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, 2011).

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.

1.4     Research Questions

1. What are the profile of the respondents?
2. What are the teacher’s perceptions on the awareness, 
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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?

3.

CHAPTER TWO

2.0     Literature Review

This chapter makes an attempt to review related literatures to give solid support from earlier studies to this study. The organization of this chapter is as follows:

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

CHAPTER THREE

Research Methods

3.1     Research Design 

The research design adopted for this study was the survey research designs.

3.3     Sample and Sampling Technique

The sample for the study was drawn from selected Junior Secondary Schools in Epe Local Government Area of Lagos State. A stratified random sampling technique was used to select ten (10) Junior Secondary Schools. From the schools selected, 10 teachers and 10 students were randomly selected from each school. In all a total of 100 teachers and 100 students were used as sample for the study.

3.4     Research Instrument(s)

The instruments used for data collection were a self designed questionnaire titled Teachers Perceptions of Awareness, Accessibility And Usability of Internet Technology (TPAAUIT) and Students Perceptions of Awareness, Accessibility And Usability of Internet Technology (SPAAUIT) which will be used to determine teachers and students level of Awareness, Accessibility And Usability of Internet Technology (TPAAUIT). The two instruments contain two Sections, Section A of each instruments were designed to obtain the respondents’ demographic data, Section B and C of the two instruments were to determine the level of ICT/Internet Technology awareness, accessibility and usability in promoting effective teaching and learning of Basic Science.

Research Hypothesis 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.

Table 4: T-test analysis on Teachers and Students mean perceptions scores on awareness, accessibility and usability of internet technology

5.3     Recommendation

Based on the findings of the study, the following recommendations are hereby made to improve the teaching and learning of basic science and technology in secondary schools:

1. 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 student’s subject background. This could be achieved through group training for the library users especially during the library orientation programme for fresh students.

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