The Implications of ICT on the Teaching and Learning Economics in Nigeria

THE IMPLICATIONS OF ICT ON THE TEACHING AND LEARNING ECONOMICS IN NIGERIA

  

ABSTRACT

The study was designed to find out the implications of information and communication technology (ICT) on the teaching and learning economics in Nigeria. To accomplish the purpose of this study, three research questions and three null-hypotheses were formulated to guide the study. A survey research design was adopted for the study while random sampling technique was adopted to select one hundred and sixty senior secondary two Economics students from eight selected secondary schools.  Economics Achievement Test was used as the instrument for data collection while an independent t-test statistical method was used to analyze the data for the study. The findings revealed that availability and use of ICT resources, teacher’s knowledge in the use of ICT resources as well as accessibility to ICT resources by the students exert significance influence on teaching and learning of Economics in Nigeria.

 

The Implications of ICT on the Teaching and Learning Economics in Nigeria

 

CHAPTER ONE

INTRODUCTION

1.1   Background to the Study

Computer and Communication combines to give information to technology (IT) by which the use of information become far more efficient. According to Aina (2015) and efficient use of information can affect society and education. He added that computer has made direct impact on education in the form of system that are actually involved with the teaching process. The author also pointed out some of the system to include computer assisted instruction, computer assisted learning, computer training and computer management instruction. However, educators across Nigeria recognized that students must have good education that enables them to participate successfully in and contribute positively to the realizing of national objectives.

Schools also are developing and implementing technology plans and investing in computers and other new technologies in particular, educators realize that computer networking offers flexible and powerful new ways to accomplish a range of goals in school. During the last two decades higher education institutions have invested heavily Information and Communication Technology (ICT). ICT has had a major impact in the university context, in organization and in teaching and learning methods.

Therefore, education has to be continuously preoccupied to create information, handling skills and abilities among the students and teachers so that they have improved methods of teaching and learning through the provision of the necessary facilities. The use of Information and Communication Technology (ICT) in secondary schools have offered a sample opportunities and advantages to education more people rapidly to improve efficiency and to improve their academic performance in .

Computer and Communication combines to give information to technology (IT) by which the use of information become far more efficient. According to Aina (2015) and efficient use of information can affect society and education. He added that computer has made direct impact on education in the form of system that are actually involved with the teaching process. The author also pointed out some of the system to include computer assisted instruction, computer assisted learning, computer training and computer management instruction. However, educators across Nigeria recognized that students must have good education that enables them to participate successfully in and contribute positively to the realizing of national objectives.

The use of Information and Communication Technology (ICT) in teaching and learning is becoming wider in scope today to our schools nationwide. Information and Communication Technology (ICT) is not  only restricted to its usage as instructional materials inform of teaching aid but it as become a tool to reshape knowledge delivery and hence both teachers and students activities in the classroom. However, studies have shown that majority of students in secondary schools lack basic Information and Communication Technology (ICT) skills. This is as a result of non-availability of these resources in secondary level of learning or inability of the schools to use these Information and Communication Technology (ICT) facilities.

In addition, attempts have been made to establish relationship between Information Communication and Technology behavior. Ibe Bassey (2014) and Inyang-Abia (2004) noted that media mediate in a continuum between stimulus response learning and cognitive performance to concretize ideas, concepts and facilitate performance. This reveals that ICT is capable of storage, retrieval, conveyance and dissemination of information. Similarly, the ICT media to include radio, television, computer and internet facilities, computer game console, DVD Player and recorded digital camera, scanner and the rest of them.  

To meet these challenges, learning institutions must embrace the new technologies and appropriate ICT tools for learning. The relationship between the use of ICT and student performance in higher education is not clear, and there are contradictory results in the literature. Earlier economic research has failed to provide a clear consensus concerning the effect on students’ achievement.

The Impact of ICT on the Teaching and Learning Economics in Nigeria

1.2   Statement of the Problem

In this era of scientific and technological development, the standards of effective teaching and academic achievement in schools have been a matter of great concern to everybody. This is so because a lot of criticisms have been put forward on the performance of students in our public schools in Nigeria. The general slogan associated with the educational system is the fallen standard of education.

Personal observation have shown that most parents in Nigeria do not have ICT support in their home and majority rarely apply ICT facilities in their daily activities while few others do have these facilities and also apply them in their daily activities. This is not too comfortable because skills demand profile globally has shown that Information and Communication Technology (ICT) and internet network skills top the list of highly sought after skills followed by programming skill (Marilla, 2014).

The fact that the future of our educational development depends on modern technology cannot be overemphasized. This technology stems from the availability and accessibility of ICT resources at home and parental knowledge on computer usage. This triggered the researcher to asked could the parental education, socio-economic background influence the students’ acquisition of computer education in secondary schools in Nigeria? Finding answer to this question necessitated this present study.

 

1.3   Purpose of the Study        

The main purpose of the study was to examine the implications of information and communication technology (ICT) on the teaching and learning economics in Nigeria.

