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THE USE OF ICT IN
TEACHING AND LEARNING OF MATHEMATICS
CHAPTER ONE
INTRODUCTION
1.1
BACKGROUND OF THE STUDY
The
challenges of classroom instruction in Nigeria’s school system and research
started changing dramatically with the emergence of new technologies which
include Information and Communication Technology (ICT). This period of computer
age had ushered in a new dimension of processing, preservation and
dissemination of information among other vital roles of computer through the
help of ICT. These days, ICT has had and is continuing to have an increasingly
significant impact on all aspects of human life. ICT provides an avenue for
people in all aspects of life to access and profit from the power of computer
as a personal tool, to collaborate in groups and to disseminate information
locally and globally. For a continuing global interaction in the international
community and in a bid to solve the inter-cultural and language barriers that
are part of the factors that result in global conflict in recent times, many
countries of the world have taken steps to ensure that their citizens have
access to information and communication technology through increased reliance
on computer assistance in delivering their classroom instructions. In view of
the fact that computer has become an inevitable instructional material/method
for teaching and learning of Mathematics, this paper explores how ICT must be
harnessed to promote teaching and learning of Mathematics.
Attitude is an important concept in social judgments and behaviors
and thus, is one of the most important concepts in decision making (Venkatesh
et al., 2003). As a result, a lot of research on the attitude of both students
and mathematics teachers towards the use of ICT in teaching and learning had
been done with outcome being either positive or negative. For instance Becta
(2004) reported that negative attitude was a barrier towards integration of ICT
in teaching and learning while Rhoda and Gerald (2000) found that positive
attitudes towards ICT use are widely recognized as a necessary condition for
effective computer use in teaching and learning. Similarly, study findings by
Kubiatko and Halakova (2009) pinpointed that attitude towards use of ICT in
teaching and learning in students was as a result of its impact. According to
Selewyn (1999), integration of ICT in education environment depends, to a great
extent, on mathematics teachers and student attitude towards their use. This
view is supported by Slouti and Barton (2007) findings which indicated that ICT
can motivate students in their learning by bringing variety into the lessons
and at the same time sustaining mathematics teachers own interest in teaching.
Myers and Halpin (2002) asserted that attitude of both students and mathematics
teachers towards ICT use was a major predictor of future classroom use. It
therefore appears that mathematics teachers' and students' attitude may
influence adoption of ICT in teaching and learning Mathematics.
Use of ICTs such as computer technology
and internet is intended to enable mathematics teachers to facilitate learning
more effectively and enhance students' understanding of concepts which are
expected to translate into expansion of Knowledge and improved examination
outcomes. However, in Mathematics their use has not produced desired outcomes
in schools which offer computer studies in Rachuonyo South District where
average performance of students in K.C.S.E. Mathematics Examinations dropped
from 6.7 to 4.10 between 2007 and 2009 despite the adoption of use of new ICTs
such as computer technology and internet in 2005. It is not clear how attitude
determines use of these new technologies in the study schools as far as students'
performance in K.C.S.E Mathematics Examinations is concerned. There is no
structured survey which has been undertaken to unearth the problem. Given this
scenario, there is therefore, need to assess attitude as a determinant of use
of these new ICTs in the implementation of secondary school Mathematics
curriculum in schools which offer computer studies in Rachuonyo South District.
This is the focus of this study. In this age of Information and Communication
Technology (ICT), there is growing concern for the use of ICT resources such as
the computer, scanner, printer, Intranet, Internet, e-mail, videophone systems,
teleconferencing devices, wireless application protocols (WAP), radio and
microwaves, television and satellites, multimedia computer and multimedia projector in curriculum implementation. In
e-learning, curriculum content in the form of texts, visuals, e.g. pictures,
posters, videos, audio/sound, multicolor images, maps, and graphics, can be
simultaneously presented online to students in both immediate locations
(classroom model of e-learning) and various geographical distances (Distance
Education model of e-learning). E-learning in education is the wholesome
integration of modern telecommunications equipment and ICT resources,
particularly the internet, into the education system. Tracy (1995) defines the
internet as the international network of communications in which computers in
the Wide Area Network (WAN) talk to each other. Shavinina (2001) defines ICT as
all the digital technologies, including: computer, scanner, printer, telephone,
internet, digital satellite system (DSS), direct broadcast satellite (DBS),
pocket-switching, fiber optic cables, laserdisc, microwaves, and multi-media
systems for collection, processing, storage and dissemination of information
all-over the world. E-learning as an aspect of ICT is relatively new in
Nigeria’s educational system. It is a departure from the conventional approach
in curriculum implementation. The main purpose of e-learning is to transform
the old methods and approaches to curriculum implementation and not to silence
the curriculum or to extinguish or erase the contents of curriculum. E-learning
is driven by the curriculum. It should follow the curriculum and should not rob
the curriculum of its essence.
