1.1 BACKGROUND TO THE PROBLEM
Africa have witness the development of ICTs in various sectors over the last decade including education. The change from teacher-centered education system to learner centred education the world over in the past view years contributes to the use of ICTs in education. Borrowing from the word “Knowledge Driven world” as conceived by (Hawkins, 2004; Inwent, 2004), it means that education reform practices should focus on equal access and quality of education which should highlight the importance of change in the education sector through use of ICTs and equipping new generations with enhanced skills to operate in the 21st century.
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being introduced into schools in developing countries (Beukes-Amiss and Chiware, 2006).
Looking at the developing countries according to these authors, there is generally limited access time per month using ICTs by both the teachers and students, and even less time spent with reliable Internet access. It should be noted that availability of ICTs vis-à-vis access in term of ratio of teachers and students differs significantly. Despite this, the new and emerging technologies challenges the traditional process of teaching and learning, and the way education is managed. While information communication technology is an important area of study in its own right, it is having a major impact across all curriculum areas. Easy worldwide communication provides instant access to vast array of data, challenging assimilation and assessment skills (Fowowe, 2006). Rapid communication plus increased access to ICTs in the home, at work, and in educational establishment, could mean that learning becomes a truly lifelong activity- an activity in which the pace of technological change forces constant evaluation of teaching process itself.
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1.2 STATEMENT OF THE PROBLEM
In the beginning of the implementation of ICT there were optimistic beliefs about profound changes in teaching and learning practices, among both educational researchers and policy-makers.
1.4 RESEARCH HYPOTHESES
This study will be guided with the following research hypotheses.
Ho1: There is no significant difference between the teacher’s attitude and the level of ICT usage in teaching and learning process.
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 REVIEW OF RELATED LITERATURE
2.2 INFORMATION COMMUNICATION TECHNOLOGIES/ TECHNOLOGY
2.3 ICTS IN EDUCATION AND FOR EDUCATION
2.4 TEACHERS AND INSTRUCTIONAL APPLICATIONS OF ICTS
2.5 FACTORS CONTRIBUTING TO USING ICT IN THE CLASSROOM
3.1 RESEARCH DESIGN
This study was a descriptive research and therefore a descriptive survey research design was employed.
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3.8 METHOD OF DATA ANALYSIS
The data generated were analyzed by the use of frequency counts and simple percentage while T-test statistics was used to test the hypotheses formulated at 0.05 level of confidence.
- ANALYSIS OF DATA
This chapter contains the analysis of data generated in answering all the research hypotheses raised in the study.
This study examines Junior Secondary Schools teacher’s attitude and usage of ICT in the teaching learning process in Epe Local Government Area of Lagos State.
For the purpose of this study, four research hypotheses were raised to guide the study. The data generated were analyzed using t-test in answering the four hypotheses raised.
4.3 DISCUSSION OF FINDINGS
Research hypothesis one aimed to investigate teacher’s attitude and the level of ICT usage in teaching. Table 5 revealed a mean value of 14.760 and 20.900 for teachers attitude and teachers usage of ICT respectively, standard deviation 2.654 for attitude and 5.711 for usage of ICT at 0.05 level of significant. The calculated t-value -6.939 is higher than the table t-value of 0.905. Therefore, the null hypothesis was rejected. T
he findings revealed that the level of ICT and the attitude of the respondents varies by the research participants, and the majority of participants had very low level of ICT usage for educational purposes. This result is in compliance with the findings of Pelgrum and Plomp (1993) who conducted a survey on how computers are used by teachers, the extent and availability of computers in schools, the nature of instruction about computers, estimates of the effects that computers have on students, the curriculum, and the school as an institution
The study examined Junior Secondary School teacher’s attitude and usage of Information and Communication Technology (ICT) in teaching learning process among Secondary Schools in Epe Local Government Area of Lagos State.
The study has hopefully provided a starting point for investigating the attitude and usage of ICT in teaching and learning among Secondary Schools in Epe Local Government Area of Lagos State. While the study has useful information, further research should be conducted so as to obtain more concise information on teacher’s attitude and usage of ICT, particularly for so
me of the indicators used in the conceptual framework adapted for this study. It would be interesting to investigate further the links between teachers attitude and the usage in the teaching and learning processes in secondary schools.
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