TABLE
OF CONTENTS
Title page i
Approval page ii
Certification iii
Dedication iv
Acknowledgements v
Table of contents vi
List of Tables vii
Abstract viii
CHAPTER
I INTRODUCTION
Background of the study
Statement of problem
Purpose of
the study
Significance of the study
Delimitation of the study
Research question
Hypothesis
Assumptions of the study
II REVIEW OF LITERATURE
III METHODOLOGY
Research design
Area of study
Population of the study
Instrument for data collection
Validation of the instrument
Data analysis technique
IV
PRESENTATION AND ANALYSIS OF DATA
V
SUMMARY, CONCLUSION AND RECOMMENDATION
Summary
Conclusion
Implication of the study
Recommendations
Limitations
Suggestion for further research
REFERENCES
APPENDICES
List of Tables
ABSTRACT
This study
investigated the influence of ICT on effective teaching and learning Biology in
Ekiti state secondary school based on extensive of literature review some
research questions were formulated to guide the investigation. Relevant data
were collected through questionnaire which consist of two forms questionnaire
for teachers and students. The data was collected from 150 students and 10
Biology teachers in FIVE Secondary schools in Ado
local Government area of Ekiti
State. The dates were
analysed using sample percentage.
The Data were
analysed using sample percentage. The result showed that ICT instructional
materials which are inadequate or not available at all in the schools,
contributed to the success of students in teaching and learning biology. Based
on the findings it was recommended that Ekiti state ministry of education
should provide functional resource centers in each local government area of Ekiti
state. Also, there should be provision of ICT training programmes for Biology
teachers to enhance skills in improvisation. Furthermore, the government should
provide facilities and instructional materials for training Biology teachers in
Ekiti state secondary schools.
CHAPTER I
INTRODUCTION
Background
of the Study
The role of
technology in teaching and learning is rapidly becoming one of the most
important and widely discussed issues in contemporary education policy (Rosen
and Well, 1995; and the theier; 2007.
According to
Osin, L. (1998), define computer is an electronics device that accept data as
input and processes data to give as input and processes data to give
information as an output. Milton
(1957) defined education as a complete and generous process which fits a man to
perform justly, skilfully and magnanimously in all the offices both public and
private. The meaning of ICT is Information Communication Technologies. Most
experts in the field are education agreed that, when properly used, information
and communication technology (ICT) hold great promise to improve teaching and
learning in addition to shaping work force opportunities. Poole
(1996) has indicated that computer illiteracy is now regarded as the new
illiteracy. This has actually gingered a new and strong desire to equip school
with computer facilities and qualified personal necessary to produce
technologically proficient and efficient students in developed countries of the
world. There is no doubt that computer can aid the instructional process and
facilitate students learning. Many studies have found positive effect
associated with technology aided instruction (Burnett, 1994, and Fitzgerald and
Warner, 1996).
In the more
advanced industrialized nation, there has been a staggering amount of research
and publication related to ICT use for educational purpose during the past
decade. Today, nearly, everyone in the industrialized nations gained access to
ICT and the purchase of computers for school use in such nations as the United States has
been increasing in such a pace that is difficult to keep track of how many
computer machines are now in American schools (Harper, 1987). Becker (1986)
reported a comprehensive survey of the instructional uses of computer in United State
public and non-public schools. The report also says half-a million teacher used
computers during the same period and that half of its secondary school (about
1ss 6,500 schools) owned 15 or more computers. Also over 7500 elementary
schools owned 15 or more computer. It has been almost two decade since the
figures quoted above were released.
In Britain, the
story is the same as the wider availability of computer in schools was made
possible through government funding largely through the local education
Authorities (LEA).