E-learning
should ensure effective pedagogy and curriculum implementation in the computer
age. According to Nicholls and Nicholls (1980), Mkpa (1987), and Offorma
(2002), curriculum implementation is the planning and execution of the contents
of curriculum in order to bring about certain changes in the behavior of the
students and the assessment of the extent to which the changes take place. The
primary purposes of implementation is to achieve the objectives of instruction,
and achieve retention and transfer of knowledge. E-learning is an instructional
medium that permits alternative approaches to curriculum implementation in an
ICT age. Richmond (1997) observed that, there is a great link between the
curriculum and ICT and that there are three major areas that technology can
influence learning, including:
Presentation, demonstration and the
implementation of data using productivity tools. Use of curriculum – specific applications
such as educational games, drills and practice, simulations, tutorials, virtual
laboratory visualizations and graphics, representations of abstract concepts,
musical composition and expert systems.
Use of information and
resources on CD-Rom, online encyclopedia, interactive maps and atlases,
electronic journals and other references.
Similarly, the role of ICT in
curriculum implementation is recognized by the Nigeria National Policy on
Education (FRN, 2004, p. 53) where it stated that, “the government shall
provide facilities and necessary infrastructures for the promotion of ICT and
e-learning.” It is against this background that the researcher intends to find
out the extent of availability and use of e-learning materials by mathematics
teachers in secondary schools.
1.2
STATEMENT OF PROBLEM
The call for application of e-learning in
secondary education is to infuse and inject efficiency and effectiveness in
curriculum implementation. However, in developing countries like Nigeria,
e-learning is challenged with the problem of material devices such as computer,
computer laboratories, internet and e-mail facilities, videophone systems and
teleconferencing devices, fax and wireless applications, digital library,
digital classrooms, multimedia systems and the problem of multimedia courseware
development among others (Global Information Technology Report, 2005) . Other
studies indicated that there is dearth of trained mathematics teachers for
e-learning, lack of facilities, infrastructures and equipment (Ikemenjima,
2005; and Jegede & Owolabi, 2008).
The problem is that e-learning in secondary education is
challenged by the new technologies in terms of availability and use. It is
against this background that the present study is carried out to determine the
extent of availability and use of e-learning materials. Second, it seeks to
identify possible strategies for availability and use in curriculum
implementation “Lack of/inadequate
inadequate ICT facilities in schools” ranks second with 108 respondents (61
percent). This finding is corroborated by Ndiku (2003) cited by Wims and Lawler
(2007) who discovered that insufficient numbers of computers and peripheral
devices inhibit deployment of ICT by mathematics teachers and by Plante and
Beattie (2004) who observed that inadequate ICTs was a challenge to integration
of technologies in Canadian schools. Similarly, Okwudishu (2005) discovered
that unavailability of some ICT components in the schools hampered mathematics
teachers' use of ICTs. This problem may be due to underfunding (Enakrire and
Onyenenia, 2007)
“Frequent
electricity interruption” ranks third with 101 respondents (57 percent).
Electricity failure has been a persistent problem militating against ICT
application and use in Nigeria (Adomi, 2005a; Adomi, Omodeko, and Otole, 2004;
Adomi, Okiy, and Ruteyan, 2003). This makes the few schools with ICT facilities
unable to use them regularly.
“Poor ICT policy/project implementation strategy” attracted 94
respondents (63 percent).
The Nigerian Federal Government's 1988 policy introduced computer
education to the high
schools (Okebukola, 1997). The only way this policy was
implemented was the distribution
of computers to federal government high schools, which were never
used for computer
education of the students. No effort was made to distribute
computer to state government or
private schools. Although the government planned to integrate ICTs
into the school system
and provide schools with infrastructure, concerted efforts have
not been made to provide facilities and trained personnel. Thus, most schools
do not yet offer ICT training programmes (Goshit, 2006). The NEPAD e-Schools
Project is expected to take care of an estimated 600,000 African schools. This
means that not all schools will benefit from this initiative. Most countries
participating in the NEPAD e-Schools Project have an ICT development policy or
are creating one, but very few have clear implementation plans (Aginam, 2006).
