EFFECTS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN THE TEACHING AND LEARNING OF ECONOMICS
TABLE OF CONTENTS
Table of contents
CHAPTER ONE: INTRODUCTION
Background of the study
Statement of the Research Problem
Objectives of the Study
Significance of the Study
Scope of the Study
Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
Meaning of ICT
Brief History of ICT and Computer
Conventional Methods of Teaching and Learning
ICT as Aids to Teaching and Learning
ICT in Improving the Quality of Education
Factors Affecting the Performance of Economics Students
Barriers to Integration of ICT into Education
Teachers Problems in Implementing ICT into Education Practices
CHAPTER THREE: METHODOLOGY
Sample and Sampling Techniques
Instrument for Data Collection
Validity of the Instrument
Reason for Pre-Test
CHAPTER FOUR: RESULTS AND DISCUSSION
Analysis of Research Questions Using Percentage
Discussion of Findings
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
Suggestion for Further Findings
This project examines the effects of Information and Communication Technology (ICT) in the teaching and learning of Economics in some selected secondary schools in Ikere Local Government Area of Ekiti State.
In this project the definition, history, conventional methods of teaching and learning factors affecting the performance of Economics students, barriers to integration of ICT into education and teachers problems in implementing ICT into educational practice were discussed to collect all the necessary information as regard the study was a self design questionnaire and the study covered Ikere Local Government Area.
In conclusion, from the findings of this study it has been discovered that the students taught Economics using ICT performed better in their academics than those taught using conventional methods.
It is therefore recommended that teachers should always make use of computer in every economics lesson in order to improve students’ academic performance in schools.
Background to the Study
Economics education in both public and private schools in Nigeria has been experiencing reforms directed towards the integration of technology in Economics courses dating back to the 1990’s. There is evidence that the use of Information and Communication Technology (ICT) in the Economics key learning areas has not been fully embraced by schools in Nigeria especially in Ekiti state Jone (2008). Despite the provision of computers to students and teachers by Ekiti state Governments, Economics teachers are still not effectively integrating technology into their teaching Foley and Ojeda (2011). The international evidence by Li (2007) suggested that, one reason for the teachers not embracing technology is the fear that it might replace teachers in the school system.
Ability to work with Information and Communication Technology (ICT) is recognized as one of the key competencies necessary for success in life and competition in the labour market Levy and Murmane, (2001); Salganik (2001); Eurydice, (2002) which every citizen should possess and term computer literacy was introduced to distinguish between users and non-users of ICT Bawden, (2001). Concerning ICT, two important roles are assigned to schools. The first is to fulfill the expectations of society for demanding ICT skills, and the second is to raise the quality of education in the schools with the support of ICT. Many scholars, teachers and teacher-trainers have recognized the potential of ICT to enhance teaching and learning, and as a side effect the number of published articles about the use of ICT in school work to enormous Bell and Bell, (2003).
Introduction of Information and Communication and Technology in Economic lessons can raise not only level of knowledge but students attitudes towards Economics Haunsel and Hill, (1989); Kubiatko and Halakova, (2009).
The emergence of ICT has totally re-volutionalized. We access, process, store, retrieve and disseminate information within organizations or across the globe. Whether it is in vocal, pictorial, textual, numeric or macro-electric based, hence ICT is now a topical issue in Nigeria. It may not be it is relatively new in this part of the world, but because ICT encompasses a range to technologies and application systems of micro processors that have profound impact on the society and its way of life.
Information and Communication Technology (ICT) revolution is gradually affecting the nature of learning and the production of knowledge and transforming the world in unexpected way. The impact of ICT is becoming more pronounced worldwide. Such that rarely is anything mentioned in any area of human endeavours without reference to technology.
Information and Communication Technology (ICT) was daily given rise to new concepts, new ideas and making impact not only in the industries/business but also in the education sector. ICT has simplified education through the application of electronics media, internet etc. According to Ndukwe (2006), the production and introduction of calculators and computers in the education system worldwide has helped in simplifying teaching and learning in schools, thereby promoting national stability and Economic survival.
Today, organizations such as Educational/research institutions as well as individuals turn to the internet for accurate and up-to-date information. A number of steps are necessary for Economics teaching to find a proper place in Nigeria classroom, improve its quality and teaching skills to be useful and meet today’s need in order to make themselves relevant.
For the foregoing therefore, attempt will be made to assess the impact or effect of Information and Communication Technology (ICT) in the teaching and learning of Economics in Ikere Local Government Area of Ekiti State.
