CHAPTER ONE
Introduction
1.1 Background
to the Problem
The
Nigerian National policy on Information Technology define Information
Technology to include any equipment or interconnected system or subsystem of
equipment, that is used in the automatic acquisition, storage, manipulation,
management, movement control, display, switching, interchange, transmission or
reception of data or information.Information and communication technologies
(ICT) are electronic technologies used for information storage and retrieval.
Development is partly determined by the ability to establish a synergistic
interaction between technological innovation and human values. The rapid rate
at which ICTs have evolved since the mid 20th century, with its convergence and
pervasiveness giveit a strong role in development and globalization (Nwagwu,
2006). ICTs have a significant impact on all areas of human activity (Brakel
and Chisenga, 2003).
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1.2 Statement of the
Problem
The
trend in all the great nations of the world, like United States, Britain,
Germany and Japan is the integration of information and communication
technology (ICTs) and electronic resources in all facet of life. Hence,
research attention is been geared towards integration of Information and
Communication Technology (ICT) and electronic resources.
1.3
Purpose of the Study
The purpose of this study was to
determine:
i. extent
of students perception of ICT integration in the learning of Basic science.
ii. extent
of teachers perception of ICT integration in the teaching of basic science.
iii. extent
of Information and Communication Technologies (ICTs) integration in the teaching of Basic
Science in junior Secondary Schools in Epe Local Government
Area of Lagos State.
1.4 Research Question
1 What is the profile of the respondents
in the study?
2. What is the extent of
student’s perception of ICT integration in the learning of basic science?
3. What is the extent of
teacher’s perception of ICT integration in the teaching of basic science?
4. What is the extent of ICT integration in
the teaching of Basic Science in JSS?
1.6 Significance of the Study
This
study is very important in various ways. It is expected to identify the perception
of students’and teachers’Information and Communication Technology
(ICT)integration for academic activities. The results of this study are
expected to unfold the problem which the students face on the use of ICT and
electronic resources and how the problem affects their overall performance in
school....
1.7 Operational Definition of Terms
INFORMATION:
This can be refers to as process data
COMMUNICATION: This
is the act of passing information.
INFORMATION AND COMMUNICATION
TECHNOLOGY: This refers to a set of combined
technologies that will facilitate not only information processing but also its
transmission for purpose of teaching and learning.
COMPUTER: This
is an electronic device that accepts data in coded form and processes them to
give meaningful information.
CHAPTER
TWO
Introduction
This
chapter makes an attempt to review related literatures to give solid support
from earlier studies to this study. The organization of this chapter is as
follows:
2.1 Review of Related Literature
2.2 Information Communication Technologies/
Technology
2.3 ICTs in Education and For Education
2.4 Teachers and Instructional Applications of
ICTs
2.5 Factors Contributing To ICT Integration in
the Classroom
Characteristics of ICT
on desktop
2.6 Influence of Computer Literacy on Use of
Electronic Resources
2.7 Use of Electronic Resources in Libraries
2.8 Factors
Affecting Effective Utilization of Electronic Resources
CHAPTER THREE
Research Methodology
3.1 Research
Design
The
research design adopted for this study was the ....... research designs.
3.2 Population
of the Study
The
population of the study was made up of all junior secondary school teachers and
students.
Sample
and Sampling Technique
The
sample for the study was drawn from five selected Junior Secondary Schools in Epe
Local Government Area of Lagos State. Random samplings of 200 junior secondary
school two (JSS II) students and fifty teachers were selected for the study.
Stratified random sampling technique was used in selecting the five schools
from the list of schools.
3.3 Research
Instrument(s)
An
adopted questionnaire of four sections is the only instrument for data collection.
Section A is designed to obtain respondents demographic data. Section B is Teachers
Perception of ICT Integration Questionnaire (TPICTIQ), Section C is Students Perception
of ICT integration Questionnaire (SPICTIQ) and Section D is Basic Science
Teachers ICT Integration Classroom Observation Schedule (BSTICTICOS). The
instruments was used to determine teachers and students perception of Information
and Communication Technology (ICT) integration as well as status of ICT
integration in the teaching of Basic Science.
Validity
of the Instrument
The
validity of the instrument will be ensured by giving the instrument
(questionnaire) to an expert. Necessary omission, addition and modification was
made in order to improve the face and content validity of the instrument before
administration.
Reliability
of the Instrument
3.4 Procedure for Data Collection
3.5 Method
of Data Analysis
The
data collected from the questionnaire were analyzed using descriptive
statistics of simple percentage, frequency count, mean and standard deviation.
CHAPTER FIVE
5.0 Summary, conclusion and Recommendation
5.1 Summary
This
study examines integration of information and communication technology (ICTs)
in basic science teaching in some selected junior secondary schools in Epe
Local Government Area of Lagos State. Download the complete project HERE
5.2 Conclusion
The
use of information technology (ICTs) is changing teaching in several ways. With
Information and Communication Technology (ICTs), teachers are able to create
their own instructional materials and thus have more control over what is used
in the classroom, rather than disliking teachers as some researchers (Apple
&Jungck, 1992 Noble, 1998) claim, it seems that technology is requiring teachers
to be more creative in customizing their own materials. Also,
5.3 Recommendations
In
view of the findings from this study, the following recommendations are made:
* Workshop,
seminar and conferences for teachers in order to upgrade their pedagogies using
the ICTs tools for instructions is recommended.
* Policy
on education should be geared toward the practice of self-learning which is an
attempt to make education more liberal and more universal in such a way that a
learner can teach himself, if given the kind of environment and guidance by the
teachers, it enhance students learning by the use of ICTs tools where
activities are planned and implemented.
*
5.4 Implications
for Further Research
The
current study has contributed to the research about the integration of
information and communication technology in the process of teaching and
learning basic science in junior secondary schools. The findings of this
research have given more attention to the level of ICT integration in order to
increase and encourage the use of ICT tools in junior secondary schools in
general and rural secondary schools in particular. The study contributed to the
existing body of research regarding the integration of ICT for educational
purposes in developing countries. The study recommends that future researchers
need to consider the indepth qualities such as classroom observations and
in-depth interviews to investigate the level of ICT use by teachers in teaching
other subjects.
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