THE BIOLOGY TEACHERS’ STATE OF READINESS FOR INTEGRATING ICT IN TEACHING AND LEARNING IN SELECTED SCHOOLS
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THE BIOLOGY
TEACHERS’ STATE OF READINESS FOR INTEGRATING ICT IN TEACHING AND LEARNING IN
SELECTED SCHOOLS
ABSTRACT
This study
investigated the biology teachers’ state of readiness for integrating ICT in
teaching and learning in selected schools in Kososfe Local Government Area,
Lagos state. Descriptive survey research design was adopted for this study. The
population for this study comprised all teachers and Senior Secondary School
Students (male and female) in Kosofe Local Government Area, Lagos state. A
simple random sampling technique was used in arriving at selection of Three
hundred Senior Secondary School Students and teachers in Senior Secondary
Schools in Kosofe Local Government in Lagos State formed the sample for this
study. Specifically, four secondary schools were selected from Kosofe Local
Government, Lagos State. Forty students and ten teachers were randomly selected
from each of the schools resulting to two hundred students and teachers. Ten
teachers will be sampled in each school making the total number of teachers
sampled to be forty while forty students were sampled in each school making the
total number of students sampled to be one hundred and sixty students.
Respondents were randomly selected for the study using simple random sampling
technique. Two self- structured questionnaire (Teachers’ and students’
questionnaires) of 38 items was used to collect information from the students
and teachers after its validity and reliability were determined. Three research
questions were posited for this study and all the research questions were
significant. The study revealed the following results: biology teachers’
awareness, competence and knowledge of integrating ICT influence their teaching
experience among students in selected schools in Lagos state. In the light of
the study’s results, the researchers presented a number of recommendations and
proposals the most important of which are: More enlightenment and campaigns
should be organized by Ministry of education and Non -governmental
organizations for secondary school teachers on the importance of the use of ICT
in teaching and learning. Moreover, seminars and media can play an important
role in making teachers and students aware of the immense contribution of ICT
to teaching and learning. School administrators should play a primary role in
promoting awareness of importance of the use of ICT in teaching and learning.
They can promote such awareness by ensuring that teachers teacher with the aid ICT
at all times and make the ICT resources available. Ministry of education should
ensure that close monitoring is given to teachers’ performance on the effective
use of these ICT materials in classrooms. Federal and State Government, the
Ministry of Education and policy makers Should come up policies that would
ensure that schools make use of ICT in classroom teaching.
CHAPTER ONE
INTRODUCTION
Background
of Study
Information
Communication Technologies (ICTs) are making dynamic changes in society. They
are influencing all aspects of life. The influences are felt more and more at
schools (Fisseha, 2011). Because ICTs provide both students and teachers with
more opportunities in adapting learning and teaching to individual needs,
society is, forcing schools aptly respond to this technical innovation
(Fisseha, 2011). The potentials of ICTs is in increasing access and improving
relevance and quality of education in developing countries (Tinio, 2002). ICTs
greatly facilitate the acquisition and absorption of knowledge, offering
developing countries unprecedented opportunities to enhance educational
systems, improve policy formulation and execution, and widen the range of opportunities
for business and the poor (Tinio, 2002). One of the greatest hardships endured
by the poor, and by many others, who live in the poorest countries, in their
sense of isolation, and ICTs can open access to knowledge in ways unimaginable
not long ago (Fisseha, 2011).
Information
Communication Technology (ICT) refers to the diverse set of technological tools
and resources used to communicate create, disseminate, store and manage
information. These technologies include computers, the internet, broad casting
technologies radio TV and telephone.
Science
educator and school science teacher have been continuously looking for ways to
create environment for active learning – in which, student’ attention is
captured and their mind are engaged (Lin et al, 2001),
After the
advent of Information and Communication Technology (ICT) teaching and learning
process has virtually got revolutionized globally. ICT is now playing an
important role for the dissemination of sustainable quality education
worldwide.
ICTs are
making dynamic changes in the society. They are influencing all aspect of life.
The influences are felt more and more at schools. Because ICTs provide both
student and teachers with more opportunities in adapting learning and teaching
to individual needs, society is, forcing school aptly respond to technical
innovation.
