Impact Of ICT Integration On Academic Performance In Senior Secondary School Chemistry

This study was carried out to examine the impact of ICT integration on academic performance in senior secondary school Chemistry using some selected secondary schools in Ikono Local Government Area Of Akwa Ibom State as a case study. The study was specifically set to determine the extent of ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State, determine the impact of ICT integration on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State, and identify the factors influencing the ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State. The survey design was adopted and the simple random sampling techniques were employed in this study. The population size comprised of Chemistry teachers and students of selected secondary schools in Ikono Local Government Area Of Akwa Ibom State. In determining the sample size, the researcher conveniently selected 200 respondents and 150 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 hypothesis was tested using Chi-square statistical tool. The result of the findings reveals that the extent of ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State is low. The study also revealed that ICT integration has a positive impact on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State as it stimulates student learning interest, improves students retention and learning outcome, improves students comprehension, and enhances students academic achievement. Therefore, it is recommended that government should be interested in providing funds to secondary schools to enable school management to provide Information and Communication Technology (ICT) tools for teaching chemistry. To mention but few.

Introduction

1.1 Background of the Study

The application of Information and Communications Technology (ICTs) in education has revolutionized teaching and learning. Students with diverse learning styles are able to maximize their learning potential when instructors use ICT to support their teachings. ICT enables the learners to be more independent, reflective and self-regulated in their learning process. In addition, ICT makes it possible to deliver virtual instruction to students outside the classroom. ICTs help student"s master materials and skills though it depends on the teacher"s instructional goal, students" levels, instructional needs and available resources. Jones (2010) has it that technology travels with people. Information and Communication Technology (ICT) can be defined as a diverse set of electronic technologies and technological tools and resources used to communicate, create, store, disseminate and manage information. Liu (2005) sees it as the combination of technologies for collecting, storing, processing, communicating and delivering information. Information Communication Technology is regarded as an engine for growth and tool for empowerment with profound implications for education, change and socio-economic development. Information Communication Technology such as videos, televisions, multimedia and computer software which combines text, sound and colourful moving images can be used to provide challenging and authentic content that will engage the students in the learning process (Akude & Ajuzie, 2011).

Educational institutions may utilize ICT to enrich the students with skills and knowledge for the 21st century (Badeleh & Sheela, 2011), such that it can add to worldwide accessibility to education, educational equality, broadcasting of quality teaching learning programs, educators" professional growth and to help in obtaining a more effective educational management. Hence, accessibility, inclusion and standard being the key issues of education, can be comfortably addressed through ICT. ICT improves the standard of education by encouraging learning through ongoing discussion, delayed time discussion, directed instruction, self-learning, critical thinking, data seeking and analysis (Carrillo, Onofa & Ponce, 2010). Utilization of ICT can enhance outcomes, instruction, administration and create important abilities in the underprivileged groups and at the same time influence educational instruction and research process (Andoh, 2012).

In classroom teaching and learning process of Chemistry, the use of ICT is imperative as it gives chance to the teachers and learners to operate, store, control and retrieve data other than to promote self- regulated and active learning (Ali, Haolader & Muhammad, 2013). ICT-based learning includes an expanded propensity towards collaborative learning among learners and instructors, not just in a specific classroom. This kind of collaboration is in contrast to the conventional learning environment, for example, distance learning inspires educators and learners to engage in learning even after school time (Ali, Haolader& Muhammad, 2013). The system helps instructors to plan and prepare lessons and design materials such as course content cc The rapid development of this system has prompted a revolution in learning as new technological advancement in education has involved the re-examination of new techniques and instruments in instructional process.

To enhance the academic performance of students in Chemistry, there is a need to turn from conventional teaching methods to modern teaching methods. Computer Assisted Instruction (CAI) is space and time independent making it convenient for students to go through the program either at home or on a school computer. This encourages interactivity, which individualizes content for each learner based on their needs and it provides formative feedback to multiple choice questions. CAI enhances learning rate where the learners are able to learn more materials given the same amount of time as compared to conventionally taught learners. Moreover, students receiving instructions through ICT retain learning better (Cener, Cener, E., Acun, I., & Demirhan, G. 2015). The issue of low achievement among the Chemistry students has been tormenting the instructive framework right from the elementary classes to university level. This issue wastes human potential and facilities for education.

