A
RESEARCH
ON THE
IMPACT OF ICT ON THE PERFORMANCE OF SECONDARY SCHOOL
STUDENTS IN CALABAR SOUTH
WRITTEN
BY
NAME: UKET, CYRIL OFEM
DEPARTMENT: COMPUTER SCIENCE
FACULTY: SCIENCES
SUBMITTED
TO
DR OYO E. OYO
(RESEARCH SUPERVISOR)
OCTOBER 2016
BROAD TOPIC
Effect
of ICT on education
NARROW DOWN
Functions
of ICT on secondary school students.
FURTHER NARROW DOWN
Impact
of ICT on the performance of secondary school students in Calabar South
THESIS
STATEMENT
ICT has improved the academics performance of secondary school students
in Calabar South.
WORKING
BIBLIOGRAPHY
Akale, A. U. (1986). Learning as an effectiveness
means of means transformation. Cambridge: Harvard University press.
Anonim, f. C. (1997). Benefit of Microsoft office.
London London university press.
Aviram A. U(2004). Uses of computer and ICT in modern
age. New york: Aspen institute.
Benson, O. U. (2000). Introduction of computer
technology: the best approach to individual development. London: Aspen
institute.
John, J. T. (2001). Information technology effectiveness.
Ibadan: university of Ibadan press.
TENTATIVE
OUTLINE
1.0.
Introduction
1.1.
Conceptual definition of terms.
1.1.1.
Education.
1.1.2.
Student academic performance.
1.1.3.
Concept of ICT equipment in learning.
1.1.4.
ICT.
2.0.
Educational system in Calabar South.
3.0.
Uses of computer aided program and performance.
4.0.
Impact of ICT in student’s academic performance.
4.1.
Advantages of ICT in student’s academic performance.
4.2.
Disadvantages of ICT in student’s academic
performance.
5.0.
Summary, conclusion and recommendation
5.1.
Summary
5.2.
Conclusion
5.3.
Recommendation
References
1.0 INTRODUCTION
Computer utilization on learning is currently in relation to the
internet facilities, and ICT (information and communication technology)
equipment/devices for teaching and learning. Computers are the technologies
used in conveying, processing and storing data through electronic means. The
provide an array of powerful tools that can help in transferring the present
isolated teacher-centered and text bound classrooms in rich student focused
interactive knowledge environments. To evade the elapses of poor academic
attainment and educational development, secondary schools administrator must
embrace the advent of the leading technology and use. The ICT and computer aided
programs can foster quality teaching and learning processes in student.
Computer utilization can brings widen possibilities through the process
of learning from the independent place and space to a wider array of the
endless communication process. It can also allow for more flexible and professionalized
learning process can be seen as the easiest means if acquiring knowledge for
individual development.
Today, the educational sector is been faced with series of challenges
and reforms. It is good to reflect on matters concerned with computer utilization
and ICT equipment in secondary schools. The causes of improper development of
the educational sectors today is the non-implementation of good ICT equipment
computer in teaching and learning process by the government and educational
policy makers. The need for proper introduction/implementation of ICT
equipment/materials and computers for teaching and learning process can
learning process can help foster quality delivery ion teacher and also
students, to derive more learning skills and techniques with the of aid of
computer and ICT equipment.
1.1. CONCEPTUAL
DEFINITION OF TERMS
1.1.1.
EDUCATION
Education
is the process of facilitating learning, or the acquisition of knowledge,
skills, values, beliefs, and habits. Educational methods include storytelling,
discussion, teaching, training, and directed research.
1.1.2.
STUDENT
ACADEMIC PERFORMANCE
This can
also be called academic achievement: is the outcome of education the extent to
which a student, teacher or institution has achieved their educational goals.
Academic achievement is commonly measured by examinations or continuous
assessment but there is no general agreement on how it is best tested or which
aspects are most important procedural knowledge such as skills or declarative
knowledge such as facts.
1.1.3.
CONCEPT
OF ICT EQUIPMENT IN LEARNING
Information
and communication technology (ICT) is commonly recognized as a set of
technological tools and equipment used for communication and dissemination, to
store and managed information in multiple diverse ways. Multimedia is a subject
of the wider issue of ICT and it performance in multiple ways.
Aviram and
Talmi (2004) identified several groups active in ICT education, including
technocrats that see the use of ICT as non-problematic and simply a matter of
using the new equipment and technology for reformation and advancement.
1.1.4.
INFORMATION
AND TECHNOLOGY COMMUNICATION (ICT)
Information
and communications technology (ICT) is an extended term for information
technology (IT) which stresses the role of unified communications[1] and the
integration of telecommunications (telephone lines and wireless signals),
computers as well as necessary enterprise software, middleware, storage, and
audio-visual systems, which enable users to access, store, transmit, and
manipulate information.
However ICT is
also used to refer to the convergence of audio-visual and telephone networks
with computer networks through a single cabling or link system. There are large
economic incentives (huge cost savings due to elimination of the telephone
network) to merge the telephone network with the computer network system using
a single unified system of cabling, signal distribution and management.
