Assessment Of Science Teachers’ Level Of Use Of ICT In Some Selected Secondary School In Ekiti State

Description

ABSTRACT

The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries. This study examined Nigeria secondary school teachers’ uses of ICTs and its implications for further development of ICTs use in Nigerian secondary schools. The study through census drawn on 700 teachers from twenty five purposefully selected secondary schools in Ekiti state, Nigeria. The results showed that teachers generally have access to ICTs in their various schools except e-mail and Internet because their schools are not connected. Technical support are lacking in the schools and teachers lack of expertise in using ICT was indicated as being the prominent factors hindering teachers readiness and confidence of using ICTs during lesson. Furthermore, the results show that teachers perceived ICT as being easier and very useful in teaching and learning. For continuous uses of ICTs by teachers, it was recommended among others that teacher training and professional development oriented policies should support ICT-related teaching models that encourage both students and teachers to play an active role in teaching/learning activities. And that emphasis must be placed on the pedagogy behind the use of ICTs for teaching/learning.

 

TABLE OF CONTENT

COVER PAGE

APPROVAL PAGE

DEDICATION

ACKNOWLEDGEMENT

TABLE OF CONTENT

1.0       BACKGROUND OF THE STUDY

1.1       STATEMENT OF THE PROBLEM

1.2       PURPOSE OF THE STUDY

1.3       RESEARCH QUESTION

1.4       RESEARCH HYPOTHESIS

1.5       SCOPE OF THE STUDY

1.6       SIGNIFICANCE OF THE STUDY

1.7     CLARIFICATION OF TERMS AND VARIABLES

 

CHAPTER TWO

2.0     NATURE AND ROLE OF ICT IN TEACHING AND LEARNING

2.1     ICT INTEGRATION INTO TEACHING AND LEARNING OF SCIENCE SUBJECTS

2.2     STUDIES ON THE LEVEL OF USE OF ICT IN TEACHING AND LEARNING SCIENCE SUBJECTS

2.3     EMPIRICAL STUDIES ON THE INFLUENCE OF GENDER AND TEACHER LEVEL USE OF ICT IN THE TEACHING SCIENCE SUBJECTS

2.4     EMPIRICAL STUDIES ON INFLUENCE OF TEACHERS’ QUALIFICATION IN USING ICT FOR TEACHING SCIENCE SUBJECTS

2.5     APPRAISAL OF THE LITERATURE REVIEW

CHAPTER THREE

METHODOLOGY

3.0 RESEARCH TYPE

3.1     POPULATION, SAMPLE AND SAMPLING TECHNIQUES

3.2       RESEARCH INSTRUMENT

3.3     VALIDATION OF THE RESEARCH INSTRUMENT

3.4     PROCEDURE FOR DATA COLLECTION

3.5     DATA ANALYSIS TECHNIQUES

 

CHAPTER FOUR

4.1     RESULT
4.2    DEMOGRAPHIC CHARACTERISTIC OF THE RESPONDENTS

 

CHAPTER FIVE

5.0     DISCUSSION, CONCLUSION AND RECOMMENDATIONS

5.1     DISCUSSION

5.2     RECOMMENDATIONS

5.3     SUGGESTIONS FOR FURTHER STUDIES

 

CHAPTER ONE

INTRODUCTION

1.0     Background to the Study

          Science education is the field concerned with sharing science content and process with individuals not traditionally considered part of the scientific community (Wikipedia, 2013). Science education in Nigeria concentrates on the teaching of science concepts, method of teaching and addressing misconceptions held by learners regarding science concepts (Aina, 2013).  Science education is very important to the development of any nation that is why every nation take it very serious in all institutions of learning. Many of the developed worlds were able to achieve so much in science and technology because of science education. Science education comprises three subjects namely Biology, Chemistry and Physics which are combined with education and over the year (American Journal of Educational Research, 2013).

Effective education in science disciplines can be achieved through proper teaching and learning with adequate relevant and effective instructional materials such as the Information and Communication Technology (ICT) devices (Jongur, Mahammed &Abba 2008).  The full meaning of ICT is Information and Communication Technologies. ICT is defined as a diverse set of technological tools and resources used to communicate, and to create, disseminate, store and manage information. These technologies include computer, the internet, broadcasting technologies (radio and television) and telephone Adamu (2004).

Agommuoh (2015) further observed that the use of ICT in teaching science will make learning more real, relevant and experimental as large amount of data and materials on any topic can be brought to the classroom from all over the world thereby, greatly facilitating the acquisition and absorption of knowledge and offering science teachers’ unprecedented opportunities to enhance their teaching. From the foregoing, Information and Communication Technology (ICT) is rapidly transforming the world into a global village and science education is one of the beneficiaries of this global revolution in teaching and learning process using Information and Communication Technology (ICT).

