computers (Volman, 2005).

Fullen (1989) cited in Watson (2001) states that change or improvement can happen

at schools if teachers understand themselves and understood by others. For instance,

many teachers are currently not in a position to make informed judgements on ICTs to

support their teaching goals. Clearly a variety of factors still do make using ICT in the

curriculum problematic (Watson,

2001). Because of this, the influence of ICT did not bring revolutionary changes at

schools. For instance, the National ICT survey in the Netherlands shows that most

primary-school students use computers less than once a week and there are still many

secondary school teachers who do not use ICT at all (Volman, 2005). Most often, they

use computers for drill-and-practice and word processing.

The Impacts of ICT’s on Students’ Performance

The purpose of the present paper is to examine the relationship between the use of

information and communication technologies (ICT) and student performance in

higher education. “So far, economic research has failed to provide a clear consensus

on the impact of ICT investments on student’s achievement”. Our paper aims to

summarize the main endings of the literature and to give two complementary

explanations. “The 1st explanation focuses on the indirect impacts of ICT on standard

explanatory factors. Since a student’s performance is mainly explained by a student’s

characteristics, educational environment and teachers’ characteristics, ICT may have

an impact on these determinants and consequently the outcome of education”. The

differences observed in students’ performance are thus more related to the

differentiated impact of ICT on standard explanatory factors. “While ICT equipment

and use rates are growing very fast in the European Union, the adoption of

complementary organizational designs is very slow and differs from one institution to

another”. This may explain the observed differences in students’ achievement.

As with ICT more generally, direct casual impact are not easily identifiable.

Furthermore, drawing clear conclusions on the impact of ICT from the range of

research evidence and studies can be problematic. There are a number of factors that

limit effective comparison, such as difference in sample size, methodologies and

impacts, not to mention many differences between education systems in different

countries. Notwithstanding these reservations, a number of proven impacts of ICT in

terms of learning outcomes emerge. They include:

When considering the impacts of ICT in education, there tends to be a focus on

whether and to what extend ICT can raise student performance. According to research

conducted by the British Educational Communication and Technology Agency Becta,

(2000), there is evidence of a statistically positive association between ICT and higher

achievement. Lowe, (2001) supports this view by arguing that computer-based

education positively affected students achievement when compared to traditional

classroom instruction.
Individual learner interactivity: Recent trends towards cognitive approach on

teacher-learner integration suggest that the learning process can be enhanced through

the use of ICT. For effective use of ICT in instruction, the pedagogical practices used

by teachers will need to change from teacher based to learner-based Underwood,

(1998).

Furthermore, due to the interactive nature of ICT, it is well situated for creative

learning approach in which experimentation and critical thinking are emphasized

World Bank, (2004)

Engage students by motivation: Studies carried out in UK by impact2, (2000) on

student attainments revealed that there is a positive impact on behavior, motivation,

communication and process scales when teachers use ICT in teaching and learning.

This is most often linked to a shift in the attitude of students and greater involvement

in learning activities. This view is further emphasized by the e-learning Nordic,

(2006) which places a strong emphasis on ICT impact on student’s motivation,

engagement and creativity. Moreover, ICT is seen as increasing students confidence

and motivation by making school work more enjoyable, considered as fun and not a

regular education and hence students enhance their learning capacity.

Increasing learner independence: ICT allows for greater differentiation (especially

in primary schools), with programmes tailored to individual students’ needs. In other

words, ICT provides teachers with the opportunity to provide various learning tasks

within the same classroom for the benefit of the individual students’ e-learning Nordic

study, (2006). It further stated that students assume greater responsibility for their

own learning when they use ICT working more independently and effectively.

Enhancing efficiency and effectiveness of education administration: New

technologies can help improve the quality of administrative activities and process
including human resource management, student registration and monitoring student’s

achievements in assessment tests Mugenda, (2006).

Active learning and authentic assessment: In many classroom situations, it is

difficult to allow students to be sufficiently active as participants. Typically, students

are often passive spend a lot of time listening and reading. But with the use of ICTs

students are more likely to be interested and attentive and will achieve a wider range

of learning outcomes if they can be active, learning by doing Committee on

Developments in the Science of Learning , (2000).

Teachers pedagogical skills in teaching and learning processes: Teachers are a key

component in the learning environment and therefore the impact of ICT on teachers

and the strategies they employ to facilitate the environment are critical. They are

sometimes appear to be an assumption that using ICT to support learning requires

change for all whereas clearly some teaching have been creating appropriate learning

environment for the years without using ICT, However, teacher need to use ICT

because it is believed that in doing so, they will provide ever better learning

environments Becker et al, (1999). The use of ICT in teaching and learning has varied

impact on teachers.