2.0. EDUCATIONAL SYSTEM IN CALABAR
SOUTH
Education
in Calabar South is overseen by the Ministry of Education, calabar, Cross River
State. The education system is divided into Kindergarten, primary education,
secondary education and tertiary education. This research is more interested
about the secondary education.
Students
spend six years in Secondary School, that is 3 years of JSS (Junior Secondary
School), and 3 years of SSS (Senior Secondary School). By Senior Secondary
School Class 2 (SS2), students are taking an examination called MOCK, to
prepare for the Senior Secondary Certificate Examination. The Senior Secondary
School ends on the WASSCE.
Calabar
South local government only have primary school. But the secondary schools in Calabar
South is funded and owned by the state government. Although education is
supposed to be free in the majority of the state owned institutions, students are
required to purchase books, uniforms and pay for miscellaneous things costing
them an average of thirty thousand naira ($200) in an academic year. Teachers
in Calabar South usually have a National Certificate of Education or a bachelor's
degree, but this is not always the case as many secondary schools in the local
government are filled with unqualified teachers who end up not being able to
motivate the students. Often these schools are understaffed due to low state budgets,
lack of incentives and irregularities in payment of staff salaries.
With the
introduction of 6-3-3-4 system of education in Nigeria, the recipient of the
education would spend six years in primary school, three years in junior
secondary school, three years in senior secondary school, and four years in
tertiary institution. The six years spent in primary school and the three years
spent in junior secondary school are merged to form the nine in the 9-3-4
system. Altogether, the students must spend a minimum period of six years in
Secondary School. During this period, students are expected to spend three
years in Junior Secondary School and three years in Senior Secondary School.
The
General Certificate of Education Examination (GCE) was replaced by the Senior
Secondary Certificate Examination (SSCE). The SSCE is conducted at the end of
the Secondary School studies in May/June. The GCE is conducted in
October/November as a supplement for those students who did not get the
required credits from their SSCE results. The standards of the two examinations
are basically the same. A body called West African Examination Council (WAEC)
conducts both the SSCE and GCE. A maximum of nine and a minimum of seven
subjects are registered for the examination by each student with Mathematics
and English Language taken as compulsory.
3.0. USES OF COMPUTER AIDED
PROGRAMS AND STUDENTS’ ACADEMIC PERFORMANCE
The advent
of technological tools and devices in education sector is to bring about change
from the traditional method of instruction to a more comfortable approach of
pedagogical process towards achievement and performance (anonym, 1997).
Computer
aided programs are recognized as software/application programs that are
designed to aid teaching and learning process more effective and efficient. These
programs help both the teachers and students to find a direction to focus on
prepared topics or subject of lessons in the classroom. These programs are
designed to help users learn and perform various task with the ability of
instruction prompt or command needed to perform a varied tasks these programs
contain applications like microsoft word, powerpoint, excel, access, corel
draw, pagemaker, opera,dICTionary,scientific calculator, social media
appliocations like facebook, whatsApp, 2go, twitter, instagram, pascal
programming language, java, google play etc. computer aided programs can help
users make designs, compose or create text as well as paragraph or pages of
writing, and also create movies/sounds, snap and view image accordingly
(Maxwell, 1998).
Computer
aided programs can help make difficult task simplified in the a very easy way
to solve the user’s need. Use of computer in schools can make students and
teachers more vast in knowledge acquisition and recognition, devote the spirit
of reading and writing efficiently and effectively, apply similar practical
activities to everday lives which can promote individual performance on the
state of technological advancement (Maxwell, 1998). It can create in them
self-reliance on a task to perform and how to perform without assistance from
anyone. With this advent of computer, student and teachers stand the chance to
learn strategies on how to solve some personal problem and need with computers.
Computers and it aided programs can help student s write exams easily and fast
under the ability of an instructed program (John, 2001).
ICT and
computer technology shapes the world in information and data management, and
also it process and results outcome. School that are conversant with the uses
of ICT and computer devices can promote in their students and teachers the
knowledge information management, speed recognition of activities and event
with performance using computer tools/devices to derive solution to available
problems and the situation of human race in the world.
4.0. THE IMPACT OF ICT ON
STUDENTS’ ACADEMIC PERFORMANCE
The purpose of the present paper is
to examine the relationship between the use of information and communication
technologies (ICT) and student performance in higher education. “So far,
economic research has failed to provide a clear consensus on the effect of ICT
investments on student’s achievement”. Our paper aims to summarize the main
endings of the literature and to give two complementary explanations. “The 1st
explanation focuses on the indirect effects of ICT on standard explanatory
factors. Since a student’s performance is mainly explained by a student’s
characteristics, educational environment and teachers’ characteristics, ICT may
have an impact on these determinants and consequently the outcome of
education”. The differences observed in students’ performance are thus more
related to the differentiated impact of ICT on standard explanatory factors.
“While ICT equipment and use rates are growing very fast in the European Union,
the adoption of complementary organizational designs is very slow and differs
from one institution to another”. This may explain the observed differences in
students’ achievement.