Information and Communication Technology (ICT) is the process of utilizing information and data dissemination through electronic facilities such as computers, videos, radios and phones. It has become one of the basic innovations of modern society. Many countries now regard its scope and concept as very crucial in education. This is because it adds value to the process of the learning and to the organization and administration of learning institutions. It encompasses different types of technologies, which are utilized for capturing, processing and transmitting data and information using Information and Communication Technology (ICT) gadgets. It is an umbrella term that include communication devices or applications encompassing radio, television, cellular phones, computer system networks, hardware and software, satellite system and as well as the various service and application associated with them (Kumar, 2016). Thus, Information and Communication Technology (ICT) focuses generally in the application of these new technologies: in an educational context, environment and service as a tool for supporting the various components of education. Such components includes among other, teaching and learning, resources management (human materials, financial resources), admission and examination process and learning assessment.

Gender disparity can also be seen in the area of Information and Communication Technology (ICT). Wajcman (2006) observed that many feminists believe that western technology embodies patriarchal values. Wajcman(2006) further argued that most women are reluctant to go into technology because of the sex-stereotyped definition of technology as an activity appropriate for men. In her words: As with science, the very language of technology, its symbolism, is masculine. It is not simply a question of acquiring skills, because these skills are embedded in a culture of masculinity that is largely coterminous with the culture of technology therefore, to enter this world, women have to first forsake their femininity.

The digital divide is actually several gaps. There is a gender divide, with women and girls enjoying less access to information technology (ICT) than men and boys (Kofi, 2013). Sanda and Kurfi (2015) also reiterated that despite the much emphasis placed on the use of ICTs in Nigeria, women are usually under represented in terms of access and use to Information and Communication Technology (ICT). They also observed that though women play a pivotal role in the development of their societies, yet their impact has been silenced in this new technology due to lack of access and the necessary skills for the operation. Fenwick (2014) in Mahmood and Bokhari (2012) showed that gender inequity persists both in access to and experience of learning opportunities with ICT. Ware and Stuck (2013) cited in Mahmood and Bokhari (2012) are of the opinion that stereotypical male images found in computing magazines acted as deterrents for female involvement in technologies. Similarly, Withers (2016) cited in Mahmood and Bokhari (2012) believes that gender and ICT interact in complex ways but in the aggregate, females are much less likely to participate in ICT courses, careers and leadership. Since ICT in recent times is gradually replacing the traditional teacher- centered teaching and learning environment in education; and emphasis has shifted from the teacher to the learner, it becomes imperative that both male and female teachers adopt the use of Information and Communication Technology (ICT) in facilitating learning.

The use of Information and Communication Technology (ICT)in education in most countries concentrates on routine type tasks, like sporadic and mechanical information retrieval from the internet. Teachers have high expectation for using computers in their classrooms, this is because Information and Communication Technology (ICT) can make science teaching and learning more versatile, promote co-operation, study in authentic contexts and creativity in learning (Knezek & Meisalo, 2006). Information and Communication Technology (ICT) can be used as an effective strategy in the process of teaching and learning. Science teachers with more experience in computers have greater confidence in their ability to use computer effectively. Teachers competence relate directly to confidence. Teachers’ confidence also relate to the perceptions of their ability to use computers in the classroom, particularly in relation to their student’s perceived competence. Many teachers who do not consider themselves to be well skilled in using ICT feel anxious about using it in front of a class of students. On the other hand, teachers who confidently use computers in the classrooms understand the usefulness of ICT (Balanskat, 2016).

1.1     Statement of the Problem

The problems of the application of Information and Communication Technology (ICT) devices in teaching and learning process in Nigeria hinge around a number of factors. It includes: non-availability of fund, materials, among others. These can be further described as problems of acquisition or supply of Information and Communication Technology (ICT) instructional materials and equipment, irresponsible and lip-service attitudes of government and the general society towards science education, problems arising from the technical and abstract nature of science teaching and learning concepts, epileptic power supply, inadequate financing of science/technology education, shortage of teachers in quality and quantity, inadequate textbooks, insufficient time in the school timetable due to other competing subjects as well as family background and gender issues.

There are many new changes and challenges that science teachers’ face, and are required to adapt to. Included in this are modern and westernized approach from schools; new methods of teaching and learning, an increase in student numbers, and most importantly an explosion in the development of teaching with Information and Communication Technology (ICT). There is substantially less research which focuses on the role which Information and Communication Technology (ICT) plays in creating and promoting a more interactive educational environment, as part of teaching and learning.

Many research have been carried out on assessment of science teachers’ level of use of ICT in some selected secondary school in Ekiti State, Nigeria. This includes Aberdeen (2014) wrote on science teachers’ ICT skills and knowledge need in Scotland reported that the use of Information and Communication Technology (ICT) is relatively low and is focused on a fairly narrow range of ICT. The use of ICT and Word-processing is predominantly in primary and secondary schools. There is very little use of the Internet and WWW or e-mail by either primary or secondary teachers. Resources such as video conferencing and network computer conferencing are rarely used. The study further revealed that primary teachers use Information and Communication Technology (ICT) primarily to support classroom practice; secondary teachers use it as much or more for professional development and personal use as in the classroom. Regarding the use of ICT in specific subjects, Primary school teachers used ICT for about 2 hours a week on average, in language, science, Mathematics, and Arts. Secondary school teachers, however, used ICT less frequently in Mathematics (about 1 hour a week on average).

