The purpose of this study was to examine the effect of the use of
technology on the instruction of Mathematics and English I secondary schools
within the Nigeria public schools system who participated in a pilot program on
the use of geometer sketchpad (GSP). Three of these schools were randomly
programmed on how to use GSP to teach geometry. Each school sent a teacher to a
summer in-service training program on how to use GSP class and a traditional
geometry class taught by the same teacher were the study participants.
Student’s mathematics FCAT results were examined to determine if the GSP
produced any effects. Student’s scores were compared based on assignment to the
control or experimental group as well as gender and SES. SES measurements were
based on whether students qualified for tree lunch. The findings of the study
revealed a significant difference in the FCAT mathematics scored of students
who were taught geometry using GSP compared to those who used the traditional
method. In conclusion, the use of technology (particularly GSP) is likely to
boost students FCAT mathematics test scores. The findings also show that the
use of GSP may be able to close known gender and SES related achievement gaps.
The results of this study promote policy changes in the way geometry is taught
to 10th grade students in
Nigeria Public Schools.
CHAPTER ONE
Introduction
Background of the study
Statement of Problem
Objective of the study
Research Question
Significance of the study
Scope and limitation
Definition of Terms
CHAPTER TWO
Review of Related Literature
CHAPTER THREE
Research methodology and
procedure
Research Design
Population of the Study
Sample and Sample Technique
Research Instrumentation
Administration of Instrument
Data Analysis
Presentation and Analysis of
Data
Summary, conclusion and Recommendation
QUESTIONNAIRE
CHAPTER ONE
INTRODUCTION
BACKGROUND TO THE STUDY
The world is experiencing a third wave of social and technology transformation
as the society is becoming more oriented to the information and communication
technology (ICT). ICT is one of the various factors that are drastically
influencing educational success in the educational section. Ademu (2004) sees
ICT as a set of technological tools and resources used to communicate and
create disseminate to store and manage information. The information
dissemination is easily possible through computer technologies in teaching and
learning of mathematics and English in secondary schools. Markauskaite (2006)
opines that the introduction of computer technology into teaching and learning
is a giant stride towards the quality of education.
The use of ICT is extremely compactable with the industrial form of learning
(IFL) that is propounded by distance learning institute (DLI) the emphasis by
such institution make it highly imperative that each stage of learning process
is associated with skills that different learning pandered by using a different
learning devices. This have prompted the cognitive theories like skinners
to propound the usage at teaching machine which greatly reinforce the stimuli
provided by the learning processes.
The relevance of information communication cannot be over emphasized in our day
to day activities of learning for the purpose of this research work emphasis
will be on the uses and influence of ICT in the learning of mathematics and
English in secondary schools, mathematics and English occupies a unique
position in the school curriculum. Mathematics and English is central to many
science related courses such as medicine pharmacy, biomathematics and English
and so on. It is obvious that no students intending to study these disciplines
can do without mathematics and English. These factor and others have drawn
attention of researchers and curriculum planners towards mathematics and
English as a subject in school curriculum (Kareen 2003), in spite of the
importance and popularity of mathematics and English among Nigerian students
performance at senior secondary school level have been the focus of researcher
for some time now. It has been observed that poor performance in science
courses are caused by poor quality of science teacher, overcrowded classrooms
and lack of suitable and adequate science equipment among others (Abduilahi
1982: Bajah 1979, Kareen 2003: Oguniyi 1979) student perform poorly in
mathematics and English, because the heterogenous in terms of ability level. In
addition the laboratory are ill-equipped and the mathematics and English
syllabus is overcrowded and loaded (Ahemed, 2008: Ajayi 1998).
The potential benefit of information communication technology (ICT) cannot be
over emphasized or underestimated in the contemporary worlds as there is
plethora of establish finding on the instructional values of computer
particularly in advance countries.
There are now several ICT
package on different subject. It is obvious that the current trend in research
all over the world is the use of computer facilities and resources to enhance
student learning. This may be the reason why Handel man and ethal (2004) opined
that many exercise that depart from traditional method are now readily
accessible on the web (Ps 21) even though teacher do not use these facilities
they further showed that the interactive approaches to lecturing significantly
enhance learning.
In a review of empirical studies on ICT cotton (1997) concluded among owner
that the use of ICT as a supplement to conversational instruction produces
higher achievement that the use of conventional instructional computer based on
education (ICT and other computer appreciation) produces higher achievement
than conventional institutions alone, they retain what they have learned better
with ICT than with effective owner instructional methods, such as teacher
directed instructions and tutoring. Furthermore information communication
technology have been found to enhance students performance than the
conventional instructional methods in counselor education (Kaper, Robinson and
Asadokehoe 2005).
