UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND ACQUISITION OF LITERACY SKILLS AMONG STUDENTS IN BIOLOGY

UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND ACQUISITION OF LITERACY SKILLS AMONG STUDENTS IN BIOLOGY 

CHAPTER ONE

INTRODUCTION

1.1      Background to the Study

            The role of information and communication technologies (ICTs) in promoting literacy skills among students and teaching/learning in educational development is indisputable. The teaching of biology in Nigerian secondary schools needs to be properly handled. The tools used by teachers to teach and drive home they are the subject point at the secondary school level of our education system is incontrovertibly an important issue in practical classroom interaction and transfer of knowledge from the teacher to the learners.

            The management and use of Information and Communication Technology (ICT) has become a critical factor in student’s academic pursuit, productivity, and decision making, and its implication has far-reaching effects in the recognition of educational quarters that deal with the acquisition of skills and preparation of their academic productivity.

The impact of ICT on learning is currently in relation to the use of digital media, primarily computers and the internet to facilitate teaching and learning. ICTs are the technologies used in conveying, manipulation and storage of data by electronic means, they provide an array of powerful tools that help in transforming the present isolated teacher-centered and text-bound classroom into rich, student-focused, interactive knowledge environment (Ogunlade, 2005).

UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING AND ACQUISITION OF LITERACY SKILLS AMONG STUDENTS IN BIOLOGY 

The application and use of ICT in secondary schools can help to improve the quality of teaching and learning through the approach of e-learning and e-learning. Oluwola (2006 as cited in Sampson, Udoh’ & Okorie, 2012) said that e-teaching is a the automation of an existing teacher-centered educational approach. E-teaching assists students and the teacher in the teaching process by creating room for e-evaluation as students now register most of their examination online and check their result online with the aid of Management Information System (MIS). The unique role of ICT in improving the quality of education is unquestionable, it contributes to the fulfillment of the necessary condition for the delivery of quality education. The development of ICT creates new opportunities for students and teachers for gaining access to educational materials.

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Apparently, e-learning is a computer-aided instruction (CAI) which allows instruction to be delivered to the students directly by allowing the students to interact with lessons programmed into the system without the teacher intervening or making any fresh instruction (Oyedeji; Saliu & Oluwolola, 2008). E-learning the approach in secondary school can be used to improve the quality of teaching and learning. E-learning encourages the participation of a large number of students at the same time reduce the problem of inadequate teaching staff. Furthermore, e-learning tests both students’ ability and marks their progress thereby helping them to develop ideas and skills independently.

The application of ICT to teaching and learning encourages individuals of instruction. Actually, the use of computers and other ICT devices in education is an extension of a rather sophisticated level of programmed instruction. The computer has been adopted and adapted for this purpose of presenting instructional events that are designed, developed and produced for an individualized learning situation. ICT has now been found to be the most suitable, reliable and versatile medium for individualizing instruction.

According to Ushie and Okworo (2009), although it has been found that computer and other ICT devices are grossly inadequate in schools for the effective application of Information and Communication Technology (ICT) to the teaching and learning the process there is no gainsaying in the fact that if the available ones are effectively utilized by both the learners and the teachers, it will not only enhance individualized instruction but will go a long way in improving the teaching and learning process and bring about better literacy skills acquisition among students at all levels of education.

1.2      Statement of the Problem

The use of ICTs in teaching and learning is becoming wider in scope today in our school nationwide. ICT is not only restricted to its usage as instructional materials in the form of teaching aid but has become a tool to reshape knowledge delivery and enhance both teachers and students’ activities in the classroom. However, studies have shown that the majority of students in secondary schools lack basic ICT skills. This is as a result of non-availability of these resources in secondary schools.

This severely impact on the ability to get the best out of the students, thereby leading to low productivity on the part of the students.

This study investigated the utilization of Information and Communication Technology and how it affects the acquisition of literacy skills among students in Biology in Itu Local Government Area.

1.3      Purpose of the Study

The overriding the objective of this study is to examine the utilization of Information and Communication Technology in teaching and acquisition of literacy skills among students in Biology in Itu Local Government Area of Akwa Ibom State. Specifically, the study sought to:

i.          Access the level of literacy skills among students taught Biology using ICT facilities and those taught without ICT facilities.

ii.         Access the difference in the acquisition of literacy skills of male and female students taught Biology using ICT facilities.

1.4      Significance of the Study

 This work will be of great value to the students, Biology teachers as well as science teachers in education, school administrators and government. To this:

i.          Science teachers, especially Biology teachers, it will help them realize the use of ICT in teaching and learning of Biology in the classroom.

ii.         Students, the effective use of ICT will enable them to effectively learn and also develop their skills by challenging them with problem drawn from the curriculum. This is because according to Nwadinigwe (2000) learning is a process through which knowledge, skills, habits, facts, ideas, and principles are acquired, retained and utilized and the only means is by using ICT tools.

iii.        Government and educators; it will help them to have a positive outlook at the use of ICT as part of learning and teaching Biology in secondary schools.

1.5      Research Questions

The following questions were raised with the specific purpose of the study in mind:

1.         Is there any difference between the level of literacy skills of students taught using ICT facilities and those taught without ICT facilities?

2.         Is there any difference in the acquisition of literacy skills of male students taught using ICT facilities and female students taught using ICT facilities?

ALSO, READ;

COMPARATIVE STUDY OFBUCHI EMECHETA’S SECOND CLASS CITIZEN AND FLORA NWAPA’S EFURU

1.6      Research Hypotheses

The following research hypotheses were formulated to guide the research work:

1.         There is no significant difference in the level of literacy skills of those taught Biology using ICT and those taught without ICT.

2.         There is no significant difference in the acquisition of literacy skills of male students taught Biology using ICT and female students taught using ICT facilities.

1.7      Scope of the Study

This study is focused on investigating the effect of ICT utilization on the acquisition of literacy skills among students in Biology in Itu Local Government Area. Due to time and financial constraints, the study is limited to only government secondary schools in Itu Local Government Area.

ALSO, READ;

COMPARATIVE STUDY OFBUCHI EMECHETA’S SECOND CLASS CITIZEN AND FLORA NWAPA’S EFURU

1.8      Limitation of the Study

There were some limitations during the conduct of this study, which posed a challenge to the completion of the study. The challenges faced by the researcher were: inadequate finance, insufficient research materials, time factor and researcher’s academic workload among other extraneous variables.

However, these challenges faced were not insurmountable as efforts were made by the researcher to overcome them.

1.9      Operational Definition of Terms

These relevant terms below were operationally defined relative to their usage in this study:

ICT Tools: These are devices which serve as a teaching aid by CAI package, radio, television, etc.

Acquisition: This has to do with the learning or developing skills, habits or quality.

Literacy Skills: This refers to the knowledge attained or skill developed in the school subjects, that is, the academic performance of students.

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