Statement of Problem
Despite the values and importance of Economics in secondary schools, the subject still seems to be difficult for students. This is evidenced in their low performances in the subject especially at certificate examinations. The cause of this fallen standard and poor performance could be traced to the long and old methods used by Economics teachers which are not in line with the present technological development and advancement.
Also Economics teachers do not embrace the modern method of teaching through technology due to the fear of being replaced by the new development. Those that support the use of computer do not have adequate knowledge about when and how computer could be used as Economics instruction. The performance of students is nothing to write home about. All these are attributed to poor method of teaching and learning Economics concept.
Information and Communication Technology (ICT) are already a vital factor in successful development of Education. Education for new emerging societies requires, ICT to facilitate more meaningful learning. Information and scientific knowledge are not simply means of improving society only, but main products of improving teaching and learning. ICT has becomes a critical tool for professional training. The sooner learners know how to use products of ICT, the easier they can find their way to capture the newest still have to fully appreciate the importance of ICT in realizing their teaching objectives, while many may find themselves incompetent to handle ICT as instructional delivery, Okoro (2009).
From the background information provided above, the need for accessibility and utilization of ICT facilities by the academic in secondary educational system cannot be over emphasized. It is based on the foregoing that the study tend to empirically test utilization of ICT facilities in the teaching of Economics in selected secondary schools in Ikere Local Government Area of Ekiti State.
Objectives of the Study
The objective of the study is to determine the effect of Information and Communication Technology (ICT) on Economics students’ performance in secondary schools in Ikere Local Government Area of Ekiti State. The overall focus of this research study was on the effects of ICT in schools. Implementing ICT into education involved several interest phenomena
- First, issues related to technology: do students and teachers have a good access to ICT? How do genders and generations differ related on ICT
- Second, issues related to activities in classrooms using ICT in teaching changed? What is the actual role of teachers and students? Is ICT as a catalyst for change or not?
- Third, issues related to effects and consequences of implementing ICT for schools and for teaching community. What kind of effects there will become? What kind of practices among teachers develop? How does school reality match to the various expectations of society and parents? These unclear issues have guided this study programme.
The following research questions guided the study.
- Is there any difference in the performance of Economics students taught Economics using ICT and those taught using conventional method?
- Is there any difference in the performance of male and female students taught Economics and ICT?
From the research questions raised from the study, the following hypotheses were formulated.
- There is no significant difference in the performance of Economics students taught Economics using ICT and those taught using conventional method.
- There is no significant difference in the performance of male and female students taught Economics using ICT and those taught using conventional method.
- There is no difference between the pre-test achievement score of students exposed to ICT strategy and those exposed to conventional method
Significance of the Study
The usefulness of this study would enable teachers to identify Information and Communication Technology (ICT) as a means and method of teaching Economics. Also, the study would create avenue for more research about topics and content to be taught by teachers. More so, the finding of the study would encourage and create pupils interest in learning Economics, thereby improving their performance in the subject.
The study would also help government to make provision for Information and Communication Technology (ICT) as an instruments for effective teaching and learning of Economics in secondary school.
Scope of the Study
The study is delimited to both public and private schools within Ikere Ekiti that is schools owned by the State government and schools owned by individuals. The study is delimited to conventional methods of teaching and learning of Economics such as the lecture method, discussion method and modern method of teaching Economics
Definition of Terms
The following terms are operationally defined below:
Performance: This is the noticeable change in behavior or action of the students achieved and exhibited as a result of their exposure to a body of knowledge. It is a measure of achievement.
ICT: Information and Communication Technology. This is the process of gathering, accessing and dissemination of data for an enhanced learning Miller and Akume (2009).
Conventional Method: The conventional method of teaching refers to the traditional lecture methods of teaching which involves concepts, generalizations and facts. It is teacher centered method because the teacher does all the talking and leaves the learner as a mere listeners.
Economics: Is a social science which study human behavior as a relationship between ends and scarce means which have alternative uses.
» Bank Branch Deposits, ATM/online transfers (Amount: ₦3,000 NGN)
|Bank: FIRST BANK Account Name: OMOOGUN TAIYE Account Number: 3116913871 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 OR Click Here|
|Bank: ACCESS BANK Account Name: OMOOGUN TAIYE Account Number: 0766765735 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here|
|Bank: HERITAGE BANK Account Name: OMOOGUN TAIYE Account Number: 1909068248 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here|