NEGATIVE INFLUENCE OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON THE ACADEMIC ACTIVITIES OF SENIOR SECONDARY SCHOOLS
TABLE
OF CONTENTS
Title page
Approval page
Certification
Dedication
Acknowledgements
Table of content
Abstract
1.0 CHAPTER
I: INTRODUCTION
1.1 Background
of the study
1.2 Statement
of the problem
1.3 Research
Question
1.4 Research
hypothesis
1.5 Significance
of the study
1.6 Delimitation
of the study
1.7 Limitation
of the study
1.8 Definition
of major study
2.0 CHAPTER
II: REVIEW OF RELATED LITERATURE
2.1 Conceptual
framework
2.2 Attitude
of teachers and students toward ICT
2.3 Relevance
of ICT in Education
2.4 Negative
Influence of ICT in education
2.5 Suggested strategies for ICT influence in
Ekiti State Secondary schools
2.6 Summary
of Literature review
3.0 CHAPTER
III: RESEARCH METHODOLOGY
3.1 Research
Design
3.2 Population
of the study
3.3 Sample
and sampling techniques
3.4 Research
Instrument
3.5 Validity
of Research Instrument
3.6 Reliability
of Research Instrument
3.7 Administration
of Research Instrument
3.8 Data
Analysis
4.0 CHAPTER
IV: PRESENTATION AND
INTERPRETATION OF
RESULTS
4.1 Presentation
of result
5.0 CHAPTER V: SUMMARY, CONCLUSION
AND RECOMMENDATIONS
5.1 Summary
5.2 Conclusion
5.3 Implications
of the study
5.4 Recommendations
5.5 Suggestions
for further research
REFERENCES
APPENDICES
ABSTRACT
The
purpose of this study was to investigate the negative influence of Information
Communication Technology (ICT) on the academic activities of senior secondary
school in Ikere Local Government Area of Ekiti State. Four null hypothesis were
posited and tested at 0.05 level of significance using the chi square method. A
well validated Twenty items questionnaire were designed using the Likert Scale
method and administered to a randomized sample of Two hundred teachers and
students and from four secondary schools in the study area. This analysis of
questionnaire revealed, there is negative influence on the significant of ICT on
academic activities of Senior Secondary school student in Ikere Local
Government Area. Based on findings it was recommended that Ekiti State should
provide a functional resources centres, in secondary schools, and also Ikere
Local Government area in general. Also, there should be provision of ICT
training programme for teachers in the school to enhance skills in
improvisation. Furthermore, the government should provide ICT facilities in the
school to promote teaching and learning in secondary schools.
CHAPTER
I
1.0 INTRODUCTION
1.1 Background to the Study
Today’s
secondary schools without any doubt require administrators or leaders who can
get at, interpret appropriately and favourably disposed to the knowledge of ICT
so as to ensure their effective job performance.
Information
and Communication Technology (ICT) evolved from the quest for faster and easier
management of enormous information available to users. Thus, ICT is very
essential for the generation of quality information and management of that
information is required for effective decision making. ICT components include
as identified by Ayeni (2004) prints media, electronic media, telephone, telex,
e-mail fax and computers.
ICT
in the words of Aboderin (2009) also encompasses the broad fields of
information and communication by means of computer and telecommunication; tools
that are being increasingly used for organization or personal information
processing in all sectors of economy and the society as a whole. The advent of
ICT brings all the citizen of this planet close together. Information and
Communication Technology (ICT) has permeated all nooks and crannies of our
society. It has revolutionized the society and, also factor demands
corresponding changes in the education sector in line with societal changes
(Mbakwen & Okeke, 2007).
ICT
is further viewed as the combination of computer and telecommunication system
to improve the quality of research, teaching, learning and communication
through its gathering, processing, storing, connecting, analysizing data
functions and dissemination of information. ICT has successfully made
fundamental changes in the way and manner many people do business and also
communicate, secondary school and administrators inclusive.
It
has drastically revolutionized business patterns and structures, work habits
and interpersonal relationship within an organization. (Mbakwem, 2006). However
most of the developing world lack access to the physical infrastructure through
which much of the new knowledge could be enjoyed or utilized, for instance lack
of electricity is a major problem confronting the use of ICT facilities, (Obada
& Adenike, 2008). In stating the obvious, Aderibigbe (2008) opined that the
world is undergoing a major social and
economic change through the new information processing technology of
communication and computers. Also, Uwadia (2009) emphasized that ICT serves as
a tool for increases productivity and effective decision making. For instance
the knowledge of ICT can be explored by the secondary school to ensure teachers
effective of services, effective communication, effective maintenance of sound
students record system and maintaining academic planning record system among
others. In the school system today, it seems impossible to ignore the place of
ICT anymore. School administrators are therefore faced with the challenge of
incorporating ICT into the management of school in the meaningful and
productive way. ICT can improve or enhance the administrative duties of a
principal. For instance, computer as one of the ICT facilities can provide
better management results. Most experts in education agreed that, when properly
used, ICT holds great promise to improve teaching and learning situation (Agabi
& Uche, 2006).
