THE USE OF INFROMATION AND COMMUNICATION TECHNOLOGY IN TEACHING OF BUSINESS STUDIES: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE.
USE, INFROMATI COMMUNICATI TECHNOLOGY, TEACHING, BUSINESS, STUDIES CASE, STUDY, SOME, SELECTED, SECONDARY, SCHOOLS, ORE LOCAL, GOVERNMENT, ARE E STATE,
The Use Of Infromation And Communication Technology In Teaching Of Business Studies: A Case Study Of Some Selected Secondary Schools In Oredo Local Government Area Of Edo State., Abstract
The Purpose Of This Study Was To Find Out Skills Development In
Information And Communication Technology ...
The purpose of this study was to find out skills development in
information and communication technology of some selected secondary
schools in Oredo Local Government Area of Edo State:
The method used in the collection of data were the questionnaire, Oral
interview and personnel Assessment of visible I.C.T. facilities. A
questionnaire schedule was constructed and distributed to 100 respondents in
secondary schools within Oredo Local Government Area.
The population was made up of 75males staffs and 25 female staffs.
The data collected were analysed and the result shows that most of the schools
in Oredo Local Government Area lack ICY facilities in teaching secondary
schools. It was also observed that lack of human skills and lack of
relevant software's has always jeopardised ICY applications in classroom. Based
on these findings, recommendation's were made on he following area:
Regular in - service course should be organised to train teachers in secondary
school within Oredo to improve on ICY skills and to enrich the industry of
education in the state.
Government agencies should provide the facilities necessary for teaching in
secondary schools, facilities such as computer sets, Television sets,
Radio/Video tape machines and internet facilities for all field of study.
Government on their part should
try to provide ways of finging solutions to solve problems resulting from lack
of ICT facilities by giving fund to assist secondary education so as to meet up
with quest for globalisation in Nigeria classroom
TABLE OF CONTENTS
INTRODUCTION AND STATEMENT OF PROBLEM
Introduction (Background of the study)
1.2 Statement of problems
Assumption of study
Statement of Hypothesis
Significance/purpose of study
Delimitation/scope of study
Limitation of study
REVIEW OF RELATED LITERATURE
needed to be developed in ICT
Uses of these skills in pedagogical situations
Obstacles/problems to the use of these skills
Anticipated functions of an ICT professionals.
Population of sample
Method of data collection
PRESENTATION AND ANALYSIS OF DATA
and percentage distribution of respondents according to Sex, Age, Occupational
Status, Qualification and teaching experience.
Frequency and percentage distribution of respondents among stated construction
on skills development.
Frequency and percentage distribution of respondents according to ICT
application in classrooms.
Frequency and percentage distribution of ICY facilities in schools.
INTRODUCTION AND STATEMTN OF PROBLEM
Our present concern about skills development in information and communication
technology in Nigeria classroom stem from the fact that skills development in
information and communication technology in Nigeria classrooms have not
received the attention it deserved because modern life requires that the
quality of education be improved.
In the present day secondary schools, lack of skills in ICT has lead to the
problem the students are facing now. Information and communication
Technology, took its stand as an occupational technology as far back as
early sixties (1969s) in the development country particularly U.S.A.
Before this particular time, development of skills in these areas were not
given attention until the early eighties (1980s) and was recognised as
educational technology being an educational pursuit (River State University of
Science and Technology, faculty of Science and Technical Education, Department
of science and Technical Education S. W. and Dokubo A.; Dr Alice E. Asimi; Dr
Iroha Kalu Department of curriculum and Teaching, faculty of Education,
University of calabar, calabar and Benedict O. E. Ani main library, University
of calabar, calabar.
Information and communication Technology (ICT) consist of hardware, software,
networks, media for collection, virtual learning environment, internet Gateway,
storage, processing, transmission and presentation of information ( voice,
data, text and images).
As suggested by world Bank (2002) The internet is a powerful tool for
improving the quality of a wide range of public service important for poverty
reduction, especially education and health.
Emphasis is laid on students in secondary schools in the Nigeria classroom who
lacks the latest technology and designed material skills in ICT to complete in
Information and communication Technology (ICT), Stand as a platform for
skills acquisition. This is based on the computer and Nigeria
telecommunication technology. It provides relevant knowledgeable
information in diverse field of study. Other skills development are
concerned with how to operate (D-ROM and 1. 44 floppy diskettes.
New concepts, New products, and New ideas is produced everyday with the
help of skills development in information and communication Technology this
transforming the lives of students in the classroom and also industries as well
as business in the whole wide world.
The role of technology in teaching and learning is rapidly becoming one of the
most important and widely discussed issued in contemporary education policy
(Rosen and Well, 1995; Thierer, 2002),
Most expects in the field of education agreed that when properly used,
Information and communication technology hold great promise to improve teaching
and learning in addition to shaping workforce opportunities people (1996)
has indicated that computer illiteracy is now regarded as new illiteracy.
