1

CHAPTER ONE
INTRODUCTION
Background of the Study
Throughout the world, many countries have introduced Information and
Communication Technologies (ICT) into schools via different courses of action. The
training of teachers in different subject areas as a discipline involves various methods of
approach and operations and ICT integration in schools is needed in order to accomplish
many objectives and improve the quality of lessons in all subject areas as well as
Computer Studies. ICT increasingly pervades various aspects of our daily lives like work,
business, teaching, learning, leisure and health (Adeola, 2011),
Thus, the discipline Computer Studies, centres on systematic study of the principles and
skills pertinent to all aspects of operations, resources and administration. As new
concepts of learning have evolved, teachers are expected to facilitate learning and make it
meaningful to individual learners rather than just to provide knowledge and skills
(Rexwhite 2012). Our schools should help the students to acquire a philosophy of life,
attitude, skills, concepts, understandings and knowledge that will prove useful to them
for the next sixty or seventy years of their lives. These represent the broader goals of our
education. And Computer Studies as an independent fields of study, has assumed a
special responsibility, towards the attainment of these goals (Olaojo, 2010).
According to Oxford Advance Learners Dictionary, information and
communication technology is the study or use of electronic equipment especially
computer for sorting analyzing and sending out information. According to UNESCO,
“ICT is a scientific, technological and engineering discipline and management technique
used in handling information, its application and association with social economics, and
cultural matter” Information technology is the creative application of scientific and
systematic knowledge, tools and techniques to the solution of problems of human
 2

communication and information system. Such problems may be found in industry,

commerce, education or even health care. Rowntree (2014)
Information Communication Technology (ICT) is referred to as all electronic
technologies for collecting, storing, processing and transmitting information (Aluko,
2014), information could be voice/audio, data fax, and video or internet service.
Heathcote (2013), information and communication technologies (ICTs) is a term which is
currently used to denote a wide range of services, applications, and technologies using
various types of equipment and software, often running over telecom networks. ICTs
include well known telecom service such as telephone and fax. Telecom service used
together with computer hardware and software from the basis of a range of other service,
including email, the transfer of files from one computer to another, and in particular, the
internet, which potentially allows all computers to be connected, thereby giving access to
source of knowledge and information stored on computers worldwide (Heathcote 2012).
Its application includes videoconferencing, teleworking, distance learning, management
information system, stock taking; technologies can be said to include a broad array
ranging from ‘old’ technologies such as radio and TV to ‘new’ ones such as cellular
mobile.
Multimedia ICT approach to learning must be used to ensuring efficiency and
effectiveness. ICT is a medium of teaching and learning (Malik R. 2015). ICT as a tool
for teaching and learning, the medium through which teacher can teach and learner can
learn. It appears in many different forms, such as drill and practice exercise in simulation
and educational networks (Joshi, A 2005).
The various ICT facilities used in the teaching and learning process in Secondary
Schools according to Bamidele (2016) include; radio, television, computers, overhead
projectors, optical fibres, fax machines, CD-Rom, internet, electronic notice board,
slides, digital multimedia, video/VCD machine and so on. It appears some of these
facilities are not sufficiently provided for teaching and learning process of Computer
Studies in the Secondary Schools by Government or School Management. This might
 3

account for why teachers are not making use of them in their teaching. According to
Ajayi (2018) the use of these facilities involves various methods which include
systematized feedback system, computer-based operation/network, video conferencing
and audio conferencing; internet/worldwide websites and computer assisted instruction. It
should be stressed that the effective use of the various methods of ICT in teaching and
learning depends on the availability of these facilities and teachers’ competences in using
them.
Statement of the Problem
Traditionally, teachers have been visualized as repositories of knowledge which
they transmitted to the students. Today, technology has changed this completely. Yet
most secondary school teachers are not euphoric about the technology revolution. They
doubt the potential of technology in meeting instructional goals and they continue to be
tied to the old methods (Latchem, 2013).
According to Bello (2015) the use and emergence of Information and
Communication Technology came along with some hindering vices to academic pursuit,
many students or youth prefer spending much of time on, Yahoo, Facebook, WhatsApp
and social media generally etc, watching films which are not edutainment via the internet
etc. This has been modus operandi on how some student utilize ICT facilities which is
affecting the academic performance of leaners in Computer Studies and Education
generally.
The challenge decreasing the standard of ICT in teaching and learning of
Computer Studies has been identified in the area of teacher qualification. Teachers
experience, teachers’ frequent transfer, poor condition of services, inadequate materials,
services and textbooks etc. This study therefore investigates the impact of Information
and Communication Technology of teaching Computer Studies in Junior Secondary
School in Ilorin West Local Government Area.
Purpose of the Study
 4

