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A SURVEY ON THE LEVEL OF AWARENESS, ACCESSIBILITY AND USABILITY OF INTERNET TECHNOLOGY ON INSTRUCTIONS OF COMPUTER
ABSTRACT
This study examines the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology in junior secondary schools in Epe Local Government Area of Lagos State. The respondents for the study were one hundred junior secondary school teachers and students. In all a total of 200 respondents participated in this study. Two self-structured questionnaires tittle teachers’ perceptions of awareness, accessibility and usability of internet technology (TPAAUIT) and Students Perceptions of Awareness, Accessibility and Usability of Internet Technology (SPAAUIT) both were designed in line with Likert scale format was used for data collection. Data gathered were analyzed using frequency count simple percentage for research hypotheses 1-3. The result revealed that; there is a significant difference between teachers and students mean perception scores on accessibility of internet technology. Based on the findings of this study; it was recommended among others that: the school management should create awareness about the internet technology and electronic resources available in the ICT centers within the school and its relevance to students subject background.
TABLE OF CONTENT
CHAPTER ONE
INTRODUCTION
- Background to the Study
- Statement of the Problem
- Purpose of the Study
- Research Questions
- Research Hypotheses
- Scope of the Study
- Significance of the Study
- Operational definition of Terms
CHAPTER TWO
LITERATURE REVIEW
2.0 Literature Review
2.1 Integration of ICT into Secondary Education in Nigeria.
2.2 Information Communication Technologies/ Technology
2.3 The role and relevance of technology tools
2.4 The Use of ICT for Educational Purposes
2.5 Teachers and Instructional Applications of ICTs
2.6 Teachers’ attitudes towards the use of ICT
2.7 Characteristic of students’ ICT skills
2.8 Appraisal of Literature
CHAPTER THREE
RESEARCH METHODOLOGY
CHAPTER FOUR
DATA ANALYSIS
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The use of computers and electronic resources has dominated human activities especially in the last two decades (Straker, 2001). Its use is complemented by a whole lot of other electronic devices, all of which are now collectively regarded as Information and Communication Technology (ICT). Information and Communication Technology (ICT) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together and combine to form networked world-wide which reaches into every corner of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability, improving the delivery of basic services and enhancing local development opportunities (UNDP, 2006). To Ogunsola (2005) ICT ‘is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live’. Information and communication technology has changed how people live, work or play (Berenfield, 1999). Information and Communication Technology (ICT) has not only witnessed a wide range of application in virtually all human endeavours, it has also actually transformed the world into a global village in such a manner that its contribution to human development over the years cannot be overemphasized. Information and Communication Technology (ICT) plays a central role in information data collection, processing and dissemination. It is so much involved in ICT such that its exclusion may give another meaning to the acronym ‘ICT’. Thus, Information and Communication Technology (ICT) is invading the educational system in a way unparalleled in previous education history (Onasanya & Adegbija, 2007).
Most of the developed countries have exploited the potentials of ICT to transform their educational landscape at the tertiary, secondary and even primary school levels particularly the instructional process (Kosakowski, 1998). ICTs are the most important of all the technologies that enrich and facilitate the learning experiences of students from various abilities (Roberson, 2001). Generally ICT holds the opportunity to revolutionize pedagogical methods, expand access to quality education and improve the management of education systems (World Bank, 2002). The new Information and Communication Technologies of Internet and multimedia have revolutionized the field of education. According to Zandvliet & Straker (2001), ICT use is increasing in nearly all facets of life in the developing world and its use is now progressing rapidly in educational system. The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality of education (Al-Ansari, 2006). ICTs have the potential to accelerate, enrich, and deepen skills, to motivate and engage students, to help relate school experience to work practices, create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005). Students who use ICT gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002). In addition, through ICT, students extend and deepen their knowledge, investigation, and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, 2001).
This also explains why the National policy on Education (2004) specifically stated on secondary education that ‘government shall provide necessary infrastructure and training for the integration of ICT in the school system in recognition of the role of ICT in advancing knowledge and skill in the modern world. This indicates that the Nigerian society also recognizes the importance of ICT in its secondary education. The Nigerian national educational goals which are derived from the country’s philosophy and goals include, “the acquisition of appropriate skills and the development of mental, physical and social abilities and competencies as equipment for the individual to live in and contribute to the development of the society” (Federal Republic of Nigeria (FRN), 2004:8). In order to realize fully the potentials of the contributions of education to the achievement of the national educational goals, emphasis is placed on the broad goals of secondary education which aim at preparing individuals for “useful living within the society and for higher education” (FRN, 2004:18).
Basic science, formerly known as Integrated Science, is the first form of science a child comes across at the secondary school level; hence basic science prepares students at the Junior Secondary School level for the study of core science subjects (physics, chemistry, biology) at the Senior Secondary School level (Olarewaju, 2004). This implies that for a student to be able to study single science subjects at the Senior Secondary School level successfully, such student had to. In view of this, basic science is given great emphasis in the Junior Secondary School curriculum. The principal reasons why Nigerian Government started Basic Science teaching in Nigerian secondary schools are as follow:
Unfortunately, in Nigeria classrooms traditional patterns of science teaching and learning have remained largely unchanged (Adamu, 1992). There is need to improve academic performance of students in basic science and ICT has been identified world wide as a way out of this for full access to the internet is just equivalent to having access to good library (Edeson, 1997). There is need to brace up the new challenges and system of education through the development and use of ICT in our secondary schools and other levels of education. Adigun (2007) revealed that presently in Nigeria the use of electronic learning (e-learning) in the educational sector is still at the rudimentary level. Though, Nigerian government has made some effort towards the provision of basic tools for teaching learning and application of ICT to schools, this effort is limited to very few institutions (Youth for technology, 2004). The plan of the Nigerian government was to establish pilot schools and diffuse computer education innovation first to all secondary schools, and then to primary schools. Unfortunately, the project did not really take off beyond the distribution and installation of personal computers (Okebukola, 1997; cited by Aduwa-Ogiegbaen and Iyamu, 2005). Okebukola (1997), cited by Aduwa-Ogiegbaen and Iyamu (2005), concludes that the computer is not part of classroom technology in more than 90 percent of Nigerian public schools. This implies that the chalkboard and textbook continue to dominate classroom activities in most Nigerian secondary schools.