Evoh (2007) observes that despite the recognized role of ICTs in improving
education, ICTs remain a low financial priority in most educational systems in
Africa. He further observes that most countries in the region lack resources
for a sustainable integration of ICTs in education, and that African countries
face numerous competing development priorities. These range from budgetary
constraints, management challenges, and shortage of mathematics teachers and
other educational resources, to the dreadful impacts of HIV/AIDS on education.
These are issues that vie for the attention of local policy makers. While all
countries in the region acknowledge the strategic role of ICTs in development,
only a few have established a comprehensive policy. When such policies exist,
they tend to remain unclear and make little reference to implementation (James,
2001, cited by Evoh, 2007).
“Inadequate ICT manpower in the schools”
was indicated by 91 respondents (52 percent). The main problem facing Nigeria
and its ICT programme is workforce training (Goshit, 2006). Teaching as a
profession in Nigeria is considered to be for poor people, therefore the few
professional that are available prefer to work in companies and industries
where they can earn better salaries. With this deplorable condition, mathematics
teachers are not motivated to go the extra mile in assisting the students to
acquire computer education (Oduroye,n.d).
“High
Cost of ICT Facilities” attracted 83 respondents (47 percent). Cost has been
reported as one of the factors which influence provision and use of ICT
services (Adomi, 2006). The cost of computers is too high for many to afford.
Monthly Internet rates are exorbitant and the charges for satellite television
are unaffordable for most people in Africa (Brakel and Chiseuga, 2003). This
has made it difficult for Nigerian seconndary schools to acquire and install
ICT facilities for the use of mathematics teachers and students.
A
total of 70 respondents (40 percent) indicated “Lack of/poor perception of ICTs
among mathematics teachers and administrators” There is widespread ignorance
and misconception about ICTs amongst Nigerians (Ighoroje and Ajayi, n.d). One
of the major inhibitors to Nigeria fully embracing ICTs is the average
Nigerian's general lack of exposure to them. For most Nigerians, information
technology is still something unfamiliar, distant, and mysterious. Rather than
being seen as a tool for personal and national development, information
technology is seen as a hurdle (NITDA, 2003). Some Nigerians are not aware of
the existence and importance of the Internet (Adomi, Okiy, and Ruteyan, 2003).
It has been reported that 75 percent of the mathematics teachers in the NEPAD's
e-Schools Project have no or very limited experience and expertise regarding
ICTs in education.
Lack
of/inadequate inadequate ICT facilities in schools .
Frequent electricity interruption.
Non integration into the school curriculum.
Poor ICT policy/project implementation strategy .
Inadequate ICT manpower in the schools.
High cost of ICT facilities/components.
Limited school budget .
Lack of/limited ICT skills among mathematics teachers.
Lack of/poor perception of ICTs among mathematics teachers and
administrators
Inadequate educational software .
Poor management on the parts of school administrators and
government .
Lack of maintenance culture .
Lack of interest in ICT application/use on the part of students.
1.3 OBJECTIVE OF THE STUDY
i. To evaluate mathematics teachers' attitude towards ICT use in
the implementation of Mathematics curriculum in selected secondary schools in
Rachuonyo South District, Kaduna state.
ii. To find out students' attitude towards ICT use in the
implementation of Mathematics curriculum in selected secondary schools in
Rachuonyo South District, Kaduna state.
iii. To compare the attitude of mathematics teachers and students
across gender in the implementation of Mathematics curriculum in selected
secondary schools in Rachuonyo South District, Kaduna state.
(iv) To know the constraints of applying ICT teachiong and
learning of mathematics in secondary schools in Kaduna state.
(v) To justify the fact that lack of knowledge of ICT by mathematics
teachers is one of the major constraints in the use of ICT in teaching and
learning of mathematics in secondary schools.
(vi) To evaluate the possible strategies for improving the use of
e-learning materials in secondary schools.
1.4 RESEARCH
QUESTIONS
i. How can one evaluate mathematics teachers' attitude towards ICT
use in the implementation of Mathematics curriculum in selected secondary
schools in Rachuonyo South District, Kaduna state?
ii. What are the students' attitude towards ICT use in the
implementation of Mathematics curriculum in selected secondary schools in
Rachuonyo South District, Kaduna state?
