THE EFFECT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON STUDENTS’ ACADEMIC PERFORMANCE ON MATHEMATICS
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THE EFFECT
OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON STUDENTS’ ACADEMIC PERFORMANCE
ON MATHEMATICS
ABSTRACT
The study
attempted to examine the effect of information communication technology (ICT)
on students’ academic performance in Mathematics in selected secondary schools
in Kosofe Local Government Area of Lagos State.
In this study, relevant and extensive literature was reviewed under
subheadings. The survey research design was used to assess responses of the
selected respondents, with the application of the questionnaire and the
sampling technique. A total of 200 (two hundred) respondents were selected and
used for this study, which represented the bulk of the population.
Five (5)
null hypotheses were formulated and tested in this study, using the Pearson
product moment correlation and the independent t-test statistical tool at 0.05
level of significance.
Based on the
data analyses, it was concluded that a significant relationship existed between
the information communication technology and students’ learning behaviour in
school; also, it was found that a relationship exists between information communication
technology and students’ academic performance at school. Similarly, it was
concluded that, no significant difference exists between students’ perception
of information communication technology and that of their teachers. Equally, it
was revealed that a significant gender difference exists between students’
academic performance based on the use of information communication technology
(ICT), while it was finally indicated that a significant difference exists
between the academic performance of students who frequently used ICT and those
who did not use ICT frequently.
CHAPTER ONE
1.0 Introduction
The
predominant means of instruction has traditionally been through verbal medium,
either as spoken lecture or written text. As more instructional resources of
many different media types become available to students, through the internet,
there is a need for educators to understand when these sources may be used
effectively for instruction, as well as a need for students to develop an
additional set of literacy skills in order to learn from these sources
(Anyakoha, 1990).
Tyner (2000)
argued that in the information age, the concept of literacy has been
simultaneously broadened and splintered into many literacies in part because
“the all purpose word literacy seems hopelessly anachronistic, tainted with the
nostalgic ghost of a fleeting industrial age. The term information
communication technology is among several terms that have been associated with
literacy to emphasize that literacy extends beyond reading and writing the
alphabetic codes, and should include a variety of audio-visual forms of
representation. Associating information communication technology with the
literacy also highlights a belief among many scholars and educators that
conceptions of literacy or studentship and how it is developed should not focus
exclusively on printed materials but should include electronic media that have
moved into the mainstream of communication especially at the end of the
twentieth century.
Implicit in
these views is that research and practice related to literacy must be
transformed to accommodate new ways of accessing, processing and using
information by students generally and those in Mathematics in particular
(Aaron, 1997).
Information
encompasses a wide range variety of things ranging from oral and printed words,
figures, statements, files and documents to such intangible elements as sound
signals, rays and waves. Whatever the form information takes, the essence of
information is that it conveys messages.
UNESCO
(1979), defined information simply as “set of data recorded in a methodical
manner” which includes: any item of knowledge capable of facilitating the
operation of a system; and any numerical or alpha-numerical quantity processed
by the machine, the aggregate of information constitutes the data and results
of a problem.
Adamson
(1998), claims the term information technology refers to the application of
scientific knowledge. Information communication technology, therefore can be
defined as the acquisition, processing, storage and dissemination of vocal,
pictoral, textual and numerical information by a micro-based combination of
computing and telecommunication.
ICT enhances
students’ performance in Mathematics both in secondary and tertiary
institutions in Nigeria. For instance, students in science, particularly those
studying Mathematics, find the use of information communication technology
relevant in recalling facts and figures and in doing quick calculations which
enhances their achievement in schools.
1.1 Background to the Study
The greatest
achievement in the twentieth century was the development of Information
Communication Technology (ICT) for the use of all facets of human endeavours.
Major challenges in technology have been always caused changes in the society.
In the middle of the 18th century, a series of interventions made it possible
for people to “mass produce” items. The then agricultural world became
industrial world. The methods of product transportation and communication were
improved significantly and the elite group acquired many fortunes rapidly by
using as a commodity and the organized banking system as the means of
controlling the new industrialized society (Kaiya and Ndomi, 1999).
According to
Osusanya and Oloyode (2003), with the rapid growth of industrialization, came
the need for handling the ever increasing volume of information concerning
parts and people. This formed the basis for the development of the computer. At
present, powerful computers are used to store large volumes of information.
Information and communication technology is the major employer of computers so
much that the two are thought to be synonymous. Goyal (1998) pointed out that
its growth and development is one of the most significant achievement of the
present century.
As Akubilo
(2005) puts it, the revolution implied by information communication technology
is placing different demands of education on generation, science and
mathematics in particular these demands cannot be met through simple revision
of the current curriculum or currently existing textbooks. This is because, ICT
revolution has transformed available technologies, the means and methods of
teaching and learning the sciences, especially in mathematics, and the very way
we think about what science education could do and should do. The paradigm now
is that not only should students be made to understand basic mathematical
concepts, they must also understand how mathematics education and the (ICT) are
related. With the internet, it is possible to access learning mathematical
materials anywhere in the world. The opportunities available to science staff
and the students on the internet are numerous and those making use of it are
better off for it. Students who often apply the use of ICT in their educational
career do better than those who do not.
As a matter
of fact, there are several sites on the worldwide web (www) which provide information on how
the network is used for the teaching of various science or mathematics courses.
The materials at the sites teach students to think laterally, longitudinally
and across board. Results of the studies conducted on impact of computer used
as aid to instruction on students’ attitudes and achievement in science,
particularly in mathematics related courses showed general improvement.