Challenges Associated with the Use of ICT Facilities in Secondary Schools

Afolabi (2000) noted that both teachers and students are still novices in the rudiments

of how the computer works. The following challenges according to Afolabi (2000);

Onasanya, (2009); and Tugbiyele, (2011) are associated with the use of ICT in

teaching and learning process.

a. Insufficient resources applied to ICT in schools b. Poor preparation of classroom

teachers to integrate ICT effectively or collaboratively

c. Ineffective attitude of school administrators towards the application of ICT in their

schools

d. The need for students and teachers to develop finger dexterity which is common

among typists

e. Lack of sufficient computer systems to go round the students due to exorbitant

costs

f. The students’ class enrolment which soars every year

g. The erratic nature of power supply in Nigeria

h. The natural tendency for human to oppose innovation at their first appearance

i. Laziness on the part of some teachers to learn ICT for instruction in schools

Teachers’ attitude On The Use Of Information And Communication

Technology (ICT) In The Teaching And Learning

Onasanya and Asuquo (2007) worked on Secondary school teachers' attitude of

problems and challenges associated with webbased learning in Nigeria. Their findings

showed that many of the secondary school teachers are not computer literate and that

they are all ready to acquire the needed knowledge and skills if they would be allowed

to participate in computer literacy education. Moreover, despite the fact that few of

the teachers were computer literate, few of them used internet facilities. It therefore

follows that they would want to know more about prospects of internet facilities for

teaching and learning. However, the teachers see more disadvantages in web-based

learning than they see advantages. Some of them considered the introduction of web-

based teaching and learning as a threat to their jobs. They also think web-based

learning would have bad influence on the student's social lives. They also considered

lack of technical know-how as a challenge to the introduction of web-based teaching

and learning in secondary school.

The study also revealed that the majority of participants are aware of the
benefits of teaching with technology. They believe that the inclusion of technology

into pedagogy can enhance their teaching quality. Zemsky and Massy (2004) assert

that it can be a good indication of successful implementation of the technology

integration program if teachers know about the benefits of technology for teaching

and make frequent use of it in their instructional activities. However, there are still a

few other participants who only mention the availability of technology facility as their

reason for integrating technology into teaching. Teachers who only have this reason

as the basis for teaching with technology will usually gain very little from the

program because they may not realize the extensive benefits that technology can

provide to enhance their professionalism. They are only motivated by the institution’s

generous policy which provides them with the latest model of laptops. Teachers of

this type usually know only very basic things about computer technology.

Marwan (2008) conducted a study on Teachers’ attitudes of Teaching with

Computer Technology: Reasons for Use and Barriers in Usage. His findings showed

that teachers are faced with a number of problems or barriers in their teaching with

technology. Most of these barriers are, in fact, directly linked to the institution’s

willingness to provide supports for teachers in addition to providing them with the

technology facility. Several teachers mentioned that they lack the skills in operating

computer technology. They can make use of the facility and feel the benefits of using

it for their teaching but they also realise that they can even get more benefits if they

have better skills in operating it. It is obvious that teachers need to be provided with

technical training to help them become competent technology users.

Similarly, Mouza (2003) observed that training in technology is a critical

ingredient in effective use of technology in the classrooms and lack of technical

support is considered one of the major problems experienced by teachers in their

teaching with technology. The technical support staff plays a very important role in

ensuring the success of technology integration program implementation. It is every

institution’s responsibility to make sure that teachers are provided with adequate

technical staff that is prepared to assist teachers whenever they experience difficulties

with the technical equipment. Teachers should not get frustrated when using

technology because, if they do, their teaching will be negatively affected. To reduce

the frustration and eliminate challenges facing the teachers in the use of ICT in the

classroom, this study examined the challenges associated with the Information and

Communication Technology in secondary schools as perceived by social science

teachers in Ilorin metropolis.

2.2 THEORETICAL FRAMEWORK

Theory of Technology Acceptance Model (TAM)

The technology acceptance model (TAM) is an information systems theory that

explains the acceptance of information systems by individuals. It holds that the

technology acceptance is predicted by the users' behaviour intent, which is determined

by the perceived usefulness of technology in performing tasks and perceived ease of

use. Developed by Fred Davis, Richard Bagozzi, and Paul Warshaw (1989), it is one

of the most commonly used models of technology adoption, with two primary factors

influencing an individual's intention to adopt technology: perceived ease of use and

perceived usefulness. An elderly person who views digital games as too difficult to

play or a waste of time will be less likely to adopt this technology, whereas an older

adult who views digital games as providing needed mental stimulation and being

simple to learn will be more likely to want to learn how to use digital games. While

TAM has been criticised on several occasions, it remains a useful general framework

that is consistent with a number of studies into the factors that influence older adults'
willingness to use new technology (Braun, 2013). This theory is well situated in this

study as the present study sought to appraise the role of information technology in

achieving quality education in Nigerian tertiary institutions.