This has actually gingered a new and strong desire to equip schools with
computer facilities and qualified personal necessary to produce technological
proficient and efficient student in development countries of the world.
There is no doubt that computer can aid the instructional process and
facilities students learning in the Nigeria classroom. Many studies have
found positive effect associated with technology aided instruction (Burnelt,
1994, and fitzgerald and warner, 1996).
1.2STATEMENT OF PROBLEM
Skills development in ICT emanates
from the urgent need for greater efficiency in teaching/learning process in
Nigeria classroom. This has always been a matter of concern to many
people who have stake in education (Dwyer, 1996; Gibson 2001; Sambo;
2002). Improved efficiency is necessary, if for no other reason than the
increasing complexity of the knowledge skills for survival itself.
The general increase in the
awareness of the importance of education to a successful life has intensified
certain problems in the Nigeria education science of today. However, the
world Bank report (2002) reveals that Nigeria has been identified as one of the
poorest countries in the world, with a high rate of youths unemployment, as a
result of low level of ICT skills development in the modern Orientated society
and this is a global problem. From the skills identified, only handling
of text and images, sound and music, storing and retrieving have been a little
bit studied. This simply means that for students to develop skills in ICT
there must be great interest on their part in this study.
Nigeria ranks among countries
with low level of ICT skills adoption. The area they are lacking include
fixedline and mobile telephones per 1000 people -5, personal computers per 100
people - 6.6; Internet users per thousand- 200 as compared to south African
with the following figures 304, 61.8 and 2, 400 respectively. The outcome
of such skills that has been studied before will definitely aid in teaching -
learning-learning situations especially sorting or retrieving answers of
difficult assignment in the website relating to the study.
The problem is to make
available learning situation with many flexibility for each student in the
classroom in other to help them develop different skills, and to make
adjustment suited to his/her individual needs.
All races, All faith and all
parts of the Nigeria classrooms have not well developed ICT skills.
Little wonder, that this matter has become a focus of concern or all
educators. What has been lacking is a plan for action that should be
taking into consideration those certain factors that tend to control and make
the learning environment a serious place in the Nigeria classrooms. Some
of these factors are the realities of providing a means of financing school and
to make construction, the capabilities and training of present teachers.
These problems of ICT skills development in the Nigeria classroom provided a
number of logical questions been argued in the mind: The questions are as
How can a science teacher provided effective instruction for a class of fourty
(40) who have a wide range of abilities, interests and needs?
As large variety of ICT is given in our disposal ''should they be taught how to
locate, retrieve, analyse, use, and store information?
Most educationalists feels that
the solution for students /individual differences in the classroom lies in the
individualisation of instruction ( moore and moore 1983; Honey et al;
1999). Again the world Bank report (2002) has shown that there exists a
correlation between IT and national prosperity.
Hence, the role of the ICT use
and adequate skills development in Nigeria classrooms and on Nigeria economy is
an attempt to match Nigeria to the community of producing competent teachers
and students, and been a rich nation cannot therefore be overemphasised.
Report from N.T.A News reviews
that ICT skills had not well developed in he Nigeria classrooms and that this
is a globalisation problem caused by teachers who are not competent enough in
their field of study so as such they cannot impact knowledgeable skills to
information to the students. Correspondents suggested that programmes
should be hold to develop these ICT skills and that the skills to be develop in
ICT is the digital parts of the internet to facilitate information (Newsline,
2006) 17th September.
Other impediments to skills accusation in ICT are (1) Cost (2) Weak
Infrastructure (3) Lack of skills (4) Lack of relevant software and limited
access to the internet would be explained in further details.
Hence, is this study emphasis
would be laid on skills development in information and communication technology
in Nigeria classroom. The teacher is seen to have constitute greater
problems in teaching and learning as a result of lack of ICT skill
training. And also is this study, emphasis would be placed on secondary
schools in Oredo Local Government Area of Edo State. Here we are going to
discuss ICT skills that have been studied before, their outcome, if anybody has
made skills acquisition in the area, and if such remark has logically subjected
to a study? This and many more will be discussed in this research work.
1.3ASSUMPTION OF STUDY
The following assumptions were
drawn up to determine the problems of skills development in information and
communication technology in Nigeria classrooms.
Lack of skills or communication link between the teachers and the students in
Lack of relevant software and limited access to the internet.
1.4STATEMENT OF HYPOTHESES
For a more, easy and
comprehensive research work, the following hypothesis would help the researcher
in doing a good and successive work:
Does lack of skills link between teaches and students causes problems in skills
development in ICT?