Dung (2003),
Babajide and Bolaji (2003) and Zumyil and Ezema (2003), opined that inspite of
the tremendous impact and widespread usage of ICT facilities in the teaching
and learning of science related courses worldwide, it is pertinent to ask how
prepared the Nigerian secondary and tertiary institutions are whether federal
or state owned in coping with the challenges posed by the ICT. The answer to
this question is not far-fetched. Analysed within the context of global
competitiveness of the information age, the stage of ICT facilities in Nigerian
secondary and tertiary institutions show that there is a slow wave of
development (Yerima, 2002; and Lsoun, 2003). Yet the quality of instruction in
colleges or event at the secondary level of our education system, must keep pace
with the development of new trends in ICT education, which are
revolutionalizing the lives of those who can afford to use it. In the modern
culture of science and technology, the competence of science staff in
educational attainment, is gauged by the training they acquired and their
effective utilization of ICT facilities in students’ assignments.
Unfortunately, a vast majority of science teachers in our secondary schools are
deficient in these areas.
Telecommunication
is a special kind of communication in which information is conveyed over a long
distance. Information communication technology (ICT) also refers to the more
efficient and effective way of storing, accessing and updating information than
processes involving paper. In the recent time, students have benefited from the
use of information communication technology (ICT) such as computer, television,
telephone and the internet as a veritable sources of information in their
academic career or pursuit, especially in science and mathematics related
disciplines. Uzoma (1999), students, mostly adolescents use the information
communication technology especially the internet to gather vital educational
information or materials, register their courses of study, check their results
of JAMB, NECO, GCE, POST UME etc.
Onuoha
(2000), posited that the advent of information technology has made education
more simple and easy for students especially, the adolescents in secondary
schools mathematics in our school system. Onuoha claimed that information
communication technology has helped students in many ways such as project
writing and collection of necessary information leading to effective studies.
This has enabled many students to achieve high academic achievement in school.
He further stated that information communication technology has created a
remarkable balance and effectiveness in the daily activities of students who
are in the habits of using the computer and the internets to carry out faster
storage and retrieval of information in the academic environment or school.
As
Adelekunnu (1994) puts it, the training given to children in order to help them
meet the demands of the society in which they live is called socialization.
According to him, information communication technology (ICT) can be used to
assist students to get along with others, achieving self-reliance and
educational success. Also, it can help them to achieve professional success and
to adhere to societal values and norms. With information technology, students
achieve high academic laurels in schools, especially in science and mathematics
related subjects.
1.2 Statement of the Problem
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
This study
attempts to examine the effect of information communications technology (ICT)
on the performance of students in Mathematics at the secondary school level.
The
objectives of the study include to:
1. Examine whether information communication
technology has influence on students’ behaviour.
2. Assess whether there is a
relationship between information communication technology and students’
academic achievements.
3. Determine whether there is
relationship between ICT utilization and students’ overall academic performance
in schools.
4. Evaluate whether students’
perception of information communication technology differ from their teachers’.
5. Assess whether secondary school
students utilize ICT often.
6. Evaluate the socio-economic status
of students who often use information communication technology (ICT) in their
educational career.
7. Determine whether there is gender
difference in the use of ICT among secondary school students.
8. To differentiate between the
academic performance of students who use ICT and those who do not.
1.4 Research Questions
The
following research questions were raised in this study:
1. To what extent can the influence of
information communication technology on students’ learning behaviour be
examined?
2. Is there any relationship between
information communication technology usage and students’ academic achievement?
3. Will there be any significant
relationship between information communication technology usage and students’
study habit?
4. Will the perception of students on
information communication technology significantly differ from that of their
teachers?
5. Will there be any significant
difference between the academic performance of students who used ICT and those
who do did not?
6. Do secondary school students use
information communication technology more often than their primary school
counterparts?
7. Do students from high socio-economic
homes use ICT often than their counterparts from low-socio-economic homes?
8. Is there any gender difference in
the use of information communication technology among secondary school
students?
1.5 Research Hypotheses
The
undermentioned hypotheses would be tested in this study.
1. There will be no significant
relationship between information communication technology and students’
learning behaviour.
2. There will be no significant
relationship between information communication technology and students academic
achievement.
3. There will be no significant
difference between the perception of students on information communication technology
from that of their teachers.
4. There will be no significant gender
difference in the academic performance of students based on the use of
information communication technology (ICT).
5. There will be no significant
difference between the academic performance of students who frequently used ICT
and those who do not.
1.6 Significance of the Study
This study
will be beneficial to the following:
Students:
Students would benefit from the findings and recommendations of this study
because it would help them to be able to be more aware of the information
communication technology in the school. This study will enable students to get
more involved in the utilization of information communication technology due to
the benefits derivable from it.
Teachers:
They would find this study beneficial because with the findings and
recommendations of this study, teachers would avail themselves of the
opportunity to get involved in the use of information communication technology
because of the numerous benefits that can be derived from it. With the study
also, information communication technology and their functions.
Family:
Parents would benefit from this study because it would enable them to know the
benefits their children/wards derived from using the information communication
technology in their academic work or activities. Parents themselves, will avail
themselves of the opportunity of knowing the importance of information
communication technology through this study and those who do not use
information communication technology would start to use it as it is beneficial
to all human activities.
The School
Authority: This study would assist the school authority to be able to know more
about information communication technology and its functions especially in the
life of the full-time student. The recommendations of this study would enable
the school authority to expand its policy on the availability and usage of information
communication technology in the school system in Nigeria.
The Society:
The society would benefit from this study, because it will assist the society
to be information communication technology friendly due to the advantages it
has. This study will afford the society to know more about information
communication technology and its functions in the world today.
Scope of the
Study
This study
covered the effect of Information Communication Technology (ICT) on students’
academic performance in mathematics in selected secondary schools in Kosofe
Local Government Area of Lagos State.
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