THE IMPACT OF INFORMATION TECHNOLOGY IN TEACHING AND LEARNING OF HOME ECONOMICS IN TERTIARY INSTITUTIONS
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THE IMPACT
OF INFORMATION TECHNOLOGY IN TEACHING AND LEARNING OF HOME ECONOMICS IN
TERTIARY INSTITUTIONS
ABSTRACT
The study
examined the use of information technology in teaching and learning of home
economics at the University of Lagos, Akoka, Lagos State. Descriptive research
survey was used in the assessment of the respondents’ opinions using
questionnaire. A total of 100(one
hundred) respondents were randomly selected and used as the representatives of
the entire population of the study. The results revealed that there is a
significant influence of ICT on students’ moral behaviour in the school, there
is a significant relationship between the cost of ICT and students’ academic
performance in school, there is a significant gender difference in delinquent
behaviour of students due to use of ICT in school, and there is a significant
relationship between the use of ICT and adolescents’ social adjustment in
school. Based on the above findings, it is recommended among others that
teaching and learning home economics should be handled by experts who know how
to use the information technology to teach the subject-matter. Also, the use of information technology in
teaching and learning processes should be incorporated in the curriculum of the
University, especially in teaching and learning home economics.
CHAPTER ONE
1.1Background
to the Study
Introduction
The use of
information technology has brought great improvement to the life of mankind in
all human endeavorus, most especially in education. Computers and other aspects
of information technology are now used in education to monitor students’
achievements, teach students and also as instructional media to assist in
teaching in the classroom, especially in home economics (Adeyonju, 2004).
Teaching process is considered paramount, especially when we consider teaching
and learning as the acquisition of knowledge and skills by individuals who
become useful members of the society. Indeed, teaching may convey and at the
same time, actualize the objectives of education of learners. It involves
deliberate activities geared towards the development of the less matured and
the inexperienced (Ekwueme, 1996). Accordingto Olorundare (2006), teaching
embraces forms of process, behaviours and activities which do not succumb to
explanation by a single theory, it
is also argued that in educational institutions such as University of Lagos,
teaching cannot take place without the students (learners), the teacher and the
curriculum, the content and instructional materials. The above judgment
according to Adeleke (2005) cannot stand the test of the information aspect.
This is because; teaching imposes content, learner’s freedom in teaching is
restricted while information technology employs independent judgment in
decision-making. This seriously eroding teaching situation, the only main task
of the teacher is to create enabling environment that may bring about desirable
change in behaviour (Ukweebu, 2005). Mohammed is of the opinion that classroom
teachers are expected to utilize IT facilities such as the computer, the
internet, the visual aids, the audio-visuals etc, to inculcate relevant
knowledge to students. Any classroom teacher therefore, with adequate and
professional skills in ICT utilization will definitely have his/her students
perform better in classroom learning, especially in home economics.
Instructional
process is vital for the implementation of curriculum. The most relevant home
economics education curriculum may be rendered ineffective when the wrong
instructional process must go beyond lecture methods, there is need to use the
multiple methods which include the project method, problem-solving method,
demonstration, field trip and so on. The extent to which teachers do this
remain to be established, today, many schools do not have the needed equipment
and materials, so they substituted alternative to practical for real practical
exercise (Anyakoha, 2005).
According to
Nwaokolo and Ekwue (2001), teaching and learning in the classroom, will be
effective when the computer and other forms of information technologies are
used to teach home economics. Instructional materials are often seen as
teaching aids in form of charts, and diagrams, posters and maps and sometimes
textbooks and workshops. They however mean much more than that, they include
non-print materials such as films, films strips, models work-ups, slides,
pictures audio and audio tapes, records, transparences globes and boards as
well as hardware like science apparatus and video machines. Other software such
as chemicals and chalks are also included (Ayomide, 2000).
There are
three broad categories of instructional media. They are: audio, audio-visual
and visual. The audio material have audio content only, the audio-visual are
those that combine sight and social the visual materials are those with visual
content only; they are classified into two groups: the non-projected and the
projected visual materials. While the non-project visuals do not need any
source of power for their operation, the projected visual cannot function
without electricity (Nwagbara, 1997). These instructional materials are used to
teach and learn home economics. Their applications in the classrooms, makes the
teaching/learning of home economics better.