Theory of innovation

Innovation research has emanated from many academic disciplines, and researchers

therefore tend to conceptualize innovation in different ways (Read, 2000). In a broad

perspective, innovation can be understood as a process of creating or modifying an

idea,and develop and implement it in an organization (Zhuang, 1995; Nohria and

Gulati, 1996).The output of this process can not only be new products or services but

also new business models, strategies, organizational processes or management

practices (Birkinshaw et al., 2011). Such innovative outcomes are often results of

recombinations of existing resources and elements of knowledge (Yang et al., 2010;

Hargadon, 2002; Fleming, 2001) or reconfigurations of ways in which knowledge

elements are linked (Henderson and Clark, 1990), and common for all innovation

processes is thus the fundamental role of knowledge access and utilization

(Gressgård, 2011). In recent years, there has been a strong focus on how firms can

learn from knowledge and resources outside their organizational boundaries (Lane et

al., 2006), and innovation is increasingly understood as a result of the exchange of

knowledge between different actors (Caloghirou et al., 2004; Hargadon, 2003;

Powell, 1998). Access to various knowledge sources is, in other words, an important

aspect of organizations’ innovation capabilities (Hagedoorn and Duysters, 2002;

Cohen and Levinthal, 1989), and further represents a basic premise for open

innovation processes (Chesbrough, 2003). Powell et al. (1996) assert in this respect

that the locus of innovation has moved from the internal processes in a company to

the networks, or ecosystems, in which the company is embedded. Abilities to access

and utilize knowledge from external sources are also fundamental to the concept of

absorptive capacity, which originally was defined as the “ability to identify,

assimilate and exploit knowledge from the environment” (Cohen and Levinthal, 1989,

p. 589). Many researchers have used and enhanced the concept since its introduction,

and a significant contribution has been made by Zahra and George (2002, p. 186),

who define absorptive capacity as “a set of organizational routines and processes by

which firms acquire, assimilate, transform and exploit knowledge to produce a

dynamic organizational capability”. These authors make a distinction between

potential and realized absorptive capacity, and argue that organizations can acquire

and assimilate knowledge (potential absorptive capacity) but might lack the ability to

transform and exploit the knowledge in ways that increase profit (realized absorptive

capacity). However, this reconceptualization has received criticism for leaving out

important elements from the original model (Volberda et al., 2010), and Todorova

and Durisin (2007) suggest to return to the traditional conceptualization by Cohen and

Levinthal (1989). Despite their differences, the various conceptualizations understand

absorptive capacity as a capability to address and handle nchanging environments,

and underscore that knowledge input/access and internal processing of knowledge are

fundamental (and reciprocal) elements necessary to achieve successful

recombinations of existing resources and knowledge. In this respect, Vanhaverbeke et

al. (2008) focus on the need to improve organizations’ absorptive capacity to increase

their innovation capabilities. The growing amount of literature on open innovation

has thrown light on how companies can establish structures and processes to benefit

from external sources of knowledge and technology (Chesbrough, 2003; Chesbrough

and Crowther, 2006; Christensen et al., 2005; Chesbrough, 2006). The strong focus

on external knowledge sources, however, does not mean that the importance of
internal knowledge in organizations is reduced. Quite contrary, valuable knowledge is

not concentrated but may be distributed across different types of internal and external

sources (Robertson et al., 2012; Robertson and Smith, 2008), and can be developed

by employees working in the same organizational unit, or transferred from other units

or external sources (Sammarra and Biggiero, 2008; Howells, 2006; Schmidt, 2010).

Several authors have, in this respect, underlined the critical role of combining internal

and external knowledge in innovation processes (Lichtenthaler and Lichtenthaler,

2009; Andersen and Drejer, 2008; Hargadon and Sutton, 1997; von Hippel, 1988). In

particular, successful exploitation of knowledge residing outside existing

organizational structures requires internal processes that facilitate dissemination and

transmission of knowledge in the organization (Foss et al., 2011), as well as

translation or conversion of external knowledge into innovative outcomes (Whelan et

al., 2013). Moreover, knowledge accessed from external sources must often be

augmented by additional internal knowledge and other types of resources for it to be

valuable to the adopting organization (Zollo and Winter, 2002; Robertson et al., 2012;