1.2 Statement of the Problem

The integration of Information and Communication Technology (ICT) in education has become increasingly prevalent globally, with a growing recognition of its potential to enhance teaching and learning outcomes across various disciplines. In the context of senior secondary school education, ICT tools offer opportunities for interactive and engaging learning experiences, potentially transforming the traditional classroom environment(Ali, Haolader & Muhammad, 2013). However, despite the growing emphasis on ICT integration in education, there remains a gap in understanding its specific impact on academic performance, particularly in subjects like chemistry. This research aims to address this gap by investigating the impact of ICT integration on academic performance in senior secondary school chemistry within the Ikono Local Government Area of Akwa Ibom State.

While several studies have explored the broader implications of ICT integration in education, there is a lack of empirical research focusing specifically on its effects on academic performance in chemistry at the senior secondary school level in the Ikono Local Government Area. Understanding the relationship between ICT integration and academic performance in chemistry is essential for informing educational policies and practices aimed at improving learning outcomes in this subject. By examining the extent to which ICT tools and resources are utilized in chemistry instruction and their influence on student achievement, this study seeks to provide valuable insights into impact of ICT integration on academic performance in senior secondary school chemistry in Ikono Local Government Area Of Akwa Ibom State.

1.3 Objective of the Study

The primary objective of the study is to examine the impact of ICT integration on academic performance in senior secondary school Chemistry in Ikono Local Government Area Of Akwa Ibom State. The specific objectives is as follows:

1. Determine the extent of ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State.
2. Determine the impact of ICT integration on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State.
3. Identify the factors influencing the ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State.

1.4 Research Question

The study will be guided by the following questions;

1. What is the extent of ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State?
2. What is the impact of ICT integration on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State?
3. What are the factors influencing the ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State?

1.5 Research Hypothesis

Ho: ICT integration has no significant effect on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State.

Ha: ICT integration has a significant effect on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State.

1.6 Significance of the Study

This research project investigates the impact of ICT integration on academic performance in senior secondary school Chemistry. It is the belief of the researcher that the outcome of this study will help the teachers in secondary schools to develop positive attitude toward the use of ICT in teaching and also this study will bring to lime light the diverse benefits of using information and communication technology (ICT) in secondary schools. This study will be appropriate for secondary schools teachers and it is also believe as a recipe for policy making in reviewing existing rules guiding the implementation of ICT in the senior secondary school.

1.7 Scope of the Study

This research investigates the impact of ICT integration on academic performance in senior secondary school Chemistry. Geographically the study will to some selected secondary schools in Ikono Local Government Area Of Akwa Ibom State.

1.8 Limitation of the Study

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing to the nature of the discourse thus the researcher incurred more financial expenses and much time was required 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. Additionally, the researcher will simultaneously engage in this study with other academic work. More so, the choice of the sample size was limited to extention teachers as few respondent were selected to answer the research instrument hence cannot be generalize to other aspect of agriculture. However, despite the constraint encountered during the research, all factors were downplayed in other to give the best and make the research successful.

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.

Chemistry:

Is a subject of universal interest in human development with regards to the utility of its knowledge in real-life situations to be faced by many students someday (Jegede, 2012).

1.10 Organization 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 the impact of ICT integration on academic performance in senior secondary school Chemistry using some selected secondary schools in Ikono Local Government Area Of Akwa Ibom State as a case study. 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 impact of ICT integration on academic performance in senior secondary school Chemistry using some selected secondary schools in Ikono Local Government Area Of Akwa Ibom State as a case study. The study was specifically set to determine the extent of ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State, determine the impact of ICT integration on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State, and identify the factors influencing the ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State.

The study adopted the survey research design and randomly enrolled participants in the study. A total of 150 responses were validated from the enrolled participants where all respondent are Chemistry teachers and students of selected secondary schools in Ikono Local Government Area Of Akwa Ibom State.

5.3 Conclusions

Based on the findings of this study, the researcher made the following conclusion.

1. The extent of ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State is low.
2. ICT integration has a positive impact on students academic performance in Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State as it stimulates student learning interest, improves students retention and learning outcome, improves students comprehension, and enhances students academic achievement.
3. The factors influencing the ICT integration in the teaching and learning of Chemistry in senior secondary school in Ikono Local Government Area Of Akwa Ibom State 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.

1. Government should be interested in providing funds to secondary schools to enable school management to provide Information and Communication Technology (ICT) tools for teaching chemistry.
2. Teachers and students should embrace and sustain the use of ICT facilities in teaching and learning to enhance students" performance in the various subjects.
3. Chemistry teachers should try to use ICT materials in the teaching and learning of Chemistry in secondary schools, in order to encourage male and female students to always participate fully in the learning of chemistry.
4. School administrators should encourage chemistry teachers to use relevant ICT materials in teaching of chemistry lessons.
5. Chemistry teachers should encourage both male and female students to always participate fully in the learning of chemistry.

• Secondary Education Project Topics and Materials