The purpose of the study is to investigates the impact of Information and

Communication Technology of teaching Computer Studies in Junior Secondary School in
Ilorin West Local Government Area.
The specific objectives of this study are as follows:

1. To assess the effect of information and communication technology on the

teaching of Computer Studies in Junior Secondary Schools in Ilorin West Local
Government Area.
2. To identify the challenges of ICT in teaching and learning of Computer Studies in
Junior Secondary Schools in Ilorin West Local Government Area.
3. To determine the impact of ICT on Ilorin West Local Government Junior
Secondary Schools students’ performance in Computer Studies.
4. To identify strategies that could be used in ensuring effective ICT application in
the teaching and learning of Computer Studies in Junior Secondary Schools in
Ilorin West Local Government Area

Research Questions
The research will provide answer to the following research questions:

1. How can Information and communication technology be effective on the teaching

of Computer Studies in Junior Secondary Schools in Ilorin West Local
Government Area?
2. What are the challenges of ICT in teaching and learning of Computer Studies in
Junior Secondary Schools in Ilorin West Local Government Area?
3. Is there any impacts of ICT on student performance in Computer Studies in Junior
Secondary Schools in Ilorin West Local Government Area?
4. What are the strategies that could be used in ensuring effective ICT application in
the teaching and learning of Computer Studies in Junior Secondary Schools in
Ilorin West Local Government?
 5

Scope of the Study

The study aims at explaining the perceived challenges of adopting ICT in the
teaching and learning of Business Studies in junior secondary school in Ilorin West Local
Government in Kwara State. This research work would focus its effort towards obtaining
information from the Students and Teachers in Junior Secondary Schools in Ilorin West
Local Government Area.
Hypothesis

For the purpose of this study, the following hypothesis were formulated

H01: There is no significant difference in the mean ratings of students and teachers on the
impact of ICT in teaching and learning Computer Studies in junior secondary schools in
Ilorin West Local Government Area
H02: There is no significant difference in the mean ratings of students and teachers on the
challenges of ICT facilities in teaching and learning Computer Studies subjects in junior
secondary schools in Ilorin West Local Government Area
Significance of the Study
This study “impact information and communication technology in the teaching of
Computer Studies in junior secondary school in Ilorin West Local Government” is of
great benefit to the following people: Computer Studies Curriculum Planner, Teachers
and Students
The use of Information and Communication Technology in Computer Studies
Curriculum enhances planners in linking and enabling global sharing of Knowledge
about Computer Studies as it is a subject which deals with environment operations.
Information and Communication Technology help ascertain facts, ideas and update
curriculum planners of methods and principle in curriculum planning. ICT also provides
curricular support in difficult Computer Studies areas
The integration of Information and communication Technologies to teaching by
Computer studies teachers would help revitalize them and develop their ICT skills and
 6

