THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING OF BUSINESS STUDIES: A CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF EDO STATE
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THE USE OF
INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING OF BUSINESS STUDIES: A
CASE STUDY OF SOME SELECTED SECONDARY SCHOOLS IN OREDO LOCAL GOVERNMENT AREA OF
EDO STATE
ABSTRACT
The purpose
of this study was to find out skills development in information and communication technology of some selected
secondary schools in Oredo Local Government Area of Edo State:
The method
used in the collection of data were the questionnaire, Oral interview and
personnel Assessment of visible I.C.T.
facilities. A questionnaire schedule was
constructed and distributed to 100 respondents in secondary schools within
Oredo Local Government Area.
The
population was made up of 75males staffs and 25 female staffs.
The data
collected were analysed and the result shows that most of the schools in Oredo
Local Government Area lack ICY
facilities in teaching secondary schools.
It was also observed that lack of human skills and lack of relevant
software’s has always jeopardised ICY applications in classroom. Based on these
findings, recommendation’s were made on he following area:
(1) Regular
in – service course should be organised to train teachers in secondary school
within Oredo to improve on ICY skills and to enrich the industry of
education in the state.
(2)
Government agencies should provide the facilities necessary for teaching in
secondary schools, facilities such as computer sets, Television sets,
Radio/Video tape machines and internet facilities for all field of study.
Government
on their part should try to provide ways of finging solutions to solve problems
resulting from lack of ICT facilities by giving fund to assist secondary
education so as to meet up with quest for globalisation in Nigeria classroom
TABLE OF
CONTENTS
CHAPTER ONE
1.0 INTRODUCTION AND STATEMENT OF PROBLEM
1.1 Introduction (Background of the study)
1.2 Statement of problems
1.3 Assumption of study
1.4 Statement of Hypothesis
1.5 Significance/purpose of study
1.6 Delimitation/scope of study
1.7 Limitation of study
CHAPTER TWO
2.0 REVIEW OF RELATED LITERATURE
2.1 Skills needed to be developed in ICT
2.2 Uses of these skills in pedagogical
situations
2.3 Obstacles/problems to the use of these
skills
2.4 Prospect
2.5 Anticipated functions of an ICT
professionals.
CHAPTER
THREE
3.0 RESEARCH METHODOLOGY/DESIGN
3.1 Population of sample
3.2 Sampling technique
3.3 Method of data collection
3.4 Research Instrument
3.5 Statistical technique
CHAPTER FOUR
4.0 PRESENTATION AND ANALYSIS OF DATA
4.1 Frequency and percentage distribution of
respondents according to Sex, Age, Occupational Status, Qualification and
teaching experience.
4.2
Frequency and percentage distribution of respondents among stated construction
on skills development.
4.3
Frequency and percentage distribution of respondents according to ICT
application in classrooms.
4.4
Frequency and percentage distribution of ICY facilities in schools.
Bibliography
Appendix-teachers
questionnaire.
CHAPTER ONE
1.0
INTRODUCTION AND STATEMENT OF PROBLEM
1.1
INTRODUCTION.
Our present
concern about skills development in information and communication technology in
Nigeria classroom stem from the fact that skills development in information and
communication technology in Nigeria classrooms have not received the attention
it deserved because modern life requires that the quality of education be
improved.
In the
present day secondary schools, lack of skills in ICT has lead to the problem
the students are facing now. Information and communication Technology,
took its stand as an occupational
technology as far back as early sixties (1969s) in the development
country particularly U.S.A. Before this
particular time, development of skills in these areas were not given attention
until the early eighties (1980s) and was recognised as educational technology
being an educational pursuit (River State University of Science and Technology,
faculty of Science and Technical Education, Department of science and Technical
Education S. W. and Dokubo A.; Dr Alice E. Asimi; Dr Iroha Kalu Department of
curriculum and Teaching, faculty of Education, University of calabar, calabar
and Benedict O. E. Ani main library, University of calabar, calabar.
Information
and communication Technology (ICT) consist of hardware, software, networks,
media for collection, virtual learning environment, internet Gateway, storage,
processing, transmission and presentation of information ( voice, data, text
and images).
As suggested
by world Bank (2002) The internet is a
powerful tool for improving the quality of a wide range of public service
important for poverty reduction, especially education and health.
Emphasis is
laid on students in secondary schools in the Nigeria classroom who lacks the
latest technology and designed material skills in ICT to complete in global
economy.
Information
and communication Technology (ICT),
Stand as a platform for skills acquisition.
This is based on the computer and Nigeria telecommunication technology.