In specific term, the study sought to;

• Examine the effects of availability in the use of ICT resources on students’ academic performance in Economics.
• Asses the influence of teacher knowledge in the use of ICT resources on students academic performance in Economics.
• Determine the influence of accessibility in the use of ICT resources on students’ academic performance in Economics.

The Effect of ICT on the Teaching and Learning Economics in Nigeria

1.4   Significance of the study

                The study is important in the following ways:

• The study will help the parents to take the initiative in providing heir wards with Information Technology devices like computer that will help them improve their academic performance.
• To secondary school students, the finding will help them realize the importance of technology and motivate them to contribute their quota to the development of science and technology in Nigeria through mastery of computer and their applications in different areas of life. The students’ stimulation, graphics and computer assisted instruction for further education and occupations. Also, through effective mastery of the subject area by using computer to do calculation, create charts and other design works.
• The findings will equally help teachers to realize the importance of Information and Communication Technology in delivery teaching and learning programs. Science concepts could be very difficult to teach due to complexity of diagrams, but computer can be presented using computer animation. They prepare and manage instructional materials using word processing packages Corel Draw and others.
• It will also be of immense benefit to teach in Colleges and Tertiary Institutions who are concerned with the training of teachers by preplanning and reconstructing there training programmes to enhance effective teaching and learning in our secondary schools.
• Also, to the educational administrators, planners processes, the findings will help them to know the value of Information and Communication Technology (ICT) and apply same in the curriculum, for effective teaching and learning.
• Serve as reference point for further studies on related topics.
• Help Government and philanthropist to see the need of providing quantitative and qualitative ICT resources to all secondary schools in Nigeria.
• Finally, through the study, the students will be motivated since motivation is an important aspect of students learning thereby enhancing their academic performance.

1.5   Research Questions   

For a successful pursuance of the study, the following research questions were raised:

• To what extent does the availability ICT resources influence students’ academic performance in Economics?
• Does teacher knowledge in the use of ICT resources influences students’ academic performance in Economics?
• To what extent does accessibility in the use of ICT resources influence students’ academic performance in Economics?

1.6   Research Hypotheses

The following null research hypotheses were formulated to guide the study:

• There is no significant difference in academic performance between students taught Economics with ICT resources and those taught Economics without the use of ICT resources.
• There is no significant difference in academic performance between students taught Economics by teachers with adequate knowledge in the use of ICT resources and those taught by teachers with inadequate knowledge in the use of ICT resources.
• There is no significant difference in academic performance in Economics between students in schools where there is adequate access to use the available ICT resources in the learning and those who do not have access to it.

 

1.7   Limitation of the study

In course of conducting the study, certain factors posed little obstacles generalization of the project. This includes;

• Financial Constraint: The researcher relied solely on the paltry financial contribution of his parents which was hardly sufficient of cater for a wider research project than this.
• Limited Time: The time frame of one semester allotted by the college authority to complete and submit the research was not sufficient to cover a wider area on the topic. Therefore, the report of the research could not be generalized to more Local.

 

1.8   Delimitation of the study  

The study was limited to information communication technology and academic performance among secondary school students in Nigeria. Also the study was delimited in scope to selected secondary schools in Mkpat Enin Local Area.

 

1.9   Definition of Terms

The following keywords were defined as being used in the study:

ICT: This is an acronym for Information and Communication Technology. It is an innovation used in information dissemination that has an advantage of speed and accuracy.

Teaching: Teaching is the practice implemented by a teacher aimed at transmitting skills to a learner, a student, or any other audience in the context of an educational institution.

Learning: Learning is defined as the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.

Performance: The accomplishment of a given task measured against present known standards of accuracy, completeness, cost, and speed. In a contract, performance is deemed to be the fulfillment of an obligation, in a manner that releases the performs from all liabilities under the contract.

Students: Ekeng (2015) defines students as learners in the secondary school level of education. Thus students are learns or pupils offering  as subject.

Computer: Computer is an electronic machine or device that is capable of accepting data as input processes the data, stores the result as output (information) and has the ability to reproduce the result or output according to the order/commands of the user (operator).

Computer Based Education (CBE): It is also called Computer Based Instruction. It is refer to virtually any kind of computer used in educational settings, including drill and practice, tutorials, simulations, instructional management, supplementary excises, programme, data base development, writing using word processors, and other applications.

Computer Managed Instruction (CMI): It refers either to the use of computers by school staff to organize students data and make instructional decisions or activities, in which the computer evaluates students, guides them to appropriate instructional resources, and keeps records of their progress.

Computer Assisted Instruction (CAT): This is an automated instructional technique in which a computer is used to present an instructional programme to the learner through an interactive process.

Accessibility: Accessibility to ICT facilities ensures accuracy, timelines and effectiveness of managing the whole process of examination, that is, it allows easy flow of information and risk monitoring systems that are appropriate.

Availability: This refers to ICT available in use by students and the teachers in the teaching and learning process which enhance efficiency and improve academic performance.