Morone and Taylor, 2010). Efficient generation and management of internal

knowledge can thus be seen as a prerequisite for succeeding with open innovation

strategies (Aasen et al., 2012; Kelley, 2010; Lindegaard, 2010; Van De Vrande et al.,

2009). Despite this, innovation research has been less occupied with knowledge

utilization processes compared to knowledge acquisition and retention (Robertson et

al., 2012). According to Volberda et al. (2010), even though early definitions of

absorptive capacity encompass the process of knowledge exploitation (Cohen and

Levinthal, 1989, 1990, 1994), this particular aspect has received less attention

compared to other elements of the concept in follow-up research. On the basis of this

acknowledgement, it can be argued that increased focus on the innovation potential

that external resources and knowledge represent should be followed by increased

focus on internal knowledge management processes and capabilities. EDI is therefore

fundamental, and should, in this context, not be understood as the work of a few

specialized employees working in innovation departments, but rather as a continuous

process that harnesses the skills and imagination of employees at all levels in the

organization (Birkinshaw et al., 2011). This requires that attention is directed at the

potential for innovation that resides in employees and leaders in organizations,

including introduction of systematic approaches to general involvement of employees

in innovation (Smith et al., 2008; Hallgren, 2008; Tidd and Bessant, 2009; Høyrup,

2010).

Vygotsky’s (2004) social constructivism theory.

It postulates that in the process of knowledge construction and cognitive development

of principal importance was the social context within which teaching and learning

takes place. The proponent of this theory posit that the process of collaboration

between learners and their peers as well as with the instructors or experts leads to

socially negotiated knowledge, culminating in concrete knowledge building that

would otherwise not be possible. In the process, the learning environment should be

designed to support and challenge the learner's thinking processes in order for them to

think critically. This is achievable through collective efforts by the stakeholders in the

integration of ICTs in education. Another Vygotskian notion was that the instructor

assumes the role of a facilitator and co-learner and guides, plans, organizes, and

provides directions to the learner, who is accountable for his/her own learning. The

teacher supports the learner by means of suggestions that arise out of ordinary

activities, by challenges that inspire creativity, and with projects that allow for

independent thinking and new ways of learning information. Students work in groups
to approach problems and challenges in real world situations, this in turn leads to the

creation of practical solutions and a diverse variety of student products.

The theory views the context in which the learning occurs as central to the learning

itself. A social constructivist notion is that of authentic learning, where the student

takes part in activities relevant to the application of learning that take place within

cultural contexts similar to reality. The learning experience is envisaged as a shared

process. The stakeholders in the learning process are considered as integral in

learning. Approaches based on constructivism stress the importance of mechanisms

for mutual planning, diagnosis of learner needs and interests, cooperative learning

climate, sequential activities for achieving the objectives, formulation of learning

objectives based on the diagnosed needs based on the interests of the learner.

Development of student’s social interaction and learning through affording

appropriate social and intellectual skills begins in school learning contexts.

Collaborative learning activities encourage students to develop team building skills

and to understand how individual learning is related to the success of group learning.

The social constructivist theory aims to make learning more interactive and

participatory with students being able to do tasks on their own under guidance of their

teachers. Computers provide students with tools to experiment and advance their own

learning at their own pace. A Vygotskian classroom emphasizes creating one’s own

concepts and owning knowledge. It stresses assisted discovery through teacher-

student and student-student interaction.

Dynamic support and guidance are provided based on the learner’s needs. Students

are exposed to discussions, research collaborations, electronic information resources,

and project groups that work on problem analysis. The social constructivism theory

was therefore suitable for this study since it took in to account active involvement in
the teaching/learning process by learners within a richly mediated environment

afforded by new ICTs. Also, there is participation by all the stakeholders such as

teachers or instructors, technical staff as well as administrators who should work in

collaboration for successful implementation of a system that integrates ICTs.

Besides the theory of operant conditioning by B. F. Skinner that supports the control

of the learning environment with reinforcing stimuli (ICT tools) to strengthen

behaviour; there are other theories that justify the investigation into strategies for

enhancing the teaching of ICT among the business teachers to achieve success in the

teaching of ICT in universities (Okoli, 2012). First is the activity theory that describes

an activity system. The use of tools in human activity is seen as ‘mediated’ higher

functioning in interaction between a subject (an individual) and an object (a task),

(Okoli, 2012). The tool with which a teacher interacts within the learning

environment depends on his objectives in the activity system that shapes the

interpretation, relevance and the meaning of the meditational tool. This presupposes

that the concept of ICT use in the learning environment is a matter of cognition in its

relevance; precisely referring to the ability of the user: the teacher and the learner

alike to achieve effectiveness and the institutional activities necessary in its provision

and support to the users to make it less problematic.

