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This study was carried out to examine the challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA, Adamawa state. The study was specifically carried out to determine whether there is adequate availability of information and communication technology tools for effective teaching and learning in public secondary schools in Mubi South LGA, ascertain the extent teachers adopt the use of information and communication technology in public secondary schools in Mubi South LGA, and find out the factors affecting the utilization of information and communication technology tools among teachers in public secondary schools in Mubi South LGA. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprise of teachers of some selected public secondary schools in Mubi South LGA, Adamawa state. In determining the sample size, the researcher conveniently selected 53 respondents and 50 were validated. Self-constructed and validated questionnaire was used for data collection. The collected and validated questionnaires were analyzed using frequency tables, and mean scores. While the hypotheses were tested using Chi-square statistical tool. The result of the findings reveals that there is no adequate availability of information and communication technology tools for effective teaching and learning in public secondary schools in Mubi South LGA. The study further revealed that the factors affecting the utilization of information and communication technology tools among teachers in public secondary schools in Mubi South LGA includes: lack of skills and human knowledge to integrate ICT into teaching and learning, high cost of ICT facilities, lack of relevant software, and lack of power supply. Therefore, it is recommended that here should be an establishment of an effective ICT unit and support structure which will act as a catalyst for the integration of ICT tools in the teaching learning process. To mention but a few.
INTRODUCTION
1.1 Background of the study
Information and Communication Technologies (ICTs) have increasingly become indispensable tools for development over the past few decades. Positive effects of ICTs have continually been noted in business, production, education, politics, governance, culture and other aspects of human life. In higher education, ICTs have great influence in teaching, learning, research, and other scholarly and professional activities through improved communication and access to information. In libraries, ICTs have greatly simplified acquisition, organization, storage, retrieval, provision and usage of information. Internet and CD-ROMs for example, have greatly enhanced access to a range of current information resources. In sum, ICTs have improved provision of library and information services by overcoming time, distance and other barriers. However, it is widely agreed that ICT adoption in libraries is not a panacea to all library problems as initially presumed. Despite their tremendous potentials, ICTs have also brought new challenges that must be overcome in order to increase effectiveness and efficiency of libraries in developing countries. Information Communication Technology (ICT) is the processing, storage, distribution of data and many others; it is basically made up of the following components namely: electronic processing using computer, transmission of information using telecommunication equipment and dissemination of information in multimedia. These technologies are being utilized to restructure and reorganize the sphere of production, distribution and circulation (Khan et al.,2008). The application of ICT has transformed the learning and teaching process in which students deal with knowledge in an active, self-directed and constructive way. ICT is not only employed as an instrument, which can be added for existing teaching methods but also seen as an important instrument to support new ways of teaching-learning process. It is being integrated into the teaching-learning process in various educational institutions in Nigeria and the world in general (Buhari and Nwoji 2015). The cut-throat competition facing secondary school teachers in Nigeria today requires each of them to be on the leading edge of the new technology (Ogundele et al., 2008). The recent advancement in ICT components, such as a computer, internet, electronic mail, etc. resulting in the computer network. Students that use ICT gain a deeper understanding of complex topics and concepts; and are more likely to remember information and use it to solve problems outside the class environment (Apple Computer, 2015). In addition, students extend and deepen their knowledge, investigation, and inquiry through ICT according to needs and interest when access to information is available on multiple levels. This made it therefore, imperative to look into the challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA.
1.2 Statement of the Problem
There has been significant effort by government of Nigeria in the introduction of ICT in teacher education in terms of curriculum and infrastructure at the Colleges of Education and University level (Ministry of Education, 2009). The goal is to train technologically competent graduate teachers who will be able to integrate ICT in their future instructional practice. Even though there appears to be no single factor that determines why teachers are not using ICT in their teaching,(Lai, Pratt, and Trewern, 2001; Can and Cagiltay, 2006).
The problem of lack of the application of the information and communication technology (ICT) in the teaching and learning processes at the secondary school education delivery cannot be overemphasized. This is because several factors pose some hindrances to the effective use of ICT for the purpose of teaching students at the secondary school level. The major impediments to the successful use of information and communication technology (ICT) include: the high cost of computers in the developing countries; weak infrastructure that has caused deficiency in the use of computer; lack of skills and human knowledge to integrate ICT into teaching and learning in the preschool.
Not only that, other problems of the non-utilization of ICT in teaching at the secondary schools include lack of relevant software. For instance, software that is appropriate and culturally suitable to the Nigerian education system is in short supply. Also, there is great discrepancy between relevant software supply and demand in developing countries like Nigeria. Limited access to the internet by many Nigerian teachers, especially those who teach the pupils at the preschool is yet another problem of this study. This is because, there are few internet providers that provide internet gateway services in Nigeria, many of the foreign companies that provide the internet services in Nigeria, provide poor services to the Nigerian masses, and so, teachers do not make good use of them. The above identified problems, gave rise to this study on the challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA.
1.3 Objectives of the study
The purpose of this study was to assess the challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA. The specific objectives are outlined below:
1. Determine whether there is adequate availability of information and communication technology tools for effective teaching and learning in public secondary schools in Mubi South LGA.