The uses of
ICT is making major differences in the learning of students and teaching
approaches. Schools in the Western World invested a lot for ICT infrastructures
over the last 20 years, and students use computers more often and for a much
larger range of applications (Volman, 2005). Several studies reveal that
students using ICT facilities mostly show higher learning gains than those who
do not use.
Africa have
witness the development of ICTs in various sectors over the last decade
including education. The change from teacher-centered education system to
leaner centered education the world over in the past few years contributes to
the use of ICTs in education.
The
potential of ICT in secondary biology teaching is enormous, although it is
fairly daunting to newcomers (Peat And Fernandez, 2002). Computer learning
packages and the web can offer a variety of opportunities for learning, ranging
from non-interactive content to highly interactive student- centered learning
experience. Biology teaching has radically changed with ICT (Lombard, 2008).
The uses of
ICT is making major differences in the learning of student of student and
teaching approaches. Furthermore, the use of ICTs in education also shifts the
learning approaches. As put by Bransford, Brown, and Cocking, (1999) Cited in
Volman (2005), there is a common belief that the use of ICTs in education
contributes to a more constructivist learning and an increase in activity and
greater responsibility of students. This limits the role of the teacher to
supporting, advising, and coaching student rather than merely transmitting
knowledge.
The idea
that teaching and learning can successfully take place through the application
of electronic communication facilities between teachers and students is one
which had generated, sometimes, hope and dismay and at other times, excitement
and fear. Hope that many more learners can be reached at a more convenient pace
that had erstwhile been the case, dismay that the infrastructures necessary for
deploying an effective ICT platform is lacking in low-income countries like
Nigeria (Olakulehin, 2007).
Teachers’
reluctance to adopt innovation need to be seen in the context of existing
technology and commitments, Fullen (1989) cited in Watson (2001) states the
change for improvement can happen at schools if teachers understand themselves
and understood by others. Teachers attitude play an important role in the
teaching-learning process that utilizes computers and internet connections
although teachers attitude towards the use of technologies is vital, many
observation reveal that teachers do not have clarity about how far technology
can be beneficial for the facilitation and enhancement of learning. Of course,
some teachers may have positive attitudes to the technology, but refrain from
using it in teaching due to low self-efficacy, tendency to consider themselves
not qualified to teach with technology.
In this
respect, Badura, (1986) describes self efficiency as “individuals” opinion of
capabilities to organize and perform courses of actions to achieve particular
types of performances” Moreover as identified by Brosan (2001) attitude
motivation computer anxiety and computer self-efficacy are factors affecting
teacher use of computer in theory lessons. Teacher resistance and lack of
enthusiasm to use ICT in education may also be another limitation. Teachers’
attitude plays an important role in the teaching-learning process that utilizes
computers and internet connections.
Although
teachers’ attitude towards use of these technologies is vital, many
observations reveal that teachers do not have clarity about how far technology
can be beneficial for the facilitation and enhancement of learning. Of course,
some teachers may have positive attitudes to the technology, but refrain from
using it in teaching due to low self-efficacy, tendency to consider themselves
not qualified to teach with technology. In this respect, Bandura (1986)
describes self-efficacy as “individual’s opinion of capabilities to organize
and perform courses of actions to achieve particular types of performances.”
Moreover, as identified by Brosnan (2001), attitude, motivation, computer
anxiety, and computer self-efficacy are factors affecting teachers’ use of
computers in their lessons. Teacher resistance and lack of enthusiasm to use
ICT in education may also be another limitation. Furthermore, many teachers may
not have the required IT skills and feel uncomfortable, nor do they have
trainings needed to use the technology in their teaching. Unless teachers
develop some basic skills and willingness to experiment with students, ICT in
education is in disadvantages (Brosan, 2001), the integration of ICTs in
education systems may face various challenges with respect to policy, planning,
infrastructure learning content and language, capacity building and financing
ICT- enhanced education clearly stated objectives mobilization of resource and
political commitment of concerned bodies. Tinio 2002, discussed issues such as
analysis of current practices and arrangements, identification of potential
drives and barriers curriculum and pedagogy, infrastructure and capacity
building to be considered in the formulation of policy and planning. With
respect to capacity building we have to develop competencies to teachers and
school administrators for the successful integration of ICT in the education
systems. ICT integration in education should parallel with teachers
professional development.