The issue of how to produce knowledgeable and skilled business graduates who can

perform effectively in the teaching of ICT in the various business fields of the global

economy has motivated this study among business teachers in Nigerian universities.

Theoretical teaching of ICT should be discouraged and students should be guided to

discover things for themselves with the teacher acting as a mediator in learning. It is

paramount that effort should geared towards achieving maximum results by using up-

to-date technologies in the teaching of ICT among business educators.

2.3 EMPIRICAL REVIEW

Jameel and Ahmad. (2021) studied the role of information and communication

technology on knowledge sharing among the academic staff during the COVID-19

pandemic. The study examined the impact of ICT and ICT infrastructure on academic

staff knowledge sharing. The stratified sample method was used in the study.

According to the findings of the study, ICT and ICT infrastructure had a positive and

significant impact on knowledge sharing among academic staff at Iraqi public

universities. The study recommended that the government and universities enhance

and improve the ICT infrastructure, which would greatly benefit the reputation and

ranking of Iraqi universities. Lorente, Arrabal, and Pulido-Montes (2020) studied an

international perspective on the right to education and ICT during COVID-19. The

research examined how COVID-19 has exacerbated inequalities and preexisting

issues in educational systems around the world. The study found that there is an

uneven capacity in terms of response and preparation to deal with the learning losses

caused by school closures, both in lowincome regions and in middle- and high-

income countries. The study concluded that it is essential to articulate inclusive

educational policies that support strengthening the government response capacity,

especially in low-income countries, to address the sustainability of education and

recommended that policies aimed at fighting inequality, discrimination, and exclusion

in education are implemented. Fomunyam (2019) studied the roles of information and

communication technology in tertiary education in Africa. The study assessed the role

of ICT and its ability to increase the quality of education in higher institutions of

learning in Africa. The study established the advantages of having ICT infrastructure

such as elearning/virtual library, access to quality education through special tools for

physically challenged students in tertiary institutions across Africa. The study

concluded that government funding of ICT infrastructure is important to improve the

quality of education in tertiary institutions and suggested that government implements

ICT policies as well as provide adequate funding for ICT infrastructure and also

monitor ICT infrastructure in various tertiary institutions to be sure that ICT

equipment is not abandoned but are in use. Ijov and Wombu (2019) studied the

Impact of Information and Communication Technology on Tertiary Institutions. The

study examined the various impacts of ICT on tertiary institutions as well as the

major obstacles to the utilization and implementation of ICT in tertiary institutions.

The study suggested that tertiary institutions should be equipped with the modern and

advanced technological infrastructure to enable the effective use of appropriate

technologies required for teaching and learning programmes and government at all

levels should make available adequate funds and resources particularly for the

funding and sustenance of tertiary education. Pius and Aii (2019) studied Nigeria’s

Vision 20:2020 and quality education in Nigeria and its implications for sustainable

development. The study examined the concept of education, qualitative education,

national stability, and sustainable development. The study concluded that the

Nigerian vision to re-invigorate the education sector and reinstate the standard of

education in the country is in line with the Transformation Agenda and the Vision 20-

2020 of the Federal Republic and suggested that the noble policies of the

Transformation Agenda and the Vision 20-2020/Vision 15- 2050, of the Federal

Republic of Nigeria should be religiously followed and implemented and the issue

that enhances quality Assurance in the education sector should be given adequate

attention. Damkor, Irinyang, and Haruna (2015) studied the role of information

communication technology in the Nigeria educational system. According to the study,

Nigeria still has a lag in its implementation, which is widening the digital and
knowledge divides, and access to ICT facilities is a major challenge for most African

countries. Despite the roles that ICT can play in education, the study concluded that

schools in Nigeria have yet to extensively adapt them for teaching and learning.

Efforts to integrate ICT into the school system have had little impact, and it has been

suggested that the government should make efforts to post and provide ICT-skilled

teachers to each school in order to impart ICT skills to students, as well as stabilise

Nigeria's electricity supply.

In a study by Ikott (2021) on “emerging challenges facing office technology and

management of students in information technology era”, study focused on the

emerging challenges faced secretaries in information technology era, the case study of

office technology and management students in federal Polytechnic Nekede,

Owerri. The target population used for the study was 35 students from different

levels in Office Technology and Management department. The sample study was the

same in order to avoid sampling bias. The instrument used in this study was

questionnaires and the study was divided into four research questions. The mean

scores were the method of analysis the study showed that Office Technology and

Management students should strive hard to fit into the current age of IT to keep pace

with the advancement in information technology. Since it is to create new jobs and

alters the existing one, conclusion was based on the result of the findings that IT

innovation era poses a lot of challenges to prospective and practicing Office

Technology and Management students, they should develop themselves to suit the IT

offices. Recommendations were made that should introduce the usage of IT

equipment in Office Technology and Management curriculum in order to boost the

knowledge of this machines on the students and also provide good lecturers that will

lecture these courses.