competencies which will enhance their ability to continuously update themselves

academically. The use of ICT facilities like radio, television, computers, overhead
projectors, optical fibres, fax machines, CD-Rom, internet, electronic notice board,
slides, digital multimedia, video/VCD machine and so on makes teaching of Computer
Studies real and easier as student get the clear picture of what the teacher is explaining.
ICT can be used to enhance learning of all parts of Computer studies curriculum and
inter-disciplinary and cross-disciplinary thinking. Learning is more active when enhanced
by Information and Communication Technology facilities, it ensures efficiency and
effectiveness of student in learning of Computer Studies. The main impact of ICT to
students consists just in the development of student mental resources, which allow
student to both successfully apply the existing knowledge and produce new knowledge.
Operational Definition of Terms
Information: - information means processed data or whatever that is capable of
changing an individual’s opinion about the current states of real world.
Communication: - communication refers to the transfer of information, ideas taught and
messages.
Technology: - technology is a scientific knowledge used in practical ways in industry,
for example in designing new machines like computer, telephone, television, radio etc.
Education: - Education is the form of learning that gives intellectual and moral
instruction to learners.
E - Library: - An electronic library where library facilities or services can be assessed
on line (through the internet).
Abbreviations
ICT: - Information and Communication Technology
TV: - Television
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CHAPTER TWO
REVIEW OF RELATED LITERATURE
Introduction
This chapter is an overview of the impact of Information and Communication
Technology in teaching and learning of Computer Studies in Junior Secondary School in
Ilorin West Local Government Area. This study is discussed under the following sub
heading:

a. Concept of Information and Communication Technology.

b. Positive Impact of Information and Communication Technology be effective

on the teaching of Computer Studies.
c. Challenges of Information and Communication Technology in teaching and
learning of Computer Studies.
d. Impact of Information and Communication Technology on student
performance in Computer Studies.
e. Strategies in Ensuring Effective of Information and Communication
Technology Application in Teaching and Learning of Computer Studies
f. National Policy on Information and Communication Technology in Nigeria.
g. Review of Related Literature
h. Summary
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Concept of Information Communication Technology (ICT)

Information Communication Technology according to Unagha (2016)
encompasses computer and telecommunication. It is concerned with the technology used
in handling, acquiring, processing, storing and dissemination of information. Thus
Information Communication Technology is any technology used in producing,
organizing and passing information through. Similarly, Oxford Advanced
Learners‘Dictionary sees ICT as electronic media used in processing, analyzing, storing
and sending out information. Emey (2010) observed that ICT is innovative device that
can carry out such functions as receiving, storing, computing, analyzing, transmitting and
retrieving information presented to them and allowing for one-to-one or group
communication among humans. Obashoro (2017) identified ICT infrastructure to include
multi-media CD-ROMs, MP3 players, websites, discussion boards, emails, computer-
aided assessments, learning management software, blogs, etc. In the same vein,
Folorunso, (2013) identified ICT infrastructure to include internet, World Wide Web
(www), Electronic Data Interchange (EDI), Local Area Network (LAN), Wide Area
Networks (WAN), Protocols, Content Management and Meta Data Standard (MDS).
Lomark (2017) defines information and communication Technology as the use of
electronic equipment especially the computer for storing, analyzing and distributing
information of all kinds including words, numbers and pictures. The computer has
actually come to enable students to tap knowledge when and how they want. There is the
Local Area Network (LAN), wide Area Network (WAN) and the World Wide Web
(WWW).
Effect of Information and Communication Technology on the teaching of
Computer Studies.
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Nwoji (2013) stressed the effects of ICT based on the finding of her study on the
application of ICT to the teaching and learning of Computer Studies in Nigeria secondary
schools by recommending that government at all levels should provide facilities such as
computers and soft wares that are related social science analysis and process. She also
advocated that the content of teachers’ or students’ education programs should be
technologically and ICT oriented. Nevertheless, computer technology is fast changing the
lifestyle of people since education prepares the learners to cope with the changes in the
society hence people cannot shy away from using this technology. Computer technology
serves as a powerful tool narrow the gap between the skillful and non-skillful students by
stretching their creative inventive abilities. Akinyemi (2013) declared that computer is
the most suitable and versatile medium for individualizing institutions. ICT helps
students to be students to be more active in learning. Its contribution to learning includes
fastening various sensors, less mental drudgery, and learning independently.
Consequently, Rowtree (2017) summarized the positive impact of using the computer in
education to include the following.

i. ICT makes it possible for students to store considerable amount of information

which can be retrieved at any time when they are needed for analysis or for
reference.
ii. It provides the teachers and students with varieties of options to select on a
specific task to be performed and at a great speed including scientific experiment
or research.
iii. It can present the learner with print and animated diagram options, example, the
drill-and-practice interactive software.
iv. The interactive nature of software provides the learners with opportunities to
learn a particular aspect of their subject area continuously without much
difficulties; therefore, accommodating individuals with different learning rate.
 10

v. It enhances the teaching and learning process by giving immediate feedback to

individual teacher or learner.
vi. It has the capacity to deal with different learner because some learning materials
are in the form of compound Disk Read Only Memory (CDROM) which students
(leaners) and use anytime they want.
vii. It can be used for different activities such tuition, simulations and data crunching.

