INNOVATIONS IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION IN NIGERIA, Ebele C. Okigbo, Nneka R. Nnorom, Ernest O. Onwukwe [best reads .TXT] 📗

This indicates that the difference in the mean interest gain of male and female chemistry students exposed to computer is not significant. The null hypothesis is therefore accepted.  

 

Discussion

From Table 1, the computer assisted instruction showed great influence on the interest of the students in chemistry. Table3 shows that the difference is significant. This agrees with the submission of Plas (2009) that computer application could affect students’ interest in chemistry.

 

Also, Table 2 presented a slight difference in the mean interest gain scores of the male students against that of the females. Therefore, there is an effect of gender on the interest of chemistry students taught with computer. However, table 3 shows that this difference is not significant. Though the differences in the influence of computer on the interest of students based on gender was not significant, the females were superior based on the mean gain interest scores. This disagrees with the finding of Gigna & Nweze (2014) and Ezeudu & Okeke (2013) who favoured the males.

 

Conclusion

From the foregone findings and discussion, computer assisted learning is a better method for teaching and learning of chemistry compared with the conventional method. Also, the study showed that on exposure to computer, females performed better than males, though the difference was not significant.

 

Recommendations

Based on the findings of the study, the following recommendations were made.

1.                The ministry of education in conjunction with other stakeholders and various donor agencies assist schools with ICT hardware and software to encourage the use of computer in everyday teaching and learning activities.

2.                School administrators should assist chemistry teachers to attend seminars, workshop and other capacity building courses on computer application.

3.                Chemistry teachers should ensure that they expose their students to computer to help improve their proficiency levels in chemistry.

 

 

References

Agbai, A.l. (2007). Effects interaction of teaching methods and study habits on  student’s achievement and interest in chemistry.Unpublished PhD thesis, Nsukka, University of Nigeria.

Abanobi, C.C & Abanobi C.A (2017) students. Percept on the use of ICT for  learning in college of education (Technical), Asaba, Delta State: IJERD Awka, Faculty of education UNIZIK, 6 (1)

Ezeudu, F.O. & Okeke P.E. (2013). Effect of simulation on students’ achievement  in senior secondary school chemistry in Enugu east local government area of Enugu State: ESUT, Enugu. Journal of Education and Practice, 4(9).

Gigna, L.I & Nweze B.N (2014). Creativity in chemistry teaching: effect of e- learning on students’ achievement in the acid, bases and salts. 55th Annual  conference of STAN 253 – 263.  

Igboegwu, E. N. (2010).The effect of computer assisted instructional packages on students’ critical thinking ability and achievement in difficult concepts in chemistry. Unpublished PhD Thesis, Awka, UNIZIK.

Ikokwu, P.I.I & Igboanugo B.I (2018).Influence of entrepreneurship education on chemistry activities in a globalized society for sustainable development. Journal of Educational Research, COOU, 4 (2)

Ikokwu, P.I.I. (2017). A survey of the use of ICT in the teaching and learning of  practical chemistry. Journal of Educational Studies and Research, 9(1).

Ikokwu, P.I.I. & Emendu NB. (2014): An appraisal of the E-learning conceptual and versatilities levels among admiration chemistry students: IJERD, 4(3).

Ikokwu, P.I.I.(2016). Relative effectiveness of concept mapping and simulation play on students interest and achievement in organic chemistry. Unpublished PhD Dissertation. Awka, Unizik.

Mbonu, A.D. (2017). ICT competencies needed by secondary school principals for  administrative effectiveness in Anambra State. IJERD,6(1).

Ogembo, J.O. (2012). Determinants of students’ poor performance in chemistry in  public schools of Kwale county, Kenya. Unpublished M.Ed thesis, Kenya, School of education, Kenyatha university.

Omwenga, I.E (2005). Pedagogical issues and a learning casus: Integrating ICTs  into teaching and learning process. Paper presented at the school of  computer and informatics: Kenya, University of Nairobi.

Plas, S. (2009). Design factors for educationally effective animations and simulations. Journal of computing in Higher Education, 21(1).

 

 

 

 

 

 

SCIENCE TEACHERS’ KNOWLEDGE OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AS AN

INSTRUCTIONAL TOOL

 

Victoria U. Alison

&

Joel O. Alison

 

 

Abstract

This study investigated the knowledge of science teachers towards Information and Communication Technology (ICT) as an instructional tool in Anambra Secondary Schools. It has been stated by several authors and scholars that development of any nation depends very much on the advancement and application of science and technology. Unfortunately the Nigerian education system particularly in science teaching has been facing a number of challenges these past decades up to the present, there is a need to improve the delivery of science education. ICT has been identified worldwide as a way out, if the teachers are ready to use it. The knowledge of science teachers has been seen as prerequisite for finding out their readiness to use ICT in teaching. Four research question and two hypotheses guided the study. The descriptive survey research was adopted. A total of 130 science teachers were randomly selected from the science teachers’ population of 1618 involved in the study.  One instrument: Computer Aptitude Test (CAT) was used for data collection. The CAT was validated by experts and the reliabilities established to be 0.84. The data collected were analyzed using SPSS package program to obtain mean, standard deviation and independent z-test. From the findings, it was observed that, the science teachers’ knowledge of basic operations is high but their knowledge of classroom application of ICT is very low;  there is significant difference between male and female science teachers in the knowledge of ICT in favour of the male science teachers; there is no significant difference in the ICT knowledge of urban and rural science teachers. Based on this findings recommendations were made.  