However,
despite the enormous advantages embedded in the use of ICT, it seems as if its
deployment has not met with enthusiastic embrace and widespread acceptance of
the developing nations. Although this attitude is slowly changing, a wide gap
skill exists between the developed and the developing nations in the use of ICT
(Aderibigbe, 2008).
Secondary
school administration entails working with and through teachers, non-teaching
staff and students to get things done effectively. It is more concerned with the
institution, its goals, polices and execution of these policies (Ajayi & Ayodele,
2003). In school administration according to Jaiyeoba (2006), the primary aim
has to do with the improvement of teaching and learning and all the activities
of the school; and which is being performed by the principal in secondary
schools.
The
place of ICT in secondary school administration therefore cannot be
overemphasized considering the problems of over- enrolment of students,
shortage of instructional materials and human resources, inadequate
infrastructural facilities coupled with poor funding of secondary education
which appear to be militating against effective secondary school administration
most especially in Ekiti State.
As
the secondary educational system is expanding at an unprecedented rate so also
the problems of its planning, organizing, coordinating, controlling and
directing which are to be performed by the school principal. It has been
observed that the level of principals ICT awareness in secondary school
administration in Ekiti State seems to be low, many of the principals seem not
to have the basic knowledge of ICT facilities such as computer and internet to
mention just two and it also appears as if some of the secondary school in
Ekiti State are not even well equipped with necessary ICT facilities and it
seems as if school administration is effective in the secondary schools with
ICT facilities than those without it. It also seems as if ICT remains a low
policy of financial priorities in most secondary schools in Ekiti State. On
this note, this research is aim at finding out the negative influence of ICT on
the academic activities of secondary schools in Ekiti State.
1.2 Statement of the Problem
This
study was designed to identify the negative influence of ICT on the academic
activities in secondary schools in Ekiti state.
It
has been observed that the level a principles’ ICT awareness seems to be low.
Also, the school administrators irrespective of their gender differences seems
to be more at home with administering their schools through the conventional
way of administration despite the fact that we are in computer and information
age. Traditional method of administration appears to be far from what Academic
activities need at this information age in order to bring about effective
administration in their schools. The conventional administrative method has
been observed to be highly rigid and does not issue practical result. The study
therefore set out to investigate the negative influence of ICT on the academic
activities of senior secondary schools in Ekiti State.
1.3 Research Questions
The
following research questions were raise to guide the study
1
What is the level of awareness of ICT,
knowledge by the secondary school administrator in Ekiti State
2
What are the negative influence of ICT
in Senior Secondary School, Ikere Local Government
3
What are the attitude of secondary
schools students towards the uses of ICT in the school
4
What are the attitude of secondary
schools teacher towards the uses of ICT facilities in the schools.
1.4 Research Hypotheses
In
order to find solution to the problems of this study, the following research
hypotheses were raised to pilot the study
1
There is no significant level of
awareness of ICT knowledge by the secondary school administrator in Ekiti State
2
There is no significant in negative
influences of ICT in secondary school, Ikere Local Government
3
There is no significant level of the
attitude of secondary schools students towards use of ICT in the school
4
There is no significant level of the
attitude of secondary schools teacher towards use of ICT in the school.
1.5 Significance of the Study
This
study is considered significant in the sense that it will makes the student to
know the important and the negative effects of ICT and thereby enticing
them to learn at almost level.
Also 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. Finally,
it will encourage the government to provide quality ICT facilities in all
secondary school for better teaching and learning.
1.6 Delimitation of the Study
The
scope of this research work focused strictly on the negative influence of ICT
in secondary schools in Ikere-Ekiti, Ekiti State.
1.7 Limitation of the Study
Limitation
of the study are the problem encounter during the cause of the research.
Therefore the limitation for this study will be included at the end of this
study.
1.8 Definition of Major Terms
Internet:
The internet is an international network of computer linking together, millions
of computer globally. The connected computer share files and other resources
stove on them across the network.
Communication:
Communication is a fundamental human and social process. It is the
dissemination of information between people. It makes the existence of
societies possible and by its nature distinguishes between the human and other
species.
Information Technology:
It can be viewed as tools enabling the rapid capture, manipulation, storage and
communication of information.
Information:
Is a general terms for the processes by which human being fashions tools and
machines to increase their control and understanding of the material
environment.
Education:
Dissemination of information enhance the individual intellectual development
and helps one acquire the skill and aptitude required to become productive
member of the society.
Information and Communication
Technology: The Wend Lonk (2012) defines ICT as the set of
activities which facilitate by electronic means the processing, transmission
and display of information.
Ecape
(2000) defines ICT as a complex varied set of goods application and services
used for producing distributing, processing transforming information
(including) telecom and radio broadcasting hardware and software are computer
services and electronic media.