Challenge of Information and Communication Technology in Teaching and

Learning of Computer Studies
There are several impediments to the successful use of information and
communication technology in secondary schools in Nigeria. These are: cost, weak
infrastructure, lack of skills, lack of relevant software and limited access to the Internet.
Cost
The price of computer hardware and software continues to drop in most
developed countries, but in developing countries, such as Nigeria, the cost of computers
is several times more expensive. While a personal computer may cost less than a month’s
wages in the United State, the average Nigeria worker may require more than two years’
income to buy one.
Nigeria has over 6,000 public secondary schools. Majority are short of books, paper and
pencils. Many of the schools lack adequate infrastructure such as classrooms and only
few are equipped with television or radio. Apart from the basic computers themselves,
other costs associated with peripherals such as printers, monitors, paper, modem, extra
disk drives are beyond the reach of most secondary schools in Nigeria. The schools
cannot also afford the exorbitant Internet connection fees.
Weak infrastructure
In Nigeria, a formidable obstacle to the use of information and communication
technology is infrastructure deficiencies. Computer equipment was made to function with
other infrastructure such as electricity under “controlled conditions”. For the past fifteen
 11

years Nigeria has been having difficulty providing stable and reliable electricity supply to
every nook and cranny of the country without success. Currently, there is no part of the
country, which can boast of electricity supply for 24 hours a day except probably areas
where government officials live. There have been cases whereby expensive household
appliances such as refrigerators, deep freezers and cookers have been damaged by
upsurge in electricity supply after a period of power outage.
Electronics equipment such as radio, television, video recorder and even computers has
been damaged due to irregular power supply. When electricity supply is not stable and
constant, it is difficult to keep high-tech equipment such as computers functioning,
especially under extreme weather conditions as obtained in Nigeria. The high levels of
dust during the dry season in Nigeria also make electronic equipment to have short live
span.
In rural Nigeria most inhabitant do not have access to electricity, thereby denying
rural secondary schools opportunity to benefit from the use of electronic equipment such
as radio, television, video recorders and computers. The few Internet access available in
Nigeria is found in urban centers. These environmental realities are difficult to manage
because fans, sealed rooms and stable electricity are lacking in many urban homes and
rural areas.
Lack of skills
Nigeria does not only lack information infrastructure, it also lacked the human
skills and knowledge to fully integrate ICT into secondary education. To use information
and communication technology (ICT) in secondary schools in Nigeria, the need for
locally trained workers to install, maintain and support these systems cannot be over
emphasized. There is acute shortage of trained personnel in application software,
operating systems, network administration and local technicians to service and repair
computer facilities. Those who are designated to use computers in Nigeria do not receive
adequate training, at worst, do not receive any training at all (Okebukola, 2017).
 12

In Nigeria also, most secondary school teachers lack the skills to fully utilize technology
in curriculum implementation hence the traditional chalk and duster approach still
dominates in secondary school pedagogy. Information transfer using ICT is minimal or
non-existence in secondary schools in Nigeria Anao (2013). Secondary school teachers in
Nigeria need to be trained on educational technologies and the integration of computers
into classroom teaching. According to Carlson (2011), “teachers need effective tools,
techniques, and assistance that can help them develop computer based projects and
activities especially designed to raise the level of teaching in required subjects and
improve student learning.
Lack of relevant software
There is no doubt that the ultimate power of technology is the content and the
communication. Though, software developers and publishers in the developed countries
have been trying for long to develop software and multimedia that have universal
application, due to the differences in education standards and requirements, these
products do not integrate into curriculum across countries. Software that is appropriate
and culturally suitable to the Nigerian education system is in short supply. There is a
great discrepancy between relevant software supply and demand in developing countries
like Nigeria. According to Salomon (2016), there are clear indications from many
countries that the supply of relevant and appropriate software is a major bottleneck
obstructing wider application of the computer. Even if Nigeria tries to approach this
software famine by producing software that would suit its educational philosophies, there
are two major problems to be encountered. First, the cost of producing relevant software
for the country’s educational system is enormous. Second, there is dearth of qualified
computer software designers in the country. To overcome this, people need to be trained
in instructional design.
Limited access to the Internet
In Nigeria there are few Internet providers that provide Internet gateway services
to Nigerians. Such Internet providers are made up of Nigerians who are in partnership
 13