Although efforts have been made to ensure that ICTs are available and used in Nigerian secondary schools, the level of uptake is still low. It has been observed by Goshit (2006) that most schools, both private and government, do not offer ICT training programmes. Okwudishu (2005) discovered that the unavailability of some ICT components in schools hampers both teachers’ and students use of ICTs. Lack of adequate search skills, awareness of its usefulness and of access points in the schools were reported as factors inhibiting the use of the Internet by secondary school teachers and students (Kaku, 2005). The absence of ICT equipment in most Nigerian secondary schools leads students to resort to cybercafés for Internet access. Most cybercafé clients in Nigeria are students (Adomi, Okiy and Ruteyan, 2003; Adomi, 2010). In this regard, there is need to investigate the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology among secondary schools in Epe Local Government Area of Lagos State
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 internet technology in all facet of life. Hence, research attention is been geared towards integration of Information and Communication Technology (ICT) and internet technology.
Efforts made so far by the government towards ICT integration in Nigeria include the launching of the National Telecommunication Policy in September 2000, development of a comprehensive science and technology policy in 2001, the development and launching of the National IT policy in 2001, the establishment of the National Information Technology Development Agency (NITDA) in 2001, and the launching of the Nigeria satellite systems programme by the National Space Research and Development Agency (NASRDA) in 2001. Other efforts made are: the granting of license to mobile telephone network operators beginning with MTN in 2001, development of a ministerial initiative on e-education for the Nigerian education system by the Federal Ministry of Education in 2004, formulation and presentation of IT bill to the national assembly in 2006, and the organisation of computer training for teachers across the country by Educational Trust Fund (ETF) in 2006. Despite these efforts, Information and Communication Technologies (ICTs) integration is still marked with apathy on the part of science teachers and students, possibly due to unawareness, inaccessible and lack of basic ICT skills to use the ICT resources available for effective academic activities in schools. The study therefore examined the awareness, accessibility and usability on internet technology in promoting effective teaching and learning of basic science.
1.3 Purpose of the Study
The purpose of this study was to determine the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of Basic Science and Technology in junior Secondary Schools in Epe Local Government Area of Lagos State.
1.4 Research Questions
1. What are the teachers and students perceptions on the awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology?
2. What are the male and female teacher’s perceptions on awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology?
3. What are the male and female student’s perceptions on awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology?
1.5 Research Hypotheses
1. There is no significant difference between teachers and students mean perceptions scores on awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology?
2. There is no significant difference between male and female teacher’s perceptions on awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology?
3. There is no significant difference between male and female student’s perceptions on awareness, accessibility and usability of internet technology in promoting effective teaching and learning of basic science and technology?
1.6 Scope of the Study
The study will cover only four junior secondary Schools in Epe Local Government Area of Lagos State
1.7 Significance of the Study
This study is very important in various ways. It is expected to identify the relationship between students and teachers perceptions of Information and Communication Technology (ICT) and internet technology awareness, accessibility and usability for academic activities. The results of this study are expected to unfold the problem which the students face on the use of ICT and internet technology and how the problem affects their overall performance in school, especially in basic science. Knowledge of Information and Communication Technology (ICT) integration will help the Government, school Administrators, Parents and Science Teachers to start working together towards alleviating some of the problem face by the students in integrating information and communication technology (ICT) for better educational outcome.
This study will also benefit administrators and educators in pursuing knowledge that will assist in determining the important variables in successful academic performance.
The study will also help to reduce the increased dropout rate in the country (especially for students that lack ICT and internet technology skills thus increasing literacy rate as well as level of ICT awareness, accessibility and usability among students and teacher.
Finally, the study will also be beneficial to students as it will enlighten them on the need to take their educational life more seriously especially with the integration of ICT, so as to contribute to the development of science and technology in the country (Nigeria).
1.8 Operational Definition of Terms
INTERNET: This is a global system of interconnected computer networks that use the standard Internet protocol suite (TCP/IP) to link several billion devices worldwide.
INFORMATION: This can be refers to as process data.
COMMUNICATION: This is the act of passing information.
TECHNOLOGY: This is the making, modification, usage, and knowledge of tools, machines, techniques, crafts, systems, and methods of organization, in order to solve a problem, improve a pre-existing solution to a problem, achieve a goal, handle an applied input/output relation or perform a specific function.
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.
BASIC SCIENCE: is an academic program in secondary school that combined all other science related subjects such as physics, chemistry and biology.
AWARENESS: This is the state or ability to perceive, to feel, or to be conscious of events, objects, or sensory patterns.
ACCESSIBILITY: This is the degree to which a product, device, service, or environment is available to as many people as possible.
USABILITY: This is the ease of use and learn ability of a human-made object.
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