In a similar study by Ukata (2019) on “ Challenges and Solutions of Acquiring

Environmental Teaching and Learning Experiences of OTM Programme in Rivers

State Polytechnics”, the study adopted survey research design on challenges and

solutions of acquiring environmental teaching and learning experiences of OTM

programme in Rivers State Polytechnics.. The population of the study was drawn

from CEAPOLY and KENPOLY of NDII, HNDI and HNDII numbered 596 students

of OTM programme with a sample of 234 using Krejie and Morgan sampling

technique. The research instrument used was “challenges and solutions of acquiring

environmental teaching and learning experiences”, (CASAETALE) with a five point

scale. The instrument was subjected to face and content validation by three experts.

To ascertain the reliability and consistency of measurement, a pilot study was carried

on 12 students which yielded 0.97 co-efficient. A total of 234 copies of the

questionnaire were administered and 132 successfully retrieved. Mean statistics was

used to answer the research questions, Standard Deviation used to find out the extent

in which scores clustered around the means and t-test used to analyse the hypotheses.

The finding showed that there was very high level of challenges of acquiring

environmental teaching and learning experiences and very high level of solutions to

those challenges of acquiring environmental teaching and learning experiences of

OTM programme. Among other things, it was recommended that government and

concerned organizations should make appropriate and adequate teaching and learning

environment, facilities and equipment for appropriate environmental teaching and

learning experiences to take place in the Polytechnics in Rivers State.

Alandejani et al(2012), investigated and explored the adoption of information

communication technology by the universities and the impact it makes on the

university students’ academic performance. The study also examined the moderators’
effect of gender, GPA, and student majors on the relationship between ICT and

academic achievement. By using a quantitative research approach and a sample size

of 1000 students, data were collected about the ICT adoption in universities and the

relative performance of students belonging to four Saudi universities. Structure

equation modelling was chosen to determine the validity of the research model. The

Analysis of Moment Structures (AMOS), specially used for structural equation

modelling and path analysis, was used as the research tool. The findings reveal that

there exists a relationship between ICT adoption and academic performance in a

conservative environment. An additional finding also stated that ICT adoption

resulted in the improvement of the performance of female students more than the

male. However, students’ IT major was found to be making no impact on students’

academic achievement. A discussion of findings, limitations, and suggestions for

future research has been provided in the study. Finally, it also provides implications

of the current study to the existing knowledge.

 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 Introduction

In this chapter, we described the research procedure for this study. A research

methodology is a research process adopted or employed to systematically and

scientifically present the results of a study to the research audience viz. a vis, the

study beneficiaries.

3.1 Research Design

Research designs are perceived to be an overall strategy adopted by the researcher

whereby different components of the study are integrated in a logical manner to

effectively address a research problem. In this study, the researcher employed the

survey research design. This is due to the nature of the study whereby the opinion and

views of people are sampled. According to Singleton & Straits, (2009), Survey

research can use quantitative research strategies (e.g., using questionnaires with

numerically rated items), qualitative research strategies (e.g., using open-ended

questions), or both strategies (i.e. mixed methods). As it is often used to describe and

explore human behaviour, surveys are therefore frequently used in social and

psychological research.

3.2 Population of the Study

According to Udoyen (2019), a study population is a group of elements or individuals,

as the case may be, who share similar characteristics. These similar features can

include location, gender, age, sex or specific interest. The emphasis on study

population is that it constitutes individuals or elements that are homogeneous in

description.

This study was carried out to examine the Attitude of teachers’ on the use of
information and communication technology (ICT) in the teaching and learning of

chemistry in senior secondary school in gwale local government area. Hence, the

population of this study comprises of chemistry teachers in the selected senior

secondary schools in in gwale local government area.

3.3 Sample Size Determination

A study sample is simply a systematic selected part of a population that infers its

result on the population. In essence, it is that part of a whole that represents the whole

and its members share characteristics in like similitude (Udoyen, 2019). In this study,

the researcher adopted the convenient sampling method to determine the sample size.

3.4 Sample Size Selection Technique And Procedure

According to Nwana (2005), sampling techniques are procedures adopted to

systematically select the chosen sample in a specified away under controls. This

research work adopted the convenience sampling technique in selecting the

respondents from the total population.

