Table of Contents
Abstract. 2
CHAPTER ONE.. 5
INTRODUCTION.. 5
1.1 Background of the Study.. 5
1.2 Statement of the Problem... 7
1.3 Research Objectives. 8
1.4 Research Questions. 8
1.5 Research Hypothesis. 9
1.6 Significance of the Study.. 9
1.7 Scope of the Study.. 10
1.8 Limitations of the Study.. 10
1.9 Organization of the Study.. 11
1.10 Definition of Terms. 12
CHAPTER TWO.. 15
REVIEW OF RELATED LITERATURE.. 15
2.1 Introduction.. 15
2.2 Theoretical Review.. 15
2.2.1 Constructivist Learning Theory. 15
2.2.2 Bloom's Taxonomy. 16
2.2.3 Technology Acceptance Model (TAM). 16
2.2.4 Diffusion of Innovations Theory. 17
2.3 Conceptual Review.. 17
2.4 Empirical Review.. 20
2.5 Summary of Chapter. 23
Chapter Three.. 24
Research Methodology.. 24
3.1 Introduction.. 24
3.2 Research Design.. 25
3.3 Population of the Study.. 25
3.4 Sample and Sampling Techniques. 25
3.5 Research Instruments. 26
3.6 Validity and Reliability of the Instruments. 26
3.7 Data Collection Procedures. 27
3.8 Data Analysis Methods. 27
3.9 Ethical Considerations. 28
3.10 Summary.. 28
CHAPTER FOUR.. 29
DATA ANALYSIS AND INTERPRETATION.. 29
4.1 Preamble.. 29
4.2 Socio-Demographic Characteristics of Respondents. 30
TABLES BASED ON RESEARCH QUESTIONS.. 33
4.3 Analysis of the Respondents’ Views on Research Question one:. 33
4.4 Testing Hypotheses. 43
4.5 Discussion of Findings. 44
CHAPTER FIVE.. 49
SUMMARY CONCLUSION AND RECOMMENDATIONS.. 49
5.1 Summary.. 49
5.2 Conclusion.. 50
5.3 Recommendations. 51
References. 53
RESEARCH QUESTIONNAIRE: EFFECTIVENESS OF INFORMATION COMMUNICATION TECHNOLOGY IN TEACHING AND LEARNING COMPUTER SCIENCE IN SENIOR SECONDARY SCHOOLS IN AWKA SOUTH L.G.A.. 55
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The integration of Information Communication Technology (ICT) in education has revolutionized the teaching and learning landscape globally, and Nigeria is no exception. Particularly in the field of Computer Science education in senior secondary schools, ICT has become a pivotal tool in enhancing instructional methods and learning experiences. The effectiveness of ICT in this context is multifaceted, involving improved access to educational resources, interactive learning environments, and enhanced student engagement. As technology continues to evolve, the potential for ICT to address educational challenges and improve outcomes in Nigerian secondary schools becomes increasingly significant (Yusuf, 2005; Aduwa-Ogiegbaen & Iyamu, 2005).
One of the primary benefits of ICT in teaching Computer Science is the facilitation of interactive and engaging learning experiences. Traditional teaching methods often rely on rote memorization and passive learning, which can be less effective in a subject that requires practical skills and problem-solving abilities. ICT tools such as computer simulations, educational software, and online tutorials provide students with hands-on experience and immediate feedback, which are crucial for mastering complex concepts in Computer Science (Aremu & Fasanmi, 2011). This interactive approach not only makes learning more enjoyable but also enhances students' understanding and retention of subject matter.
Moreover, ICT integration helps bridge the resource gap prevalent in many Nigerian secondary schools. Many schools face challenges such as insufficient textbooks, outdated curriculum materials, and a lack of qualified teachers. By leveraging ICT, schools can access a wealth of online resources, including up-to-date e-books, academic journals, and instructional videos, thereby supplementing traditional learning materials (Jegede & Owolabi, 2008). Additionally, ICT facilitates professional development for teachers, enabling them to stay current with the latest advancements in Computer Science and pedagogical strategies through online courses and virtual workshops.
Despite these advantages, the implementation of ICT in Nigerian secondary schools is not without challenges. Issues such as inadequate infrastructure, lack of electricity, limited internet connectivity, and insufficient funding can hinder the effective use of ICT in education (Ololube, 2006). Furthermore, there is a need for comprehensive training programs to ensure that both teachers and students are proficient in using ICT tools. Addressing these barriers is essential to fully realize the potential of ICT in transforming Computer Science education in Nigeria. The effectiveness of ICT in this domain thus hinges on concerted efforts to improve infrastructure, provide adequate training, and ensure equitable access to technology for all students (Nwachukwu & Asomugha, 2020).
1.2 Statement of the Problem
Despite the recognized potential of Information Communication Technology (ICT) to enhance educational outcomes, its effective integration into the teaching and learning of Computer Science in senior secondary schools in Nigeria remains fraught with challenges. Many schools continue to struggle with inadequate infrastructure, including insufficient computers, unreliable electricity supply, and poor internet connectivity. These limitations significantly hinder the ability of both teachers and students to utilize ICT tools effectively. Moreover, there is a noticeable gap in the ICT proficiency of educators, many of whom lack the necessary training and skills to integrate technology into their teaching practices. Consequently, students are often deprived of engaging, interactive, and practical learning experiences that are essential for mastering Computer Science concepts.
Additionally, the disparity in ICT resource availability between urban and rural schools exacerbates educational inequalities. Urban schools are more likely to have access to better infrastructure and training opportunities, while rural schools lag behind, further widening the digital divide. This uneven distribution of resources results in varying levels of ICT integration and educational quality, disadvantaging students in less privileged areas. Furthermore, systemic issues such as insufficient funding, inadequate policy implementation, and lack of continuous professional development for teachers contribute to the ineffective use of ICT in education. Addressing these problems is crucial to harness the full potential of ICT in transforming Computer Science education in Nigeria and ensuring that all students, regardless of their location or background, can benefit from modern educational technologies.
