THE IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS
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THE IMPACT
OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON STUDENTS’ ACADEMIC PERFORMANCE
IN MATHEMATICS
ABSTRACT
The study
attempted to examine the impact of information communication technology (ICT)
on students’ academic performance in mathematics in selected secondary schools
in Agege 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. Four 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. At the end of the analysis, the
following results emerged: there is a significant impact of information and
communication technology on students’ performance in mathematics, there is a
significant difference between the performance of students who are taught by
teachers are computer literates and those taught by mathematics who are not
computer literates, there is a significant relationship between the teaching
methods of teachers who are computer literate and those who are not, and there
is a significant gender difference in students’ academic performance based on
their use of information and communication technology (ICT.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
Mathematics
and its applications have changed dramatically. The advent of calculation and
computers as tools in mathematics have changed the way tmathematicians do
mathematics and the way scientists, engineers, and social scientists use
mathematics. Many individuals are proposing that it is time to re-evaluate the
content of the Mathematics curriculum in order that it begins to reflect these
changes (Arlmond, 2002).
Past
Mathematics curricula have put a great deal of emphasis on manipulative skill
because of its usefulness in calculus, or at least in traditional conceptions
of calculus. However, computerized mathematical systems exist which perform the
routine manipulations that students spend hours learning to carry out. If
computers can do Mathematical manipulations like factoring, solving equations and
so on, the importance of developing student skill in these areas ought to be
reconsidered. Anya (2000) states that an issue that is raised by the advent of
technology is one that parallels the issue of calculators and the learning of
arithmetic skills, that is, how much proficiency is needed with
paper-and-pencil symbol manipulation in order to be able to decide which
manipulations are faster when done by hand and which ones ought to be left to
microcomputer. A related issue which can only be answered by future research is
the role of symbol manipulation skills in the development of conceptual
understanding in Mathematics (Adams, 1994).
New
technologically supported learning environment are being designed that focus on
aspects of Mathematics teaching that have tended to be neglected in the past.
For example, a project involving the use of computer tools (e.g. curve-fitting
programs, generators of tables of values, symbolic manipulators, and function
graphers) to develop students’ understanding of Mathematics concepts and their
ability to solve problems requiring Mathematics, before they master symbol
manipulation techniques has been researched by Fey (1989) and Heid (1990) with
first-year Mathematics students.
Other
projects have focused on the dynamic capabilities of graphing software to help
the students make links among the tabular, graphic and Mathematical
representations used in coordinate geometry. Still other research studies have
emphasized the role of programming in enriching students’ concepts of variable
and in developing their ability to construct formalized rules and to set up
equations. Mathematics education is at the crossroads. With the advent of
technology, continuing the old style of Mathematics curricula techniques is
clearly questionable. Yet most school Mathematics curricula at the beginning of
the 1990s integrate neither the power of Mathematics as a thinking tool for justification
and generalization, nor the potential of technology to work hand-in-hand with
Mathematics instruction. Both aspects warrant careful consideration by
mathematics education researchers, Mathematics curriculum developers and
teachers (George, 1998).
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 (Adeleke, 2000).
The greatest
achievement in the twentieth century was the development of Information
Communication Technology (ICT) for the use by all facets of human endeavours.
Major challenges in technology have 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 a matter
of fact, there are several sites on the worldwide web (www) (like goggle and yahoo sites) 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 (Adamsons, 2000).
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 source of information in their
academic career or pursuit, especially in science and mathematics related
disciplines. Uzoma (1999), stated that 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 and so on.
Onuoha
(2000), posited that the advent of information technology has made education
more simple and easy for students especially, the adolescents in secondary
schools who offer 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 internet 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, generally in science, and particularly in
mathematics related subjects.
1.2 Statement of the Problem
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 crime.
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 and so on.
This study
attempts to examine the impact of information communications technology (ICT)
on the performance of students in Mathematics at the secondary school level.
1.3 Purpose of the Study
The
objectives of the study include to:
1. Examine the impact of information
communication technology on students’ achievement in Mathematics.
2. The difference between the academic
performance of students taught by mathematics teachers who are computer
literate and those who are not.
3. To assess whether there is a
relationship between the teaching method and students’ academic performance due
to use of ICT.
4. To examine whether there is gender
difference in students’ academic performance in mathematics due to the use of
Information Communication Technology (ICT).
1.4 Research Questions
The
following research questions were raised in this study:
1. Does information and communication
technology have an impact on students’ achievement in Mathematics?
2. Is there any difference between the
academic performance of students taught by mathematics teachers who are
computer literate and those who are not?
3. Is there any relationship between
the teaching method of teachers in Mathematics who are computer literate and
those who are not?
4. Is there any gender difference in
students’ academic performance in mathematics due to the use of Information
Communication Technology (ICT)?
1.5 Research Hypotheses
The undermentioned
hypotheses would be tested in this study.
1. There will be no significant impact
of information communication technology on students’ achievement in
Mathematics.
2. There is no significant difference
between the academic performance of students taught by mathematics teachers who
are computer literate and those who are not.
3. There is no significant relationship
between the teaching method of teachers in Mathematics who are computer
literate and those who are not.
4. There is no gender difference in
students’ academic performance in mathematics due to the use of Information
Communication Technology (ICT).
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 impact of Information Communication Technology (ICT) on students’
academic performance in mathematics in selected secondary schools in Agege
Local Government Area of Lagos State.
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