Technologies
available in classrooms today ranges from simple tool-based applications (such
as word processors), to online repositories of scientific data. Others are
primary historical documents, handheld computers, closed-circuit television
channels, and two-way distance learning classrooms. Prensky (2005) asserts that
even the cell phones that many now carry with them can be used to learn.
According to Lei and Zhao (2006) each technology is likely to play a different
role in students learning. Rather than trying to describe the impact of all
technologies as if they were the same, researchers need to think about what
kind of technologies are being used in the classroom and for what purposes. Two
general distinctions could then be observed from the literature. Students can
learn from computers where technology are used essentially as tutors and serve
to increase student’s basic skills and knowledge. Moreover, they can learn with
computers where technology is used as tool that can be applied to a variety of
goals in the learning process and can serve as a resour;e to help develop
higher order thinking, creativity and research skills (Reeves, 1998; Ringstaff
and Kelley, 2002).
Statement of
the Problem
Science
educators and school science teachers have been ineffective in the way and
manner they go about disseminating information in classroom (Olakulehin, 2007).
Teachers do not have clarity about how far technology can be beneficial for the
facilitation and enhancement of learning (Fisseha, 2011). Of course, some
teachers may lack positive attitudes to the use of ICT and refrain from using
it in teaching due to low self-efficacy, tendency to consider themselves not
qualified to teach with technology (Fisseha. 2011). Teaching and learning has
become passive in which, students’ attention is not captured and their minds
are hardly engaged especially in science subjects (Olakulehin, 2007). As
result, there has been drastic decline in the performance of students
especially in biology as a subject. This has prevented some of the science
student from studying their prefer science course in the university due low
grade in biology.
Nigerian
student both primary and secondary have trailed behind other African countries
in scientific assessment as reported by Akpan, B.B (2008).This situation has
driven researchers to embark on a search for a better methods of teaching but
to no avail. This has been a source of concern to the principals, teachers,
parents, Ministry of education and students as well. This study therefore seeks
to investigate the biology teachers’ state of readiness for integrating ICT in
learning and teaching in selected schools in Lagos state.
Purpose of
the Study
1. To
determine the influence of biology teachers’ awareness of integrating ICT on
learning among students in selected schools in Lagos state.
2. To
ascertain the influence of biology teachers’ knowledge of integrating ICT on
their teaching among students in selected schools in Lagos state.
3. To
determine the influence of biology teachers’ competence for integrating ICT on
their teaching experience among students in selected schools in Lagos state.
4. To
ascertain the gender difference in biology teachers’ state of readiness for
integrating ICT in learning and teaching in selected schools in Lagos state
Research
Questions
1. what is
the influence of biology teachers’ awareness of integrating ICT on learning
among students in selected schools in Lagos state.
2. what is
the influence of influence of biology teachers’ knowledge of integrating ICT on
their teaching among students in selected schools in Lagos state.
3. what is
the influence of biology teachers’ competence for integrating ICT on their
teaching experience among students in selected schools in Lagos state.
4. Is there
any gender difference in biology teachers’ state of readiness for integrating
ICT in learning and teaching in selected schools in Lagos state.
Significance
of the Study
ICTs
increasingly pervade every aspect of life (work, learning, leisure, and
health). Because ICTs are excellent tools for information processing, the new
generation needs to become competent in their use, should acquire the necessary
skills, and therefore must have access to computers and networks while at
school (Kok, 2007). Schools are information and knowledge holding institutions.
Therefore, as a result of this study ICT will be fundamental information
management tool at all levels of an educational system, from classroom to
ministries.
Schools will
profoundly revise present teaching practices and resources to create effective
learning environments and improve life-long learning skills and habits in their
students.
Scope of the
Study
This study
covers selected public secondary schools in Kosofe Local Government Area of
Lagos State. Principals, teachers and students of these schools are intended to
be used as respondents.
Limitation
of the Study
One of the
limitations was time factor; another was transportation and attitude of
respondent which created problem to the researcher.
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