1.3 Research Objectives
The main aim of the study is to examine the effectiveness of information communication technology in teaching and learning computer science in senior secondary schools in Awka South LGA. Specific objectives of the study are:
- To evaluate the availability and adequacy of ICT infrastructure in senior secondary schools in Awka Local Government Area for teaching and learning Computer Science.
- To assess the proficiency and readiness of Computer Science teachers in Awka Local Government Area in integrating ICT into their teaching practices.
- To determine the impact of ICT utilization on students’ engagement and performance in Computer Science in senior secondary schools in Awka Local Government Area.
- What is the current state of ICT infrastructure in senior secondary schools in Awka Local Government Area, and is it adequate for teaching and learning Computer Science?
- How proficient and prepared are Computer Science teachers in Awka Local Government Area in using ICT tools for educational purposes?
- What effect does the use of ICT have on student engagement and academic performance in Computer Science in senior secondary schools in Awka Local Government Area?
- To determine the impact of ICT utilization on students’ engagement and performance in Computer Science in senior secondary schools in Awka Local Government Area.
1.4 Research Questions
1.5 Research Hypothesis
The guide the study, the following research hypothesis was formulated:
- Ho: There is no significant effect of information communication technology on the teaching and learning of computer science.
- Hi: There is a significant effect of information communication technology on the teaching and learning of computer science.
1.6 Significance of the Study
This study on the effectiveness of Information Communication Technology (ICT) in teaching and learning Computer Science in senior secondary schools in Nigeria is significant for several reasons. Firstly, it aims to provide empirical evidence on the current state of ICT infrastructure and its utilization in the educational sector. By identifying the gaps and challenges in ICT integration, the study can inform policymakers and educational stakeholders about the critical areas that need investment and improvement. This is particularly crucial for enhancing the quality of Computer Science education, which is essential for preparing students for a technology-driven world and improving Nigeria's competitiveness in the global economy.
Secondly, the study's findings can serve as a valuable resource for educators and school administrators in developing effective strategies to incorporate ICT into their teaching practices. Understanding the impact of ICT on student engagement and performance can help in designing curriculum and instructional methods that maximize the benefits of technology. Furthermore, the study can contribute to the broader academic discourse on educational technology by providing insights specific to the Nigerian context, thus filling a gap in the existing literature. Ultimately, this research has the potential to drive significant improvements in educational outcomes and promote equity in access to quality education across different regions of Nigeria.
1.7 Scope of the Study
The study is delimited to select secondary schools in Awka Local Government Area of Anambra State. Findings and recommendations from the study reflects the views and opinions of respondents sampled in the area. It may not reflect the entire picture in the population.
1.8 Limitations of the Study
The major limitations of the research study are time, financial constraints and delays from respondents. The researcher had difficulties combining lectures with field work. Financial constraints in form of getting adequate funds and sponsors to print questionnaires, hold Focus group discussions and logistics was recorded. Finally, respondents were a bit reluctant in filling questionnaires and submitting them on time. This delayed the project work a bit.
1.9 Organization of the Study
The study is made up of five (5) Chapters. Chapter one of the study gives a general introduction to the subject matter, background to the problem as well as a detailed problem statement of the research. This chapter also sets the objectives of the paper in motion detailing out the significance and scope of the paper.
Chapter Two of the paper entails the review of related literature with regards to corporate governance and integrated reporting. This chapter outlines the conceptual reviews, theoretical reviews and empirical reviews of the study.
Chapter Three centers on the methodologies applied in the study. A more detailed explanation of the research design, population of the study, sample size and technique, data collection method and analysis is discussed in this chapter.
Chapter Four highlights data analysis and interpretation giving the readers a thorough room for the discussion of the practical and theoretical implications of data analyzed in the study.
Chapter Five outlines the findings, conclusions and recommendations of the study. Based on objectives set out, the researcher concludes the paper by answering all research questions set out in the study.
1.10 Definition of Terms
1. Information Communication Technology (ICT): Refers to the use of digital tools and resources, such as computers, the internet, and educational software, to facilitate communication, information processing, and learning activities in educational settings.
2. Effectiveness: The degree to which ICT achieves desired educational outcomes in the teaching and learning of Computer Science, including improvements in student engagement, understanding, and academic performance.
3. Teaching: The process by which teachers use ICT tools to deliver educational content, facilitate learning activities, and assess student understanding in Computer Science classes.
4. Learning: The acquisition of knowledge, skills, and competencies in Computer Science by students through the use of ICT resources and tools.
5. Computer Science: An academic discipline that encompasses the study of computers and computational systems, including software development, programming, algorithms, and data structures.
6. Senior Secondary Schools: Educational institutions in Nigeria that provide secondary education to students typically aged 15 to 18, covering grades 10 to 12, and preparing them for tertiary education or vocational training.
7. ICT Infrastructure: The hardware, software, network resources, and services required to support the effective use of ICT in educational environments, including computers, internet access, and educational software.
8. Student Engagement: The level of interest, participation, and involvement that students exhibit when learning Computer Science through ICT tools, which can influence their academic performance and motivation.
9. Teacher Proficiency: The ability of teachers to effectively use ICT tools and resources to enhance their teaching practices, including their skills in operating technology, integrating it into the curriculum, and managing digital learning environments.
10. Digital Divide: The gap between individuals or groups in terms of access to, use of, or knowledge of ICT, often influenced by socio-economic, geographical, or infrastructural factors, which can impact the effectiveness of ICT in education.