with foreign information and communication companies. Many of these companies

provide poor services to customers who are often exploited and defrauded. The few
reputable companies, which render reliable services, charged high fees thus limiting
access to the use of the Internet. The greatest technological challenge in Nigeria is how to
establish reliable cost effective Internet connectivity. Secondary schools in Nigeria are
not given adequate funds to provide furniture, requisite books, laboratories and adequate
classrooms let alone being given adequate funds for high-tech equipment (computers)
and Internet connectivity.
Again, due to the lack of adequate electricity supply, especially in rural areas in
Nigeria, secondary schools located in those areas have no access to the Internet and are
perpetually isolated and estranged from the world’s information superhighway. Nigeria
in lagging behind other African countries such as Uganda, Senegal and South Africa who
are already helping secondary school students in those countries to become better
information users. All Internet service providers in Nigeria are based in the urban areas.
For many years, the Nigerian government had a monopolistic control of telecom
service, which does not allow for the competitive environments that reduce telephony
rates. Paltridge (1996) asserted that the penetration of Internet hosts is five times greater
than in monopoly markets and that Internet access in countries with telecommunication
competition enjoyed a growth rate five times higher than the monopoly environments.
All that may change for Nigeria now as the government had invited private participation
in the telecom industry and many investors are already in the Nigeria markets but it will
take many years to know their full impact on Nigeria education system.
Impact of Information and Communication Technology on student performance in
Computer Studies
The impact of ICT in Teaching and Learning of Computer Studies have been
extolled in the literature. The impact of ICT has been found to:
Assist students in accessing digital information efficiently and effectively
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ICT is used as a tool for students to discover learning topics, solve problems, and
provide solutions to the problems in the learning process. ICT makes knowledge
acquisition more accessible, and concepts in learning areas are understood while
0engaging students in the application of ICT.
Support student-centered and self-directed learning
Students are now more frequently engaged in the meaningful use of computers
(Castro Sánchez and Alemán 2011). They build new knowledge through accessing,
selecting, organizing, and interpreqting information and data. Based on learning through
ICT, students are more capable of using information and data from various sources, and
critically assessing the quality of the learning materials.
Produce a creative learning environment
ICT develops students’ new understanding in their areas of learning (Chai, Koh
and Tsai 2010). ICT provides more creative solutions to different types of learning
inquiries. For example, in a reading class, e-books are commonly used in reading aloud
activities. Learners can access all types of texts from beginning to advanced levels with
ease through computers, laptops, personal digital assistants (PDAs), or iPads. More
specifically, these e-books may come with some reading applications, which offer a
reading-aloud interface, relevant vocabulary-building activities, games related to reading
skills and vocabulary acquisition, and more. Therefore, ICT involves purpose designed
applications that provide innovative ways to meet a variety of learning needs.
Promote collaborative learning in a distance-learning environment
Koc (2015) mentioned that using ICT enables students to communicate, share,
and work collaboratively anywhere, any time. For instance, a teleconferencing classroom
could invite students around the world to gather together simultaneously for a topic
discussion. They may have the opportunity to analyze problems and explore ideas as well
as to develop concepts. They may further evaluate ICT learning solutions. Students not
only acquire knowledge together, but also share diverse learning experiences from one
another in order to express themselves and reflect on their learning.
 15

