Relevance Of Information And Communication Technology (ICT) In Effective Teaching And Learning Of Integrated Science In Junior Secondary Schools
(A Case Study Of Enugu North Lga)
The title “Relevance of Information and Communication Technology (ICT) in Effective Teaching and Learning of Integrated Science in Junior Secondary Schools” encapsulates the vital role that technology plays in enhancing educational practices, specifically within the context of integrated science instruction at the junior secondary level. Information and Communication Technology (ICT) integration empowers educators to create dynamic learning environments that cater to diverse learning styles, engage students actively, and facilitate deeper comprehension of scientific concepts. By incorporating digital tools such as interactive simulations, educational software, online resources, and multimedia presentations, teachers can augment traditional teaching methods, fostering interactive and experiential learning experiences. ICT enables educators to personalize instruction, adapt content to students’ individual needs, and provide real-time feedback, thus promoting a more student-centered approach. Moreover, the integration of ICT cultivates digital literacy skills essential for navigating the modern information landscape, preparing students for success in a technology-driven society. Embracing ICT in integrated science education not only enriches teaching and learning experiences but also equips students with the competencies needed to thrive in an increasingly digital world.
The major concern of the study is to explore the importance of information, communication and technology (ICT) in effective teaching and learning of integrated science area is Enugu North Local Government, which has about 100 ICT teachers. Four research questions were formulated and consequently five questionnaires were structures from each research question. The questionnaires were administered to a sample size of 60% and 70% of the students’ and teachers’ population respectively. The data collected from the respondents were analyzed by the use of statistical analysis on a four point likert scale. The results show that:
(i) ICT provides access to teaching aid for effective teaching learning of integrated science
(ii) Proper management of large number of students in teaching and learning of integrated science achieves through ICT
(iii) Independent studies is facilitated through ICT
(iv) ICT increase students’ performances in integrated science. Finally, the researchers stated four crucial recommendations to facilitate teaching and learning of integrated science by the use of ICT.
Cover Page
Title Page
Certification
Approval Page
Dedication
Acknowledgement
Table Of Contents
Abstract
Chapter One
1.1 Statement Of The Problems
1.2 Purpose Of The Study
1.3 Scope Of The Study
1.4 Research Question
1.5 Significance Of The Study
1.6 Definition Of Terms
Chapter Two
2.0 Literature Review
2.1 Review Of Ict In Teaching And Learning
2.2 The Contribution Of Ict To Teaching And Learning Of Integrated Science
Chapter Three
3.0 Research Methodology
3.1 Research Design
3.2 Data Collection
3.3 Population
3.4 Research Sample
3.5 Instrument Of Data Collection
Chapter Four
4.0 Presentation Of Data And Statement Of Data Finding
4.1 Data Presentation
4.2 Statement Of Data Finding
Chapter Five
5.0 Summary And Conclusion
5.1 Summary And Conclusion
5.2 Recommendations
Reference
Appendix
INTRODUCTION
The development of manpower in Nigeria will be incomplete if it fails to address the use of information and communication technology (ICT) with emphasis on computer Technology. The world is fast becoming a global village as a result of developments in information and communication Technology. The key instrument in these globalization through the concept of ICT is the computer (Kalu and Ekueme, 2003).
A school of thought defines computer as a set of devices designed to work together to accomplish input, processing and output functions in order to accomplish tasks desired by a user (Robtyer, 2003).
Today, everybody goes about with this Technology as virtually every sectors- Banking, Education, Military, Health etc have keyed into the use of ICT for effective functioning (Esan, 1998). In other words, ICT has become a veritable instrument for Education, Economic and Technological development in this dispensation (Eya, 2000). Through teaching and learning ICT has equipped one to participate in rapidly changing world where work and leisure activities are increasingly transformed (Robinson, 1994).
The use of ICT in teaching and learning involves improve access to internet services and provision of step sequences in learning process (Edafiogho, 2007).
One of the importances of the study is that it will help to develop the mends of the teachers and students towards the effective teaching and learning of integrated sciences in junior secondary schools.
Realizing that there was no recent research work and perhaps any recent document to show the use of ICT in secondary schools particularly in the teaching and learning of integrated science as the junior secondary school level in the schools in Enugu North local Government area, the researcher therefore intends to carryout a survey research on the relevance of information and communication Technology (ICT) for effective teaching and learning of integrated science.
STAEMENT OF THE PROBLEMS
Considering the role and objectives of information communication Technology (ICT) in manpower building, in teaching and learning in the classrooms, most especially. Some secondary schools in the area under study are still unaware of the full use of ICT. This may be due to a large number of factors, such as poor awareness campaign on the significant of ICT, unstable power supply in most areas, low level of investment on ICT educational programme, attitude of the users, huge efforts and time spent on ICT facilities, high level of poverty and abscene of computer interaey personnel, among other factors.
Understanding the facts that schools, especially secondary schools serve as agent between the outside world and the immediate home whether local or urban. Therefore, it remains the best avenue through which the Technology of ICT could be transferred to the students as a means of effective teaching and learning especially in integrated science.
PURPOSE OF THE STUDY
The purpose of this study is to inventigate the relevance of information and communication technology (ICT) in effective teaching and learning of integrated science in JSS schools in Enugu, North local Government area. To examine if ICT facilities are unduly adopted in the teaching and learning of integrated science as the junior secondary school level. ICT facilities include; Audio visual viza-v# z: speakers, projectors, films, computers, the internet services etc. The use of audio visual in teaching and learning of integrated science makes the classroom exercise for junior students interesting, simple, demonstrateable and of course, enhance better understanding of the concept.