However mill; (2001) findings recall that ICT was found to be as effective as
classroom for fact based on learning but not as effective for topic requiring
critical thinking or mathematical problem solving. In addition the time
required for learner to use ICT was higher overall than conventional classroom
instruction. Student taught using traditional instruction combined with the use
of computer perform significantly better than student taught using traditional
instruction in a large college setting (Akour, 2006). Similarly college
students taught using lecture methods only (Basturk, 2005) bored on the review
of several studies and short coming on studies company ICT with conventional
instruction ICT can be considered as effective as tradition instruction. In
order to encourage the participation of mathematics and English in secondary
school, it is ideal that an approach which have a high level of stimulations
particularly auditory and visual perception system with a high level of
involvement, attention and concentration emotional arousal making the activity
fun and stany recognition effect, using mental references models in particular
use by the students is the basis for information communication technology (ICT)
this is the reason why this work ismcarried out the level of usage and the
influence of ICT in the teaching of mathematics and English using Oredo Local
Government Area of Edo State as a case study.
1.2 STATEMENT OF THE PROBLEM
The problem associated with the growth of ICT that have being focused upon in
this work are political factors, economic factors, cultural factors and
technological factors. Among the major problem associated with the application
of ICTs the focus will be laid on socio-political factors, human and
administrative factors, economic factors and technological factors. Further the
work based on several case studies derive important conclusion and also provide
permanent suggestions to ensure of information communication technology (ICT)
in the third world.
1.3 PURPOSE OF THE STUDY
The purpose of this study is to find out the influence of ICT and the extent to
which teacher uses ICT in the teaching of mathematics and English in some
several secondary schools in Oredo Local Government Area of Edo State. The
study examines the following.
1. The
differences in performance of mathematics and English if any secondary school
student to individualized information, communication, technology or cooperative
computer assisted instruction and those exposed in conventional instruction.
2. The
influence of student gender on their performance in mathematics and English
when they are exposed to individual information, communication technology or
cooperative computer assisted instructions.
1.4 SIGNIFICANCE OF THE STUDY
The project work will be important to school selected and used as case study
the result of this work will thus spur the various school into lingering on
their policies or reversing them if need be. It will encourage head teacher in
providing the necessary requirement and also by being able to provide the
necessary requirement for the usage of ICT in school. This restores high
performance on student in mathematics and English.
The research will also provide useful information to principals of schools when
recruiting mathematics and English teachers who can be able to provide guidance
to students in the usage of ICT in the learning of mathematics and English in
schools, identification of the causes of poor performance and participation in
senior secondary schools, examination and the implementation of the
recommendation/suggested in the work by the school authorities and the
government will lead to better student performance. It is the hope of the
researcher that this work will go a long way in findings solution to the problem
of student mathematics and English in some selected secondary schools in Oredo
Local Government Area of Edo State
1.5 RESEARCH QUESTIONS
1. Do
you think technology is important to teaching and learning mathematics and
English?
2. Do
you prefer school library to internet library?
3. Do
you prefer the conventional school or class teaching to the teaching you
acquire by exploring the internet in the process of teaching mathematics and
English?
4. How
often do you make use of technology facilities teaching mathematics and
English?
1.6 SCOPE OF THE STUDY
This study will be limited to a few selected secondary schools in Oredo Local
Government Area of Edo State. This study covers the following secondary schools
1. Edo
College Murtala Mohammed Way Benin
2. Imaguero
College Sapele Road Benin
3. Eghosa
Anglican Grammar School, Lagos Road Benin
4. Immaculate
Conception College Murtala Mohammed Way Benin
5. Itohan
Girls College, Sapele Road, Benin
1.8 DEFINITION OF TERMS
Information: This refers t o the fact or detailed reports about somebody
or something.
Technology: This is the scientific knowledge used in practical ways in
industry for example in designing new machine.
Information technology: This is the study or the use of the
electronic equipment especially computers for storing and analyzing
information.
Communication: This is the activity or a process expressing ideals or feeling or
giving people information.
Information Communication Technology (ICT): This is the entire process involved in
processing sending and receiving, storing and retrieving of information using
electronic device. It also seen as a set of technological tools and resources
used to communicate and create disseminate to store and manage information
Department | Education |
Project ID Code | EDU0044 |
Chapters | 5 Chapters |
No of Pages | 54 pages |
Methodology | Null |
Reference | YES |
Format | Microsoft Word |
Price | ₦4000, $15 |
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Contact Us On | +2349094562208 |
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