Offer more opportunities to develop critical (higher-order) thinking skills

Based on a constructive learning approach, ICT helps students focus on higher-
level concepts rather than less meaningful tasks (Levin and Wadmany 2016).
McMahon’s study (2019) showed that there were statistically significant correlations
between studying with ICT and the acquisition of critical thinking skills. A longer
exposure in the ICT environment can foster students’ higher critical thinking skills. Thus,
schools are strongly advised to integrate technology across all of the learning areas and
among all learning levels. Where this is done, students are able to apply technology to the
attainment of higher levels of cognition within specific learning contexts.
Support teaching by facilitating access to course content
Watts-Taffe (2013) found that teachers can act as catalysts for the integration of
technology through ICT. If the encouragement, equipment, and necessary technological
support are available from institutes for the teachers, developing an ICT class will be
easier for them. The main responsibilities of these teachers will be changing their course
format, creating and explaining the new assignments, and arranging for the computer lab
through their technology learning specialists or assistants. In sum, as Reid (2012) has
indicated, ICT offers students more time to explore beyond the mechanics of course
content allowing them to better understand concepts. The use of ICT also changes the
teaching and learning relationship. Based on the findings of Reid’s study, teachers
reported that the relationship between teacher and learner is sometimes reversed with
regards to information technology. This relationship boosts students’ confidence when
they are able to help teachers with technical issues in the classroom. Therefore, ICT
changes the traditional teacher centered approach, and requires teachers to be more
creative in customizing and adapting their own material.
While ICT is changing teaching and learning for the better in several ways, the
existing literature has also identified some barriers. In the following sections, these
barriers are classified into four categories based on the perspectives of students, teachers,
 16

administrators, and ICT infrastructure. A variety of strategies for addressing these

barriers is also discussed.
Strategies in Ensuring Effective of Information and Communication Technology
Application in Teaching and Learning of Computer Studies
ICTs Application can provide the efficiency of delivery mechanisms of Computer
Studies education by supplementing conventional delivery mechanisms or strategies in
the following manners:
 Technology’s capacity to reach learners in any place and at any time has the
potential to promote revolutionary changes in the educational paradigm. This
means eliminating the premise that learning time equals classroom time. Students
can be encouraged to revisit the lessons topics to reinforce learning without
active intervention by teachers
 Another illustration of efficiency is the domain of virtual laboratories. All school
systems want to provide labs because science is empirical. But few schools have
furnished them with equipment and supplies and fewer yet are willing to risk
using them. Technology allows for video and digital demonstrations as well as
digital simulation of laboratory activities in a very real manner; but without the
risks and costs associated with laboratory experiments.
 Multimedia – enable learning modules can be developed by a group of master
teachers and instructional designers, which can then be shared with all schools to
assure quality standard of learning delivery.
 Concerns about costs are always raised in discussions related to technology.
Depending on the technology used, startup costs can be high but economics of
scale are significant. That is, the more the technology is used that is, when more
students use the product, the unit costs of producing educational content ware
decrease proportionately. Trade-offs must be considered as well when evaluating
technology’s initial costs. Since over two decades ago, ICT was introduced into
 17

classroom practice and it has gained much attention and ever growing confidence
in its effectiveness.
 ICT is believed to be more than the core of the information society. It is supposed
to be paramount to the education of knowledge workers (Pel-grum, 2011).
Although benefits of ICT use in education have been acknowledged, teachers do
not seem to integrate it into their teaching activities, the use of digital learning
materials (DLMS). Failure to motivate teachers to use DLMs could make the
development of such materials seem less rewarding or attractive. The lack of
newly developed materials could in its turn lead to an increased underuse of
DLMs, hereby completing a vicious circle.
National Policy on Information and Communication Technology in Nigeria
The government of the Federal Republic of Nigeria is fully aware of the importance
of ICT and computer in this information age. That is why the government has intensified
effort to help its citizens especially school children to be computer literate. In that regard,
Dauda (2011) summarizes government’s policy on computer education in Nigeria as
follows:

i. To enhance operational effiency and management and to open an almost infinity

scope for humans’ endeavors’.
ii. To be able to pick and perform well on jobs demanding computer knowledge.
iii. To catch-up with the rest of the World.
iv. To be ready to enter into 21st century of high technology where computer is
undoubtedly the most sophisticated and enabling tool.
v. Above all, to regulate the proliferation of micro-computers and its integration
within education system.