Specifically, the purpose of the study is to Capture the following facts:
(a) To find out if ICT provides access to teaching aids for teaching and learning of integrated science.
(b) To find out if ICT provides proper management of large number of students in teaching and learning of integrated science.
(c) To investigate if ICT promotes independent studies among students in teaching learning of integrated science.
(d) To find out if ICT increases students performances in teaching and learning of integrated science.
SCOPE OF THE STUDY
The cope of this study; the relevance of information and commandiation technology (ICT) for effective teaching and learning of intergrated science is limited to the Junior secondary school in Enugu North Local Govt Area of Enugu State. The schools comprise of ten different Junior secondary schools.
RESEARCH QUESTIONS
A number of relevant research questions have been mapped out for this study. These include:
a. Does ICT provides access to teaching aid for effective teaching and learning of integrated science?
b. How does ICT provides proper management of large number of students in teaching and learning of integrated science?
c. Does ICT promotes independent studies among students in teaching and learning of integrated science in your school?
d. How does ICT increases student’s performances in teaching and learning of integrated science?
SIGNIFICANCE OF THE STUDY
It is generally conceived that the concept of information and communication technology (ICT) is relatively new and perhaphs most secondary schools have not completely adopted its use in teaching and learning processes. Also, it could be said that ICT facilities are not made available in these secondary schools or where they are made available, it is underutilized. Edafiogho (2007) outlined a good numbers of significance of ICT to education most especially in the areas of; electronic bullefine boards, database, teleconferencing etc.
Below are the significance of the study “the relevance of ICT in effective teaching and learning of integrated science in junior secondary school” to the teachers and students.
Teachers:
• ICT motivate teachers:- The exposure of teachers to ICT can help to promote and enable professional development particularly in teaching of integrated science.
• ICT helps teacher to create more learner centric learning environment – ICT’s are seen as important tool to enable and support the move from traditional teaching style to more modern method of teaching
• Lesson plan is done easily when using ICT’s – Teachers are at the advantage of achieving the best in lesson plan if they adopt the use of ICT’s.
• The use of ICT’s enable the teacher to make whole clan teaching and learning of integrated science more dynamic.
• The use of ICT’s by the teachers enable them to develop interactive materials which authoring software, which can be used to enable students to focus on the learning of integrated science.
Students:
• Develop learning states – Students can work with ICT’s to develop their understanding, analytical and organizational skills in integrated science and other science subjects.
• Learn in more varied ways:- Students can work effectively at their own Pace and level, using differentiated materials, and other ICT’s resources.
• Students can work flexibly away from classroom, and receive feedback immediately on a particular topic on integrated science. Via the use of ICT’s.
• Students can communicate with their peer students using e-mail, video conferencing, blogs, wikis, social networking sites and text messages to develop their target topic on integrated science with their peers in other part of the world.
DEFINITION OF TERMS
COMPUTER:- This is an electronic machine that can store, organize and find information, and workout arithmetic. Also, it controls other machine with high speed and accuracy.
Machine:- It is a device that makes work done easier and faster.
IT:- This is a short form of information technology that deals with the use of computer and telecommunication to retrieve, store and transmit information.
INTERNET:- This is a specific collaboration of independently management network to communication with each other across organization and geographical boundaries.
PROJECTOR:- It is an apparatus for projecting photographs or films unto a screen.
Relevance Of Information And Communication Technology (ICT) In Effective Teaching And Learning Of Integrated Science In Junior Secondary Schools:
Information and Communication Technology (ICT) has become an integral part of modern education, including the teaching and learning of integrated science in junior secondary schools. Here are some ways in which ICT is relevant in effective teaching and learning of integrated science:
Access to information: ICT provides students and teachers with access to a vast amount of information from various sources, including educational websites, online libraries, databases, and scientific journals. This allows them to gather relevant and accurate information to enhance their understanding of integrated science concepts.
Interactive learning: ICT tools such as educational software, simulations, and audiovisual materials provide a more interactive and engaging learning experience. Students can actively participate in virtual experiments, visualizations, and simulations, which helps them comprehend complex scientific concepts better.
Multimedia resources: ICT provides multimedia resources such as graphics, videos, and animations that can be used to explain abstract scientific concepts more effectively. Visual representations can enhance students’ understanding and retention of integrated science topics.
Collaboration and communication: ICT enables students to collaborate with peers, teachers, and experts from around the world using various communication tools. Online forums, discussion boards, and video conferencing facilitate interaction and collaboration, fostering active learning among students.
Real-world connections: ICT allows students to connect their learning to real-life situations. They can access scientific data, case studies, and real-time information, enabling them to apply scientific knowledge to solve problems in the context of the real world.
Personalized learning: ICT tools provide opportunities for personalized learning experiences tailored to students’ individual needs and learning styles. Adaptive learning software can provide immediate feedback, customized learning paths, and additional resources to support students’ understanding of integrated science.
Assessment and feedback: ICT tools enable teachers to assess students’ learning progress through online quizzes, assignments, and tests. Immediate feedback can be provided to students, allowing them to identify their strengths and weaknesses and focus on areas that require improvement.
Professional development: ICT provides teachers with opportunities for continuous professional development through online platforms, webinars, and educational resources. This helps teachers stay updated with the latest scientific advancements and teaching strategies, enhancing the quality of science education.
In conclusion, Information and Communication Technology plays a crucial role in the effective teaching and learning of integrated science in junior secondary schools. It provides access to information, promotes interactive learning, facilitates collaboration and communication, connects learning to real-world situations, allows for personalized learning, aids in assessment and feedback, and supports teachers’ professional development