(iii) What are the constraints involve in applying ICT teachiong and learning of mathematics
in secondary schools in Kaduna state?
(v) Is lack of knowledge of
ICT by mathematics teachers is one of the major constraints in the use of ICT
in teaching and learning of mathematics in secondary schools?
(V)
What are the possible strategies for improving the use of
e-learning materials in secondary schools?
1.5 REARCH HYPOTHESIS
H0: One
cannot evaluate mathematics teachers' attitude towards ICT use in the
implementation of Mathematics curriculum in selected secondary schools in
Rachuonyo South District, Kaduna state.
H1: One can evaluate mathematics
teachers' attitude towards ICT use in the implementation of Mathematics
curriculum in selected secondary schools in Rachuonyo South District, Kaduna
state.
H0: There are no significant relationship between students'
attitude and ICT use in the mathematics
in selected secondary schools in Rachuonyo South District, Kaduna state?
H0: There are no
constraints involve in applying
ICT teachiong and learning of mathematics in secondary schools in Kaduna state.
H1: There are a lot constraints involve in applying ICT teachiong and learning of mathematics
in secondary schools in Kaduna state.
H0: Lack of knowledge of ICT by mathematics teachers is not one of
the major constraints in the use of ICT in teaching and learning of mathematics
in secondary schools.
H1: Lack of knowledge of ICT by mathematics teachers is one of the
major constraints in the use of ICT in teaching and learning of mathematics in
secondary schools.
1.6 SIGNIFICANCE OF THE
STUDY
This research work centered on the
constraints to effective use of ICT in teaching and learning of mathematics
in secondary schools in Kaduna state This topic is of major interests which will
benefit the entire public, students, researchers, lecturers and so on.
1.7 SCOPE OF THE STUDY
This research work centered on
constraints to effective use of ICT in teaching and learning of mathematics
in secondary schools in Kaduna state.
1.8 LIMITATION OF STUDY
Despite the limited
scope of this study certain constraints were encountered during the research of
this project. Some of the constraints
experienced by the researcher were given below:
i. TIME: This was a major constraint on the researcher during the period
of the work. Considering the limited time given for this study, there was not
much time to give this research the needed attention.
ii. FINANCE: Owing to the financial difficulty prevalent in the country and
it’s resultant prices of commodities, transportation fares, research materials
etc. The researcher did not find it easy meeting all his financial obligations.
iii. INFORMATION
CONSTRAINTS: Nigerian researchers have
never had it easy when it comes to obtaining necessary information relevant to
their area of study from private business organization and even government
agencies. Mathematics teachers in secondary schools in Kaduna state find it difficult to reveal their internal
operations. The primary information was collected through face-to-face
interview getting the published materials on this topic meant going from one
library to other which was not easy.
Although these problems placed limitations on the study, but it did not prevent the researcher from
carrying out a detailed and comprehensive research work on the subject matter.
1.9 DEFINITION OF TERMS
Education: Education is a
complex social undertaking, and there is no easy way to analyze the many
dimensions of the policies involved. Nonetheless, we can begin with the simple
characterization of higher education as a process involving the allocation and
use of available resources to achieve certain instructional, social and/or
economic objectives
"Computer literacy" :
"Computer literacy"is a commonly used term in the business world, but
it is not precisely defined. Computer literacy, in general, is being
knowledgeable about the computer and its applications (Rochester &
Rochester, 1991). Such knowledge appears to have two dimensions: conceptual,
and operational (Winter, Chudoba, & Gutek,1997). The conceptual dimension
includes an understanding of the inner workings of a computer or general
computer terminology.
Literacy: Literacy means the ability
to read and write.6 In this study, the term “literacy” is the ability to read
programs and instructions. Teachers. A teacher is a person employed in an
official capacity for the purpose of giving instruction to students in an
educational institution, whether public or private.
Competence : In this study,
“competence”, refers to the ability of high school teachers to apply their
teaching skills, classroom management skills, and evaluation skills in the
field of teaching. Computer. Is an electronic device capable of interpreting and
executing programmed command for input, output
Computer-assisted instruction" (CAI): Computer-assisted instruction" (CAI) refers to instruction
or remediation presented on a computer. Many educational computer programs are
available online and from computer stores and textbook companies. They enhance
teacher instruction in several ways.
Computer assisted instruction
involves using computer technology in order to teach. This can be used
by a teacher in addition to lecture.
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