In this study, the researcher adopted the convenient sampling method to determine the

sample size. Out of the entire chemistry teachers in the selected senior secondary

schools in in gwale local government area. According to Torty (2021), a sample of 55

was convenience is the terminology used to describe a sample in which elements have

been selected from the target population on the basis of their accessibility or

convenience to the researcher.

3.5 Research Instrument and Administration

The research instrument used in this study is the questionnaire. A survey containing

series of questions were administered to the enrolled participants. The questionnaire

was divided into two sections, the first section enquired about the responses

demographic or personal data while the second sections were in line with the study
objectives, aimed at providing answers to the research questions. Participants were

required to respond by placing a tick at the appropriate column. The questionnaire

was personally administered by the researcher.

3.6 Method of Data Collection

Two methods of data collection which are primary source and secondary source were

used to collect data. The primary sources was the use of questionnaires, while the

secondary sources include textbooks, internet, journals, published and unpublished

articles and government publications.

3.7 Method of Data Analysis

The responses were analyzed using the frequency tables, which provided answers to

the research questions.

3.8 Validity of the Study

Validity referred here is the degree or extent to which an instrument actually measures

what is intended to measure. An instrument is valid to the extent that is tailored to

achieve the research objectives. The researcher constructed the questionnaire for the

study and submitted to the project supervisor who used his intellectual knowledge to

critically, analytically and logically examine the instruments relevance of the contents

and statements and then made the instrument valid for the study.

3.9 Reliability of the Study

The reliability of the research instrument was determined. The Pearson Correlation

Coefficient was used to determine the reliability of the instrument. A co-efficient

value of 0.68 indicated that the research instrument was relatively reliable. According

to (Taber, 2017) the range of a reasonable reliability is between 0.67 and 0.87.

3.10 Ethical Consideration

The study was approved by the Project Committee of the Department. Informed
consent was obtained from all study participants before they were enrolled in the

study. Permission was sought from the relevant authorities to carry out the study. Date

to visit the place of study for questionnaire distribution was put in place in advance.
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4. 1 INTRODUCTION

This chapter presents the analysis of data derived through the questionnaire and key

informant interview administered on the respondents in the study area. The analysis

and interpretation were derived from the findings of the study. The data analysis

depicts the simple frequency and percentage of the respondents as well as

interpretation of the information gathered. A total of fifty-three(53) questionnaires

were administered to respondents of which fifty (50) were returned and validated.

This was due to irregular, incomplete and inappropriate responses to some

questionnaire. For this study a total of 50 was validated for the analysis.

4.2 DATA PRESENTATION

The table below shows the summary of the survey. A sample of 53 was calculated for

this study. A total of 50 responses were received and validated. For this study a total

of 50 was used for the analysis.

Table 4.1: Distribution of Questionnaire

Questionnaire Frequency Percentage

Sample size 53 100
Received 50 78.57
Validated 50 71.43
Source: Field Survey, 2023

Table 4.2: Demographic data of respondents

Demographic Frequency percent

information
Gender
Male 18 36%

Female 32 64%
 Age
20-30 24 48%
30-40 18 36%
41-50 08 16%
51+ 0 0%
Education
HND/BSC 30 60%
MASTERS 12 24%
PHD 08 16%
Marital Status
Single 21 42%
Married 26 52%
Separated 3 6%
Divorced 0 0%
Widowed 0 0%
Work Experience
Less than 1year 6 12%
2-5 years 23 46%
Above 5years 21 42%
Source: Field Survey, 2023

4.2 ANSWERING RESEARCH QUESTIONS

Question 1: Does the attitude of ICT differ between male and female teachers?

Table 4.3: Respondent on question 1

Options Frequency Percentage

Yes 13 26

No 26 52

Undecided 11 22

Total 50 100

Field Survey, 2023

From the responses obtained as expressed in the table above, 26% of the respondents
said yes, 52% said no. while the remaining 22% were undecided.

Question 2: Does the attitude of ICT differ among teachers based on experience?

Table 4.4: Respondent on question 2

Options Frequency Percentage

Yes 37 74

No 03 06

Undecided 10 20

Total 50 100

Field Survey, 2023

From the responses obtained as expressed in the table above, 74% of the respondents

said yes, 06% said no. while the remaining 20% were undecided.

Question 3: Does the attitude of ICT differ among teachers with different educational

qualifications?

Table 4.5: Respondent on question 3

Options Frequency Percentage

Yes 25 50

No 15 30

Undecided 10 20

Total 50 100

Field Survey, 2023

From the responses obtained as expressed in the table above, 50% of the respondents

said yes, 30% said no. while the remaining 20% were undecided.

