Full Project – EFFECT OF INFORMATION COMMUNICATION TECHNOLOGY ON THE ACADEMIC PERFORMANCE OF STUDENTS

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CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

Information and communication technology is becoming a ubiquitous component of the physical and social worlds occupied by young students. It is an important part of the private and work lives of most people, including those who support young Student’s learning and development, whether as parents, family members, caregivers, or high schooleducators. It is often argued in the literature that Student’s Secondary Education experiences should reflect and connect with their experiences in the wider world. Therefore, Information and communication technology matters in Secondary Education, because it already has an effect on the people and the environments that surround young Student’s learning and well-being. There is strong consensus across the literature that it is timely for the role and potential of ICT for the Secondary Education sector to be critically examined, to guide future development and decision-making in this area (Biddulph, Biddulph, and Biddulph, 2003)

Most of the write-up about ICT in Secondary Education strongly supports the view that technology on its own should never drive the process of ICT development in the sector (Downes and Fatouros, 1995). Rather, all planning for the introduction and use of ICT by students and adults in Secondary Education should be grounded in a clear understanding of the purposes, practices, and social context of Secondary Education (Mitchell and Cubey, 2003). Brooker (2003) has suggested that, at least in the UK, Secondary Education may actually be leading the way in developing best practice in the use of ICT to support positive learning experiences for students.

There is now a strong focus on the development of ICT policy and integration of ICT in curriculum and practice across the whole education sector. ICT and “e-learning” have become important concepts in primary, secondary, and tertiary education. In most countries, policy and curriculum support for the development of ICT in the Secondary Education sector have lagged (Wylie, and Thompson, 2014). This situation is beginning to change. Some countries, like Scotland, have recently developed ICT strategies for the Secondary Education sector (Learning and Teaching Scotland, 2011). Researchers, academics, and practitioners in Secondary Education have also published books, articles, and guidelines which provide information and guidance about ICT in early childhood, and aim to support Secondary Education practitioners to make well-informed decisions and choices about ICT.

ICT technologies present novel opportunities to strengthen many aspects of Secondary Education practice such as Student’s learning and play experiences, practitioners’ professional learning and development and relationships and communication between high schoolcenters, parents, and other people (Aladejana, 2010).

There is global support and interest across the whole education sector for the development and integration of ICT into education policy, curriculum, and practice. Students today live in a communication-rich environment. The models of communication they encounter in their everyday lives include…a whole range of electronic and digital methods of communication (Siray-Blatchford and Siraj-Blatchford 2012).

Student’s early literacy and play experiences are shaped increasingly by electronic media. So, in order to empower students and assist them in becoming competent and active participants in their environments, they must be given opportunities to develop “technological literacy”, a new form of literacy, which is increasingly considered to represent an essential curriculum entitlement in any broad and balanced curriculum for the 21st century. Today there is a significant amount of support and interest in the education sector for the development and integration of ICT into policy, curriculum, and practice. Some consider that just as it is every child’s right to become literate, he or she should enjoy the right to become a skilful user of ICT. Others believe that students should be given opportunities to experience ICT as a tool with vast possibilities for communication and information retrieval/sharing. The UK Foundation Stage curriculum states that as part of their Secondary Education, students should find out about and identify the uses of everyday technology, and that students should have opportunities to use ICT to support their learning (Aladejana, 2012)

In most countries, policy and curriculum support for the development of ICT in the Secondary Education sector is weak. However in some countries such as the UK, Secondary Education may actually be leading the way in developing best practice in the use of ICT to support positive learning experiences for students. Similarly, Scotland has recently developed ICT strategies for the Secondary Education sector (Learning and Teaching Scotland 2013). Researchers, academics, and practitioners in Secondary Education have also published books, articles, and guidelines which provide information and guidance about ICT in early childhood, and aim to support Secondary Education practitioners to make well-informed decisions and choices about ICT (Siraj-Blatchford and Siraj-Blatchford 2013).