4.1. ADVANTAGES OF ICT ON
STUDENTS’ ACADEMIC PERFORMANCE.
1.
positive impact of ICT use in education has
not been proven. “In general, and
despite thousands of impact studies, the impact of ICT use on student
achievement remains difficult to measure and open to much reasonable debate”.
2.
Positive
impact more likely when linked to pedagogy. “It is believed that specific uses
of ICT can have positive effects on student achievement when ICTs are used
appropriately to complement a teacher’s existing pedagogical philosophies”.
3.
‘Computer
Aided Instruction’ has been seen to slightly “improve student performance on
multiple choice, standardized testing in some areas Computer Aided (Assisted)
Instruction (CAI)”, which refers generally to student self-study or tutorials
on PCs, has been shown to slightly improve student test scores on some reading
and math skills, although whether such improvement correlates to real
improvement in student learning is debatable.
4.
Need
for clear goals ICTs are seen to be less effective (ineffective) when the goals
for their use are not clear. “While such a statement would appear to be
self-evident, the specific goals for ICT use in education are, in practice, are
often only very broadly or rather loosely defined”.
5.
There
is an important tension between traditional versus 'new' pedagogies and
standardized testing traditional, transmission-type pedagogies are seen as more
effective in preparation for standardized testing, which tends to measure the
results of such teaching practices, than are more ‘constructivist’ pedagogical styles.
6.
ICTs are used differently
in different
school subjects: Uses of ICTs for simulations and modelling in science and math
have been shown to be effective,
as have word processing and communication software (e-mail) in the development
of student language and communications kills.
7.
Users believe that ICTs make a
positive difference: In studies that rely largely on self-reporting, most users
feel that using ICTs make them more effective learners.
4.2 DISADVANTAGES OF ICT ON
STUDENTS’ PERFORMANCE
1.
ICT
can create a partition, digital gap within the classroom, where students are
more familiar with ICT and will have more benefits, will learn faster than
others un familiar to technology.
2.
Can
remove the attention from the main goal of the learning process to develop ICT
skills, which may be a secondary goal in this process.
3.
Reduces
communication with students who have difficulties in using ICT.
4.
Insufficient
of ICT equipment and high cost maintenance of ICT.
5.0 SUMMARY, CONCLUSION AND
RECOMMENDATION
5.1 SUMMARY
Information
technology has to be successfully practices I Nigeria and Cross River State
education.
As
heighted above, ICT and computer technology shapes the world in information and
data management, and also it process and results outcome. School that are
conversant with the uses of ICT and computer devices can promote in their
students and teachers the knowledge information management, speed recognition
of activities and event with performance using computer tools/devices to derive
solution to available problems and the situation of human race in the world.
5.2
CONCLUSION
In secondary schools, many students
consider ICT tools very helpful in that it helps them to do assignments teachers
see that ICT enables students with special needs or difficulties. It also helps
to reduce the social disparities between students, since they work in teams in
order to achieve a given task. Students also assume responsibilities when they
use ICT to organize their work through digital portfolios or projects. In
addition, the study showed that ICT has significant impact on students and
learning processes.
Therefore, students plan their lessons
more efficiently. ICT also help students to work in teams and share ideas
related to the curriculum in the classroom.
Considering
the findings of the research, it was concluded that:
I.
Information
and commutations technology have significant impact in the students and their
access to information.
II.
There
is a significant relationship between use of ICT equipment in learning and
academic performance of students in secondary school.
III.
There
is a significant relationship between uses of computer aided programs in
learning and academics performance of student in secondary schools.
5.3
RECOMMENDATION
The
following recommendation was posed to guide the study:
I.
That
government should implement/install ICT equipment and computer in all secondary
school to aid teachers and students in proper pedagogical process.
II.
Government/educational
policy maker should organise seminars/workshops to train teacher on the
effective use of ICT equipment and computers in teaching and learning
processing.
III.
Uses
of computers should be made compulsory in all secondary schools to help
students acquire the basic knowledge of computing at early stage before getting
into tertiary institution as well as the outside world.
IV.
Student
should be taught on how to use computer in writing exams, class assignment,
test etc.
V.
Majority
of the school activities should be processed with computers to engage students
and teachers in the activities of school performance using computers.
REFERENCES
Akale, A. U. (1986). Learning as an effectiveness
means of means of transformation.
Cambridge: Harvard University press.
Anonim, f. C. (1997). Benefit of Microsoft office.
London London university press.
Aviram A. U(2004). Uses of computer and ICT in modern
age. New york: Aspen institute.
Benson, O. U. (2000). Introduction of computer
technology: the best approach to individual development. London: Aspen
institute.
John, J. T. (2001). Information technology
effectiveness. Ibadan: university of Ibadan press.
Maxwell, M. A. (1998). Computer awareness for student.
London: E & F. N spon.
THIS WORK WAS DONE BY
UKET, CYRIL OFEM
UKET, CYRIL OFEM
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