Keywords: Information and Communication Technology (ICT), Science Teacher, Knowledge

Introduction

The advent of Computer has transformed all facets of human activity from military to politics; from entertainment to research in science and technology. When computer entered the classroom one thought that Science teaching particularly will improve. Indeed, it did bring a lot of enhanced classroom delivery, resulting in better performance, attitude and overall healthy outlook towards science. In the developed world the progress of the use of ICT has been phenomenal, not so in developing countries. In Nigeria, introduction of ICT into science classroom has been slow, but not steady. The National Science Education Standards (National Research Council, 1996) called for science educators to integrate appropriate technology in science teaching for the purpose of engaging students in inquiry and a process of constructing knowledge.

 

Sciencein secondary school is a branch of secondary education curriculum that emphasizes the teaching and learning of science processes and principles. Science education is also designed to encourage fundamental an applied research in science at three levels of education in Nigeria. Science education in Nigeria has four major goals as outlined in national policy on Education of 2004. These goals are as follows: cultivating inquiry, knowing and rational mind for the conduct of good life and democracy; producing scientists for the conduct of good life and democracy; producing scientists for national development; servicing studies in technology and the cause of technological development; providing knowledge and understanding of complexity of the physical world, the forms and the conduct of life (Federal Republic of Nigeria, 2004).

These goals are meant to assist in achieving both goals of secondary and national education. This will also help to ensure that secondary education makes critical contributions to economic and social development of Nigeria as a nation and other countries in the globe. In a bid to attain these objectives, several strategies and resources have evolved. Akudolu, (2002) supported that the resources range from human to materials including the audio-visual/media materials that can be used to catch the attention of learners during the lesson. The author further asserted that towards the end of 20th century, it became apparent that national development depends on educational advancement which in turn depends on technological progress.

Educational systems around the world are under increasing pressure to use the new Information and Communication Technology (ICT) to teach students the knowledge and skills they need in 21st century. Within the past decade, the new ICT tools have fundamentally changed the way people communicate and do business. They also have the potential to transform the nature of education, where and how learning take place and the roles of students and teachers in the learning process. Information and Communication Technology (ICT) is at the epicenter of educational development of any modern society and Nigeria cannot afford not to integrate it into her own educational system (Aguba, 2013).

Development in information and communication technology has been a catalyst towards all national development depending on the extent to which a nation used ICT facilities in education. The Federal Government of Nigeria (2008) realized that the country should not lag behind in the race to become a digital society and saw the potential of Information and Communication Technology (ICT) to empower people for the 21st century. Therefore, it declares ICT a national educational priority and made ICT compulsory in institutions.

The first item that comes to mind when ICT is mentioned is the use of computer in education. Information and Communication Technology can be defined as all electronic technologies that are used for collecting, storing, editing and passing on information in various forms (Egboka, 2012). According to Egboka and Olibie (2010) ICT includes a combination of computers, video, DC-ROM, floppy disc, cell phone, intranet and internet in which the possibility for an interactive approach is offered. It also includes software, networks, and a host of other devices that convert information (text, Images, Sounds and motion) into general digital formats. Akudolu and Olibie (2007, p.33) have it that:

ICT is concern with the knowledge, skills, tools and systems for locating facts… as well as for modifying communication strategies. In this regard, ICT is a tool, a resource, a subject and a key skill. ICT as a tool covers different forms of computer-based technologies and application such as internet… and electronic white boards, etcetera. ICT is an instructional tool when it is used for performing instructional activities more efficiently. It is a resource when it serves as a support in curriculum implementation. ICT as an instructional tool or instructional resource is often referred to as ICT in education.

Information and Communication Technology (ICT) provide a window of opportunity for educational institutions and others organizations to harness and use technology to complement and support the teaching and learning process. Technological advances and accelerated transfer of information, along with related computer knowledge, skills and abilities have been of paramount important in an information-based society. It has affected the way education is delivered for preparing students (Achukwu & Nnajiofor, 2012).

The use of ICT in education has changed instructional process. ICT has brought into education many online packages which give students greater control over what they learn and how they learn. According to Gell and Cochrance (1996), ICT can bring students and teachers together for lecture, tutorials and one to one interaction across geographic locations. With ICT, students do science effectively and conduct experiments on the screen. In fact ICT facilitates the use of experimentation in learning as well as the process of learning through interaction with simulations. This removes the need and cost of physical laboratories. ICT presents knowledge in such a compact form that a student gain easy access to any aspect of knowledge. The use of ICT in education has made the traditional world of paper obsolete.

The evolution and infusion of ICT into the curriculum call for changes in the teaching profession. In view of this current development in higher education at global level, Nigerian educational institutions, if they are to be part of the global learning environment and also play a role, they must embrace ICT and its tool for delivery through teachers as teachers play a crucial role in development, adoption and implementation of any education curriculum or innovation. Achukwu & Nnajiofor (2012) supported that the emphatic resonance in the National Policy on Education which states that, no nation can rise above the quality of its education system “as no education system can rise above the quality of its teachers”.

In all educational efforts, teachers are indispensable and crucial elements in all curriculum planning and implementation. Consequently, teachers exert (some) significant influence on the education system. Teachers are persons trained to possess the technical know-how