In order to guide future development and policy-making, it is essential to critically examine the role and potential of ICT in Secondary Education. The introduction and use of ICT in this sector should take into account the existing knowledge about high schoollearning and development. Technology on its own should never drive the process of ICT development in the Secondary Education sector. Rather, all planning for the introduction and use of ICT by students and adults in Secondary Education should be based on a clear understanding of the purposes, practices, and social context of Secondary Education (O’Rourke and Harrison 2009).

1.2 Statement of the Problem

The increasing pervasiveness of ICT has led some parents, teachers, and Student’s advocates to question its usefulness to the cognitive, emotional, social, and developmental needs of young students. More often than not, the argument is focused on young Student’s use of computers and computer games and questions are raised on these two accounts.

Information communication technology (ICT) as an effective means of storing, accessing, retrieving or collecting vital information is often times used by students to carry out their educational activities. With the advent of information technology, students access information that lead them to successful academic and professional achievement. Nevertheless, information communication technology seems to have corrupted students, especially, the adolescents in their formative ages that are in secondary school. For instance, students are often seen glued for hours to the television and the internet watching or viewing pornographic films or pictures that are capable of bending their minds and distorting their dispositions. Studies have shown (Asobie et al., 1995), that students who browse the internets often are more corrupt than those who do not.

Students who use the internet often or watch the television involved in sexual promiscuity, examination malpractices, stealing and other vices or indisciplines that are always carried out in the school.

In recent times, many students have been caught using Global System Mobile Network (GSM) phones to carry out or perpetrate examination malpractices; especially in calculation-based courses like Mathematics and other science related ones to connect friends and associates in crimes.

Both adults and students are found to use the GSM phones to tell assorted kinds of lies and deceit in the larger society and this has made corruption to be well rooted in the society in which we live. The more advanced manner in which television programmes are aired are commendable, but many of the programmes show very bad and aggressive films and the children watch them after which they start acting what they have seen and this has affected the child’s psyche negatively. No doubt, the emergence of information communication technology has made students in calculation-based courses like Mathematics to be lazy and more dependant on calculator. Most mathematics students can no longer do simple arithmetic without consulting the calculator and the internet etc.

1.3 Purpose of the Study

The study examines the Effect of information communication technology on the academic performance of students. Specifically, the study aims:

To examine the level of availability of ICT facilities in high school classroom.
To examine the effect of ICT on the academic performance of students in Secondary Education classrooms.

iii. To examine the perceived advantages of using ICT in high school Education.

To establish the challenges of ICT usage in high school classroom.

1.4 Research Questions

In assessing the purpose of the study, this research project answered the following questions:

The study was guided by the following research questions:

What is the level of availability of ICT facilities in high school classroom?
How effective is ICT on the academic performance of students in Secondary Education classrooms?

iii. What are the perceived advantages of using ICT in high school’ Education?

What are the challenges of ICT usage in high school classroom?

1.5 Research Hypotheses

The following hypotheses were developed for the study:

Ho₁: There is no significant relationship between ICT usage and high school classroom performance.

Ho₂: There is no significant relationship between availability of ICT facilities and high school classroom performance.

1.6 Scope of the Study

The study examines Effect of information communication technology on the academic performance of students. The scope of the study are: ICT and Secondary Education while the geographical scope of the study is limited to Secondary school Schools in Yaba, Lagos

1.7 Significance of the Study

The significance of the study lies in the hope that the findings may be of benefit to:

The Ministry of education where the study may be used to understand the effect of ICT in high school classroom.

Again, it will enable both public and private schools to be able to plan systematically for effective usage of ICT in Secondary Education. Other stakeholders of education (parents, students, lecturers, support staff, donors, will use the study as a checkpoint to act as a safeguard against any future happenings of the same nature.

The study will help the guardian to reduce or carefully monitored students exposure to ICT which could be detrimental to their mind to avoid anti-social development or behaviour.

1.8 Definition of Terms

ICT: ICT (information and communications technology – or technologies) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications.

Electronic Devices: This is a piece of electronic equipment, such as a laptop computer or a mobile phone that is small and easy to carry.

Storage Device: This is a piece of computer equipment on which information can be stored.

Classroom: a room in which a class of students or students is taught.

Secondary education: Secondary education or post-primary education covers two phases on the International Standard Classification of Education scale.

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