It provides relevant knowledgeable information in diverse field of
study. Other skills development are
concerned with how to operate (D-ROM and
1. 44 floppy diskettes.
New
concepts, New products, and New ideas is produced everyday with the help of skills development in
information and communication Technology this transforming the lives of
students in the classroom and also industries as well as business in the whole
wide world.
The role of
technology in teaching and learning is rapidly becoming one of the most
important and widely discussed issued in contemporary education policy (Rosen
and Well, 1995; Thierer, 2002),
Most expects
in the field of education agreed that
when properly used, Information and communication technology hold great
promise to improve teaching and learning in addition to shaping workforce
opportunities people (1996) has
indicated that computer illiteracy is now regarded as new illiteracy. This has actually gingered a new and strong
desire to equip schools with computer facilities and qualified personal
necessary to produce technological proficient and efficient student in
development countries of the world.
There is no
doubt that computer can aid the instructional process and facilities students
learning in the Nigeria classroom. Many
studies have found positive effect associated with technology aided instruction
(Burnelt, 1994, and fitzgerald and warner, 1996).
1.2
STATEMENT OF PROBLEM
Skills
development in ICT emanates from the urgent need for greater efficiency in
teaching/learning process in Nigeria classroom.
This has always been a matter of concern to many people who have stake
in education (Dwyer, 1996; Gibson 2001; Sambo; 2002). Improved efficiency is necessary, if for no
other reason than the increasing complexity of the knowledge skills for
survival itself.
The general
increase in the awareness of the importance of education to a successful life
has intensified certain problems in the Nigeria education science of
today. However, the world Bank report
(2002) reveals that Nigeria has been identified as one of the poorest countries
in the world, with a high rate of youths unemployment, as a result of low level
of ICT skills development in the modern Orientated society and this is a global
problem. From the skills identified,
only handling of text and images, sound and music, storing and retrieving have
been a little bit studied. This simply
means that for students to develop skills in ICT there must be great interest
on their part in this study.
Nigeria
ranks among countries with low level of ICT skills adoption. The area they are lacking include fixedline
and mobile telephones per 1000 people -5, personal computers per 100 people –
6.6; Internet users per thousand- 200 as compared to south African with the
following figures 304, 61.8 and 2, 400 respectively. The outcome of such skills that has been
studied before will definitely aid in teaching – learning-learning situations
especially sorting or retrieving answers of difficult assignment in the website
relating to the study.
The problem
is to make available learning situation with many flexibility for each student
in the classroom in other to help them develop different skills, and to make
adjustment suited to his/her individual needs.
All races,
All faith and all parts of the Nigeria classrooms have not well developed ICT
skills. Little wonder, that this matter
has become a focus of concern or all educators.
What has been lacking is a plan for action that should be taking into
consideration those certain factors that tend to control and make the learning
environment a serious place in the Nigeria classrooms. Some of these factors are the realities of
providing a means of financing school and to make construction, the
capabilities and training of present teachers.
These problems of ICT skills development in the Nigeria classroom
provided a number of logical questions been argued in the mind: The questions are as follows below:
(1) How can
a science teacher provided effective instruction for a class of forty (40) who
have a wide range of abilities, interests and needs?
(2) As large
variety of ICT is given in our disposal ”should they be taught how to locate,
retrieve, analyse, use, and store information?
Most
educationalists feels that the solution for students /individual differences in
the classroom lies in the individualisation of instruction ( moore and moore
1983; Honey et al; 1999). Again the
world Bank report (2002) has shown that there exists a correlation between IT
and national prosperity.
Hence, the
role of the ICT use and adequate skills development in Nigeria classrooms and
on Nigeria economy is an attempt to match Nigeria to the community of producing
competent teachers and students, and been a rich nation cannot therefore be
overemphasised.
Report from
N.T.A News reviews that ICT skills had not well developed in he Nigeria
classrooms and that this is a globalisation problem caused by teachers who are
not competent enough in their field of study so as such they cannot impact
knowledgeable skills to information to the students. Correspondents suggested that programmes
should be hold to develop these ICT skills and that the skills to be develop in
ICT is the digital parts of the internet to facilitate information (Newsline,
2006) 17th September. Other impediments
to skills accusation in ICT are (1) Cost
(2) Weak Infrastructure (3) Lack of skills (4) Lack of relevant software and
limited access to the internet would be explained in further details.
Hence, is
this study emphasis would be laid on skills development in information and
communication technology in Nigeria classroom.