However, the policy enumerates specifications, procedures and activities at the primary
and secondary, college of education, polytechnics and universities level. The policy
among other things or issues focuses on the provision of enough computers in schools.
 18

Review of Related Literature

Sepehr & Harris (2015) carried out a small-scale study to explore primary
teachers’ use of software in supporting students’ learning. The study used questionnaires
for 56 teachers and interviews for nine of those teachers who had responded. The
teaching approach used by the teachers was related to the type of software that they used
(64 programs were identified). The software was categorised into drill and practice and
content free groups. Sepehr & Harris argued that the ‘holistic’ and ‘active learning’
approaches to reading have been closely associated with content-free software and the
findings of this study confirm this. The teachers who used whole book approaches to
teaching preferred content-free software. The whole book approach represents the
‘holistic’ and ‘active learning’ approaches to teaching reading, where children are taught
to read whole words rather than words being segmented into phonemes. Teachers
preferring structured phonetic approaches preferred drill and practice programs.
The evaluation of the project made use of three sources of data: the databases
which held records on the teachers and their schools, including self-ratings of initial self-
confidence and competence with ICT; a detailed questionnaire administered at two
points, 3 months and 8 months into the academic year; and case study data. It was found
that a very high proportion of teachers (98%) made effective use of their computer; a
very high proportion made use of desktop publishing software; over 94% of teachers
attempted to use the CD-ROM, and 91% were successful. The use of e-mail (62%) and
the Internet (76%) was high. The degree of computer literacy of many teachers and
students increased to the extent that even relatively inexperienced teachers were quickly
able to use their computer’s power to evaluate a variety of software packages, and to
filter, import and export information in order to better suit their own curriculum
purposes. Teachers’ confidence and competence changed for the better; they felt that
their knowledge of IT had increased ‘substantially’, teachers changed their ways of
working and their enthusiasm for their work increased. The most significant benefit to
 19

students was indirect, through the teachers’ more expert use of tools for creating high-
quality classroom materials and improved access to resources.
The study showed that four conditions contributed to the success of the project:
 Initial and immediate success with the technology through the hands-on
demonstration and the provision of user-friendly hardware and software.
 Personal ownership and exclusive use of a machine over an extended period.
 The portability of the equipment so it could be moved between work areas and
between home and school.
 Formal and informal support – the combination of the ownership and portability
provided teachers with a greater variety of support from peers and other sources.
It was concluded that this Multimedia Portables for Teachers Pilot was very successful in
leading to a significant enhancement of the ICT skills of the great majority of teachers
who took part.
Summary of Literature Reviewed
The Impact of ICT in teaching and learning TPACK model discussed is
conceived as a theoretical framework for the study ICT impact assessment. The TPACK
Evaluation Model is a comprehensive theoretical framework for guiding The acronym
TPACK stands for Technological Pedagogical Content Knowledge. It is a theory that was
developed to explain the set of knowledge that teachers need to teach their students a
subject, teach effectively, and use technology to focus on technological knowledge (TK),
pedagogical knowledge (PK), and content knowledge (CK), offers a productive approach
to many of the dilemmas that teachers face in implementing educational technology (Edu
tech) in their classrooms. By differentiating among these three types of knowledge, the
TPACK framework outlines how content (what is being taught) and pedagogy (how the
teacher imparts that content) must form the foundation for any effective educational tech
integration. Information and Communication Technology (ICT) is regarded as the use of
electronic gadgets to facilitate information dissemination i.e. the strategy of processing,
 20

analysis and distribution (transmission) of information. ICT is also linked to a super-

highway which means the system that involves the use of telecommunication
infrastructure to connect homes, business, schools etc. for the purpose of sharing
information.
However, considering the importance of ICT and the role it plays in societal
development. Computer Studies teachers and students are not supposed to be left out in
the process of globalization hence teacher and students need to be ICT (information)
literate to further enhance their abilities to teach and learn effectively