Visscher et al
(2003) reported that following the education Reform Act in 1998, the central
government made available and 325million, over time, to promote the use of
computer in school administration and management. Just as the United States and Britain have been budgeting huge
sum of money for Cyber education, so have other developed nations been doing
same. In Africa, concerted efforts have been
made by many governments to initiate internet connectivity and technology
training programs. Such program in the schools around the world that in order
to improve education enhances cultural understanding and develop skills that
youths need for securing jobs in 21st century. In Uganda (Carlson) and Firpo (2001) in Senegal,
teachers and students are using computers extensively as information tools.
These programs in African countries mentioned are supported by their government
through the ministries of education.
In a rapidly
changing world of global market competition, automation and increasing
democratization, basic education is necessary of an individual to have the
capacity and capability and apply information. Such ability and capability must
find bearing information and communication technology in the global village.
The economic commission for Africa has
indicated that the ability to access and effectively utilize information is no
longer a luxury but a necessity for development. Unfortunately, many developing
countries especially in Africa are already on
the wrong side of digital divide in the educational use of ICT.
Information and
communication technology is a canopy term that includes any communication
devices or application, television, cellular phones, computer and network
hardware and software. However, technology is how people modify the natural
world to suit their own purposes and in improving the teaching and learning in
Biology.
Statement of the Problems
Obviously;
methods have changed from what it used to be of course greater height can be
achieved today with the use of information communication technology for
teaching biology. One of the most current trends is the use of internet
facilities for teaching Biology.
This study is
therefore, meant to identify whether the effective use of ICT in teaching and
learning of biology is relevant or not.
PURPOSE OF THE STUDY
The aims of the
study shall include the following;
1.
To investigate the effective of ICT in facilitating academics
performance of students in Biology in Ado-Ekiti, Ekiti State Secondary School.
2.
To examine whether schools with available ICT facilities
perform better in their senior secondary school certificate examination (SSCE)
mostly in Biology, than school lacking such facilities.
3.
To investigate whether school have adequate supply and use of
necessary media facilities for effective teaching and learning of Biology in
Ado-Ekiti, Ekiti state secondary.
4.
To determine whether the supply of ICT materials for
effective learning of Biology will be necessary for the achievement of Ekiti State
standard
SIGNIFICANCE OF THE STUDY
The importance of
the study shall include the following:
1.
It makes the student to know the importance of ICT and
thereby enticing them to learn at almost level.
2.
It will be useful for the student by exposing them to the
great benefit of ICT and this will promote their interest in the teaching and
learning of Biology.
3.
It will encourage the government to provide quality ICT
facilities in all secondary school for better teaching and learning.
Delimitation of the study
This research
work will limit the study to selected secondary school in the Ado-Ekiti local
government area of Ekiti
State.
Research questions
1. What is the
level of computer literacy of students and teachers?
2. Students and
teachers perception of ICT materials used in school?
3. What factors
hinder effective use of ICT in ekiti state secondary schools?
4. What is the
benefit of using ICT in teaching and learning Biology?
Hypothesis
HO1: There is no significant
difference between students provided with ICT facilities and student not
provided with ICT facilities in promoting teaching and learning in Biology.
HO2: There is no significant difference in the influence of ICT on the
learning of biology by student who learn with ICT and those who learn without
ICT
HO3: There is no significant difference in the academic performance of students
who is provided with ICT facilities and students not provided with facilities.
Assumptions of the study
In underestimating this research the following assumptions are made since
ICT is being collaborated with are science study, which make it different from
other science subject, the biology students encounter some problems in the use
of ICT to solve some Biological problems.
The study of ICT is understandable if adequate provision of ICT
facilities in every classroom as well as many offices in the educational
Parastatals.
Using computer as priority for the study of all science study especially
in study of Biology, adequate training and orientation must be given to both
Teachers and students of biology which proper emphasis must be laid on the
importance ICT facilities in educational aids.
Reduction of classroom overpopulation and reduce the number of students
per class can aid understanding of Biology by using ICT in explaining the study
of Biology.
FOR COMPLETE MATERIAL CALL 07064961036
0 Comments