4.2 TEST OF HYPOTHESES

There is a significant relationship between teachers attitude and the use of ICT
in teaching Chemistry
Model 1 R = 0.830 R2 = Adj.R2 = 0.687 Std. Error Durbin-
 0.936 estimation Watson
= 0.307 =
1.679
Sum of Df Mean Square F Sig.
Square
Regression 6089.246 1 6089.246 328.315 .000b
Residual 2744.947 49 18.547
Total 8834.193 50
Unstandardized Standardized
Coefficients Coefficients t Sig.
B Std. Error Beta
Constant -11.417 2.936 -3.888 .000
Teachers’ .887 .016 .830 18.119 .000
attitude
Source: Author’s Data Analysis, 2023

The table above shows that There is a significant relationship between teachers

attitude and the use of ICT in teaching Chemistry at (β = 0.887, R2 = 0.936, P = .000).

Furthermore, result reveals that teacher’s attitude and attitude has 94% decisive

influence on the use of ICT in teaching Chemistry. The P value of 0.000 is less than

significant level of 0.05. The result shows that There is a significant relationship

between teachers attitude and the use of ICT in teaching Chemistry. Therefore H01 is

rejected.
 CHAPTER FIVE

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:

5.1 Introduction

This chapter summarizes the findings on a cross sectional study of teacher attitude

towards the use of ict in teaching chemistry in senior secondary school in gwale local

government area. The chapter consists of summary of the study, conclusions, and

recommendations.

5.2 Summary of the Study

In this study, our focus was on a cross sectional study of teacher attitude towards the

use of ict in teaching chemistry in senior secondary school in gwale local government

area. The study is was specifically carried out to examine the benefits of information

and communication (ICT) to the teachers and the students in secondary schools, and

examine the factors that hinder the use of information and communication technology

in secondary schools.

The study adopted the survey research design and randomly enrolled participants in

the study. A total of 50 responses were validated from the enrolled participants where

all respondent were computer teachers in the selected senior secondary school in

Gwale local government area.

5.3 Conclusions

Based on the findings of this study, the researcher concluded that;

 The attitude of ICT does not differ between male and female teachers.

 The attitude of ICT differ among teachers based on experience.

 The attitude of ICT differ among teachers with different educational

qualifications.

5.4 Recommendation
Based on the responses obtained, the researcher proffers the following

recommendations:

 For the effective use of ICTs in teaching and learning, teachers need to be

competent enough to use ICT-based materials. To this effect, in-service training

courses for ICTs use should be offered to teachers who need to learn how to

utilise ICT tools/resources, how to create or select internet-based activities, how

to plan ICTs assisted lessons and how to integrate ICT resources into actual

classroom teaching. Through such training, teachers would understand the

pedagogical and technical aspects of ICT, and teachers would be able to engage

in their professional development and, as a result, their interest and willingness to

use ICT based materials and activities in the classroom could be well responded

and constructively put into practice.

 The schools through ministry of education should seek technical partnership and

collaborative funding with international and national organizations to provide and

maintain more ICT facilities such as computers (hardware and software console),

internet facilities, laptops, projectors, interactive boards, printing accessories in

secondary schools and ensure these facilities are gainfully utilized by setting up

monitoring teams to pay unscheduled visits to schools periodically.

 The remuneration of teachers should be subjected to upward review from time to

time. This will to a great extent serve as morale boost and encourage

right/positive attitude to work.

 Government, cooperate bodies and good spirited individuals should invest in

education by providing the schools with power supply generators and foot the

electricity charges of schools. This would help address the problem of inadequate

power supply to schools.

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APPENDIXE

QUESTIONNAIRE

PLEASE TICK [√] YOUR MOST PREFERRED CHOICE(S) ON A

QUESTION.

SECTION A

PERSONAL INFORMATION

Gender

Male [ ]

Female [ ]

Age

20-30 [ ]

31-40 [ ]

41-50 [ ]

51 and above [ ]

Educational level

WAEC [ ]

BSC/HND [ ]

MSC/PGDE [ ]

PHD [ ]

Others……………………………………………….. (please indicate)

Marital Status

Single [ ]

Married [ ]

Separated [ ]

Work Experience
Less than 1year [ ]

2-5 years [ ]

Above 5years [ ]

SECTION B

Please indicate the extent to which you are satisfied with the following items by

ticking in any of the boxes represented below;

Question 1: Does the attitude of ICT differ between male and female teachers?

Options Please Tick

Yes

No

Undecided

Question 2: Does the attitude of ICT differ among teachers based on experience?

Options Please Tick

Yes

No

Undecided

Question 3: Does the attitude of ICT differ among teachers with different educational

qualifications?

Options Please Tick

Yes

No

Undecided