The teacher is seen to have constitute greater problems in teaching and
learning as a result of lack of ICT skill training. And also is this study, emphasis would be
placed on secondary schools in Oredo Local Government Area of Edo State. Here we are going to discuss ICT skills that
have been studied before, their outcome, if anybody has made skills acquisition
in the area, and if such remark has logically subjected to a study? This and many more will be discussed in this
research work.
1.3
ASSUMPTION OF STUDY
The
following assumptions were drawn up to determine the problems of skills development
in information and communication technology in Nigeria classrooms.
– Lack of
skills or communication link between the teachers and the students in the
classrooms
– Lack of
relevant software and limited access to the internet.
– Cost
– Weak Infrastructure.
1.4
STATEMENT OF HYPOTHESES
For a more,
easy and comprehensive research work, the following hypothesis would help the
researcher in doing a good and successive work:
(1) Does
lack of skills link between teaches and students causes problems in skills
development in ICT?
(2) Does
lack of communication link between teachers and students causes problems in ICT
skills development?
(3) Does
lack of relevant software, and limited access to the internet to Nigeria
education system, in short supply?
(4) Is cost
responsible for lack of the infrastructures in he classrooms?
(5) Does
weak infrastructure a formidable obstacle to the use of ICT?
1.5
PURPOSE/SIGNIFICANCE OF STUDY
At the
completion of this research work, it is of great importance to note that
various communities, towns, states, and Nigeria in general will find the result
of this research work to be beneficial to great and marvellous extent, as this
research work would play an essential rule in the task of educational standard,
growth and development in secondary schools.
The results
from this research work will also provide an ample opportunity for teachers to
be aware of what role they must play in other to help students acquire
knowledgeable information about one study.
Again
student’s in secondary schools will be aware of the importance of computer and
other devices in teaching and learning and how they can benefit from it.
The research
work will also provide an ample opportunity for the researcher and other readers to obtain a
first hand and high degree of information as to skills development and
communication technology in secondary schools in Edo State.
1.6
DELIMITATION/SCOPE OF THE STUDY SCOPE
This researcher
work is design to determine skills development in information and communication
technologies in classrooms. It seeks to
sought the skills needed to be developed, opinion from correspondents
particularly teachers in selected schools, problems of the study and their
actions on educational standard.
For a simple
and clear research study, this work should be limited to secondary schools
within Oredo Local Government Area of Edo State, Nigeria.
However
various work of life or resource persons and their response would be treated
with strict secrecy, use of skills in pedagogical situation would also be
investigated and we would also see if these developed skills would help in
global combativeness in Nigerian and the classroom environment.
Secondary
schools involved are as follows below:
(A)
Evbuotubu Secondary School South East in Oredo Local Government Area, Edo
State.
(B) Asoro
Secondary School South East in Oredo Local Government Area, Edo State.
(C) Emotan
College South West in Oredo Local Government Area, Edo State.
(D) Adolor
College South West in Oredo Local Government Area, Edo State.
(E) Oba
Akenzuwa Secondary School South West in Oredo Local Government Area, Edo State.
(F)
Integrity National High School KM 4 in Oredo Local Government Area, Edo State.
(G) Idia
College South West in Oredo Local Government Area, Edo State.
(H) Anglican
Girls Grammar School South in Oredo Local Government Area, Edo State.
(I) Itohan
Girls Grammar School South in Oredo Local Government Area, Edo State.
(J) Greater
tomorrow and World of Faith Secondary South East in Oredo Local Government
Area, Edo State.
In private
secondary like greater tomorrow and world of faith secondary both tin South
East in Oredo Local Government Area, Edo State.
When I visited, personal interview with teachers were held and I was
also opportune to see their computer
room, and other devices. ICT technology
is more in these school and efficient due to the following reasons: first financial
capacity for purchasing pore is greater when compare to government school.
After much
research in these school about skills development in ICT, I observed that every
students has a great assess to each computer.
Secondly,
there are much skillful and well trained computer wizard teaching/passing the
knowledge of ICT skills to the students.
In both schools, students learning capacity is faster because about
60-70 percent of them uses computer and other ICT facilities at home as well as
in school making them to be more informed in all areas of education. The opposite is the government secondary
school where the teachers complained of lack of
ICT facilities due to lack of fund, no project implemented by the government to facilitate ICT technological
programmes, Insecurity of these facilities, lack of electricity in school
premises. In government secondary
school, Evbuotubu to be precise there’s no skilled or good computer wizard that
can pass information Example: (Computer
study) to students because the school cannot afford to pay for their salaries
thereby depriving the students to know more about ICT skills acquisition.
The private
secondary schools have very rich standard in ICT education while the reverse is
the case in government secondary school.
Insecurity and purchase of these facilities is another problems too in
the school.
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