2. Ascertain the extent teachers adopt the use of information and communication technology in public secondary schools in Mubi South LGA
3. Find out the factors affecting the utilization of information and communication technology tools among teachers in public secondary schools in Mubi South LGA.
1.4 Research Questions
The following research questions guided the study
a. Is there adequate availability of information and communication technology tools for effective teaching and learning in public secondary schools in Mubi South LGA?
b. What is the extent teachers adopt the use of information and communication technology in public secondary schools in Mubi South LGA?
c. What are the factors affecting the utilization of information and communication technology tools among teachers in public secondary schools in Mubi South LGA?
1.5 Research Hypothesis
Ho: There are no challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA.
Ho: There are challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA.
1.6 Significance of the Study
This study will be beneficial to the following:
Students: Students would benefit from the findings and recommendations of this study because it would help them to be able to be more aware of the information communication technology in the school. This study will enable students to get more involved in the utilization of information communication technology due to the benefits derivable from it.
Teachers: They would find this study beneficial because with the findings and recommendations of this study, teachers would avail themselves of the opportunity to get involved in the use of information communication technology because of the numerous benefits that can be derived from it. With the study also, information communication technology and their functions.
Family: Parents would benefit from this study because it would enable them to know the benefits their children/wards derived from using the information communication technology in their academic work or activities. Parents themselves, will avail themselves of the opportunity of knowing the importance of information communication technology through this study and those who do not use information communication technology would start to use it as it is beneficial to all human activities.
The School Authority: This study would assist the school authority to be able to know more about information communication technology and its functions especially in the life of the full-time student. The recommendations of this study would enable the school authority to expand its policy on the availability and usage of information communication technology in the school system in Nigeria.
The Society: The society would benefit from this study, because it will assist the society to be information communication technology friendly due to the advantages it has. This study will afford the society to know more about information communication technology and its functions in the world today.
1.7 Scope of the Study
This study covered the challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA. Geographically the study will be delimited to some selected public secondary schools in Mubi South LGA.
1.8 Limitation of the Study
Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.
Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.
1.9 Definition of Terms
Information Communication Technology: Is the component culture that enables people to use their power to utilize their environment for their survival. It has made the world to be a global village.
1.10 Organizations of the Study
The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms. The chapter two covers the review of literature with emphasis on conceptual framework, theoretical framework, and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study, sample size determination, sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS:
5.1 Introduction
This chapter summarizes the findings on challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA, Adamawa state. The chapter consists of summary of the study, conclusions, and recommendations.
5.2 Summary of the Study
In this study, our focus was to examine the challenges facing teachers in the use of information and communication technology in public secondary schools in Mubi South LGA, Adamawa state. The study was specifically carried out to determine whether there is adequate availability of information and communication technology tools for effective teaching and learning in public secondary schools in Mubi South LGA, ascertain the extent teachers adopt the use of information and communication technology in public secondary schools in Mubi South LGA, and find out the factors affecting the utilization of information and communication technology tools among teachers in public secondary schools in Mubi South LGA.
The study adopted the survey research design and randomly enrolled participants in the study. A total of 50 responses were validated from the enrolled participants where all respondent were teachers of some selected public secondary schools in Mubi South LGA, Adamawa state.
5.3 Conclusions
Based on the findings of this study, the researcher concluded that;
- There is no adequate availability of information and communication technology tools for effective teaching and learning in public secondary schools in Mubi South LGA.
- The extent teachers adopt the use of information and communication technology in public secondary schools in Mubi South LGA is low.
- The factors affecting the utilization of information and communication technology tools among teachers in public secondary schools in Mubi South LGA includes: lack of skills and human knowledge to integrate ICT into teaching and learning, high cost of ICT facilities, lack of relevant software, and lack of power supply.
5.4 Recommendations
Based on the findings of the study, the following recommendations are proffered.
- Curriculum planners and developers should integrate ICT tools into education curriculum. They can be included as part of instructional materials for quality teaching.
- The school administration through the help of the government should provide sufficient computers and other ICT tools necessary for teaching and learning.
- The school management should provide strong and constant internet services in the school. This will enable easy access to internet at any given time.
- Educationist and instructors should be constantly trained on the usage of new ICT tools which they can employ in instructional delivery.
- There should be an establishment of an effective ICT unit and support structure which will act as a catalyst for the integration of ICT tools in the teaching learning process.
- Schools should adopt online assessment tools in assessing students’ performance. This will enable the students embrace ICT usage knowing that they will write online test.
- Constant power supply is highly necessary for the integration of ICT in instructional delivery in schools.
Title: Challenges Facing Teachers In The Use Of Information And Communication Technology In Public Secondary Schools. In Mubi South LGA
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“Challenges Facing Teachers In The Use Of Information And Communication Technology In Public Secondary Schools.” UniProjects, https://uniprojects.net/project-materials/challenges-facing-teachers-in-the-use-of-information-and-communication-technology-in-public-secondary-schools/. Accessed 21 September 2024.
“Challenges Facing Teachers In The Use Of Information And Communication Technology In Public Secondary Schools.” UniProjects, Accessed September 21, 2024. https://uniprojects.net/project-materials/challenges-facing-teachers-in-the-use-of-information-and-communication-technology-in-public-secondary-schools/
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