Does lack of communication link between teachers and students causes problems
in ICT skills development?
Does lack of relevant software, and limited access to the internet to Nigeria
education system, in short supply?
Is cost responsible for lack of the infrastructures in he classrooms?
Does weak infrastructure a formidable obstacle to the use of ICT?
1.5PURPOSE/SIGNIFICANCE OF STUDY
At the completion of this
research work, it is of great importance to note that various communities,
towns, states, and Nigeria in general will find the result of this research
work to be beneficial to great and marvellous extent, as this research work
would play an essential rule in the task of educational standard, growth and
development in secondary schools.
The results from this research
work will also provide an ample opportunity for teachers to be aware of what
role they must play in other to help students acquire knowledgeable information
about one study.
Again student's in secondary
schools will be aware of the importance of computer and other devices in
teaching and learning and how they can benefit from it.
The research work will also
provide an ample opportunity for the researcher and other readers to
obtain a first hand and high degree of information as to skills development and
communication technology in secondary schools in Edo State.
1.6DELIMITATION/SCOPE OF THE STUDY SCOPE
This researcher work is design to determine skills development in information
and communication technologies in classrooms. It seeks to sought the
skills needed to be developed, opinion from correspondents particularly
teachers in selected schools, problems of the study and their actions on
For a simple and clear research study, this work should be limited to secondary
schools within Oredo Local Government Area of Edo State, Nigeria.
However various work of life or resource persons and their response would be
treated with strict secrecy, use of skills in pedagogical situation would also
be investigated and we would also see if these developed skills would help in
global combativeness in Nigerian and the classroom environment.
Secondary schools involved are as follows below:
Evbuotubu Secondary School South East in Oredo Local Government Area, Edo
Asoro Secondary School South East in Oredo Local Government Area, Edo State.
Emotan College South West in Oredo Local Government Area, Edo State.
Adolor College South West in Oredo Local Government Area, Edo State.
Oba Akenzuwa Secondary School South West in Oredo Local Government Area, Edo
Integrity National High School KM 4 in Oredo Local Government Area, Edo State.
Idia College South West in Oredo Local Government Area, Edo State.
Anglican Girls Grammar School South in Oredo Local Government Area, Edo State.
Itohan Girls Grammar School South in Oredo Local Government Area, Edo State.
Greater tomorrow and World of Faith Secondary South East in Oredo Local
Government Area, Edo State.
In private secondary like
greater tomorrow and world of faith secondary both tin South East in Oredo
Local Government Area, Edo State. When I visited, personal interview with
teachers were held and I was also opportune to see their computer room,
and other devices. ICT technology is more in these school and efficient
due to the following reasons: first financial capacity for purchasing pore is
greater when compare to government school.
After much research in these
school about skills development in ICT, I observed that every students has a
great assess to each computer.
Secondly, there are much
skillful and well trained computer wizard teaching/passing the knowledge of ICT
skills to the students. In both schools, students learning capacity is
faster because about 60-70 percent of them uses computer and other ICT
facilities at home as well as in school making them to be more informed in all
areas of education. The opposite is the government secondary school where
the teachers complained of lack of ICT facilities due to lack of fund, no
project implemented by the government to facilitate ICT technological
programmes, Insecurity of these facilities, lack of electricity in school
premises. In government secondary school, Evbuotubu to be precise there's
no skilled or good computer wizard that can pass information Example:
(Computer study) to students because the school cannot afford to pay for their
salaries thereby depriving the students to know more about ICT skills
The private secondary schools
have very rich standard in ICT education while the reverse is the case in
government secondary school. Insecurity and purchase of these facilities
is another problems too in the school.
DELIMITION OF THE STUDY
The study has been to examine skills development in information and
communication technology in Nigeria secondary schools in Oredo Local Government
Area of Edo State. The research work is carried out at the period that
was faced with many difficulties. Lack of finance posed the most difficult
limitation because the research was carried out with little amount of fund
making purchase of material very difficult for the project work.
Transportation is also another limitation to this study which hinders my visit
to different libraries in other collages and university for more
extensive review work of one past.
Finally, most respondents could not expatiate the reason for ICT skills
development in secondary schools affecting the development of the
project. It also took me great deal of time and energy to explain points
that were not clearly understood to the respondents in other to have their own
view on the matter. Some declined comment to some questions asked during
Other delimitation involves
ICT skills development in rural areas in the Local Government is very low
compared to the urban areas. This is as a result of lack of fund to
purchase ICT facilities, lack of trained staffs and lack of interest on
Some teachers fails to take to consideration the fact that achievement of
teaching and learning depend on adequate planning and utilisation of ICT
Shortage of electricity supply is another factors for skills development in
information and communication technology.
TERMS AND CONDITIONS APPLY
For more informations on project materials and more