Ong and Lai (2014) carried out research on the differences across genders in the perception and relationships toward acceptance of e-learning control. Their results indicated that male teachers surpassed female teachers in the use of ICT gadgets in the teaching science subjects. Moreover, females were more influenced in their perceptions towards implementing ICT, while the decisions of implementing ICT among males were more influenced by self-perception regarding the usefulness of Information and Communication Technology (ICT). The study suggested that researchers should take into account the factors of gender in developing and examining ICT. In addition, it addresses the effect of gender on perceiving ICT in particular.

Also, Murphy (2015) carried out research on the role of ICT in teaching and learning. Murphy reported that using technology in the classroom motivates students, encourages them to become problem solvers, and creates new avenues to explore information. Technologies that provide interactivity, learner control, and teachers engagement are a natural choice for improving. When used properly, technology is extremely beneficial in the learning process.

To the best knowledge of these researchers, no study have been carried out on the assessment of science teachers’ level of use of ICT in some selected secondary school in Ekiti State, Nigeria. This is the gap that this study intends to fill.

 

1.2     Purpose of the Study

The present study focused on the assessment of science teachers’ level of use of Information and Communication Technology (ICT) in some selected secondary school in Ekiti State. Specifically, the study determined:

1. Science teachers level of use of ICT in teaching science.
2. Influence of gender on science teachers level of use of ICT in teaching science.
3. Influence of teaching experience on science teachers level of use of ICT in teaching

1.3     Research Questions

1. What are the science teachers’ levels of use of Information and Communication Technology (ICT) in teaching science?
2. 2. What is the influence of gender on the science teachers’ level of use of Information and Communication Technology (ICT)?
3. What is the influence of teaching experience on the science teachers’ level of use of Information and Communication Technology (ICT)?

1.4     Research Hypotheses

To guide the study, two null hypotheses were formulated and were be tested at 0.05 level of significance.

H₀₁:   There is no significant difference in male and female science teachers’ level of use of ICT in teaching science subjects.

H₀₂:   There is no significant difference in the level of use of ICT in teaching science subjects by experienced and less experienced teachers

1.5     Scope of the Study

This study focuses on the level of use of ICT by male and female science teachers’ in Ekiti State. The study was be limited to secondary schools in ten local Government of Ekiti State. Which were selected through random sampling technique.

1.6     Significance of the Study

It is considered that the research is potentially of considerable importance to the, administrators, government, teachers, students and parents.

Administrator: ICT play the role of diminishing of burden of the administration of the school, hence there will be the prevalence of a more effective as well as interacted flow of information among teacher, students and non-teaching staff. ICT is also considered vital to the success and improvement of the school. It is facilitating administration activities from data storage to knowledge management and decision making.

Government: The State Government will be able to device a means of helping the science teachers to improve in their academic achievement by organizing individual instructions to improve the teaching and learning in the classroom. ICT tools can be very useful in promoting greater government transparency and citizen participation in education.

Teachers: The study is expected to help science teachers’ to develop new thinking skills which may transfer to different situations that require analysis and comprehension skills. ICT serves important tools to help meet such increased needs, by helping to provide access to more and better educational content. It also provide models and simulations of effective teaching.

Students: The study serves as benefit for the students by encouraging them to become problem solvers, and creates new avenues to explore information. To the students when ICT tools is integrated with lessons, students are expected to more interested in the subjects they are studying. It provides different opportunities to make learning more fun and enjoyable in terms of teaching same things in new ways. It encourage a more active participation in the learning process which can be hard to achieve through a traditional lecture environment.

Parents: ICT tools create reliable communication channel between school and home to communicate with families about school programme and students progress.

1.7     Clarification of Terms and Variables

Science Teachers: A person trained to teach science subjects. E.g Biology, Chemistry, Physics e.t.c.

Level of Use ICT: This is the degree of use of information and communication technology and can be categorized into three namely: frequently used, seldomly used and not used.

Gender: However, it is sometime refers to either masculine or feminine i.e male or female.

Teaching Experience: It has to do with the knowledge or skill acquired in teaching profession. It is determined by the number of years that the teachers spent in the teaching profession.

Highly Experience: It has to do with the knowledge acquired by teachers who have spent 10 years and above in the teaching profession.

Moderate Experience: The knowledge or skill acquired by teachers who have spent a period of 5-10 years in the teaching profession.

Less Experience: It has to do with knowledge acquired by the teachers who have spent less than 5 years.