1.2Statement
of the Problem
The
importance of using or applying the information technology in teaching and
learning home economics cannot be overemphasized. This is because; information
technology is the current happening in the world today. Often times, most
schools, including various tertiary institutions in Nigeria do not use the
computer, the audio-visual and other forms of information technologies to teach
the content of home economics in the classrooms. This has affected the
effective learning of home economics in tertiary institutions. For instance,
many teachers do not know how to operate these information technology gadgets
not talk of how to use them for imparting knowledge to students. To worsen the
situation, most students do not know how to access relevant information from
the net not to talk of learning home economics the use of computer. All these
have hampered the study of home economics in schools; the above problems gave
rise to the examination of the impact of information technology on the teaching
and learning of home economics at University of Lagos.
1.3Objective
of the Study
The major
objective of this study is to carry out an investigation on the impact of
information technology on teaching and learning of home-economics in tertiary
institutions in Lagos State.
The
sub-objectives of the study include to:
1. Examine whether information
technology has an impact on teaching/learning of home economics in tertiary
institution.
2. Asses whether there is a significant
relationship between information technology and students’ academic achievements
in home economics.
3. Determine whether there is
relationship between ICT utilization and students’ overall outcomes in home
economics.
4. Evaluate whether students’
perception of information technology differ from their practical works in home
economics.
5. Assess whether full-time students
utilize ICT often than the part-time students.
1.4Research
Questions
The
following research questions were raised in this study:
1. Will there be any significant impact
of information technology on teaching/learning of home economics?
2. Is there any relationship between
information technology and students’ academic achievement in home economics?
3. Will there be any significant
relationship between the use of information technology and students’
performance in home economics?
4. Will the perception of students on
information differ from their practical works in home economics?
5. Do full-time students use
information technology more often than their counterparts in part-time studies?
1.5Research
Hypotheses
The
under-mentioned hypotheses were tested in this study:
1. There will be no significance
relationship between information technology and teaching/learning of home
economics.
2. There will be no significance
relationship between information technology and students’ academic achievement
in home economics.
3. There will be no significance
relationship between the academic performance of students who are taught home
economics with ICT and those taught without it.
1.6Significance
of the Study
This study
will be beneficial to the following:
Students:
Students will benefit from the findings and recommendations of this study
because it will help them to be able to be more aware of the information
technology in the school. This study will enable students to get more involved
in the utilization of information technology due to the benefits derivable from
it.
Teachers:
They will 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 technology because of the
numerous benefits that can be derived from it. With the study also, information
communication technology and their functions would be made known to the public.
Family:
Parents would benefit from this study because it will enable them to know the
benefits their children/wards derive from using the information technology in
their academic work or activities. Parents themselves, will themselves of the
opportunity have knowing the importance of information technology through this
study and those who do not use information technology would start to use it as
it is beneficial to all human activities.
The School
Authority: This will assist the school authority to be able to know more about
information technology and its functions especially in the life of the
full-time or sandwich students. The recommendations of this study will 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 will benefit from this study, because it will assist the society to
be information technology friendly due to the advantages it has. This study
will afford the society to know more about information technology and its
functions in the world today.
1.7Scope of
the Study
This study
covered the investigation of the impact of information technology on teaching
and learning of home economic at University of Lagos, Akoka, Lagos.
1.8Definition
of Terms
Operational
terms were defined in this study thus:
Information
technology – This refers to the application of scientific knowledge.
Information communication technology is the acquisition, processing, storage
and dissemination of vocal, pictoal, textual and numerical information by a micro-based
combination of computing and telecommunication, Asiobie, (1989).
Full-time
Studentship – This refers to students who are involved in full-time studies.
Students who were admitted through Joint Admission and Matriculation Board
(JAMB).
Utilization
– Putting something in use or utilizing.
Accessible –
This refers to get or get into, to or at. Easily persuaded or influenced.
Acquisition
– The act of acquiring something or someone.
Home
Economics: This is the acquisition of knowledge to improve the life of an
individual. It draws knowledge through various fields of study, synthesizes the
knowledge drawn of uses to it to equip the individuals for effective management
of self and family.
Sandwich
Studentship: This is a programme meant for individuals, who could not engage
themselves in full-time students due to employment either as teacher or civil
servants or other situations.
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