CHAPTER THREE
RESEARCH METHODOLOGY
This chapter deals with the method used in carrying out this study. The chapter is
presented under the following sub-heading; 1. Research design, 2. Population of the
study, 3. Sample size and sampling techniques, 4. Instrumentation, 5. Validity of the
instrument, 6. Reliability of the instrument, 7. Procedure for data Collection, 8. Method
of data analysis.
Research Design
The study employed descriptive survey design. This is because a survey research
design enables the researcher to gather relatively limited data from relatively large cases
(Ndiyo, 2015). According to Sambo (2015), a survey research design is one in which
group of people or items are studied by collecting and analyzing data from only a few
people or items considered being representative of the entire group. The choice of survey
research design is informed by the fact that the research has wide scope and which allows
a great deal of information to be obtained from large population that is geographically
dispersed.
Population of the Study
 21

The target population used for this study was made up of junior secondary
schools in Ilorin West Local Government Comprising 60 computer studies respectively.
The breakdown of the population of the study is as given in Appendix II
Sample Size and Sampling Technique
Simple random sampling techniques was adopted to select the sample schools
used for the study. Researcher Advisor table was used to determine the appropriate
number of respondents. The total number respondent used in this study is 60
teachers.
Instrument of Data Collection
The instrument used for data collection was a questionnaire tagged The Impact
of ICT in teaching of Computer Studies Questionnaire (TIITCSQ) designed by the
researcher. The questionnaire consists of a section, Section A consists of statement to
elicit information on the use of ICT in teaching of Computer Studies The researcher
structured the items for the questionnaire in (4) point rating scale of High Level (HL),
Moderate Level (ML), Low Level (LL), None
(N) and Strongly Agreed (SA), Agreed (A), Disagree (D), and Strongly Disagreed
(SD) respectively which were scored as HL= 4, ML=3, LL=2, N= 1, SA= 4, A=3,
D=2, SD= 1.
Validity of the instrument
In order to ascertain the content and construct validity of the instrument for the
study, the researcher ensured that the questionnaire covered the research
questions of the study and then subjected the initial draft to the scrutiny of the experts in
Business Education department and the project supervisor. Some items were modified
based on expert advice before the researcher produced the final copy of the instrument
which was be used for the study.
Reliability of the instrument
Huff (2012) described Reliability as an indication of the degree of stability or
consistency of measurement, i.e. it is the consistency of scores obtained by the same
 22

person when they are re-examined with the same test on different occasions. Reliability
indicates how much confidence the researcher can place on the result of the test. If this
research is carried out by another researcher, it will give the same result or closely related
result.
Procedure for data collection
The response to each statement on the questionnaire was scored and the
researcher used mean score and standard deviation to answer on the research
question generated for the study
Method of Data Analysis
The data collected from the study would be analyzed using frequency counts,
percentage and mean statistics.
Any mean that is lower than 2.50 is rejected while any mean of 2.50 and
4+ 3+2+1 10
above is accepted i.e. HL = 4, ML= 3, LL=2 N=1 = = 2.50
4 4
4+ 3+2+1 10
SA = 4,A= 3, D=2 SD=1 = = 2.50
4 4
 23

CHAPTER FOUR
DATA PRESENTATION AND ANALYSIS
Introduction
This chapter is concerned with the data presentation analysis and interpretation
under the following subheading. The chapter also discusses the major finding of the
Impact of ICT in teaching of Computer studies in Junior Secondary in Ilorin West Local
Government Area, every data presented, analyzed and interpreted are based on the
outcome of the respondents using questionnaire.
Presentation of Data
Presentation of data was on the report of the research findings based on the data
collected from teachers The data was made available through the research instrument
(Questionnaire)
Analysis of Data and Demographic Table
Test of Research Questions:
Research Questions 1: What is the challenges of curriculum on ICT program in teaching
of Business Studies in Junior Secondary Schools in Ilorin West Local Government Area?
 24

Table i: What is the challenges of ICT curriculum in teaching Business Studies?

S/N Statement SA A D SD x Decision

1. ICT and Internet facilities 10 2 0 0 3.83 Agree

enable effective teaching and
learning of Business Studies in
schools.
2. ICT facilities like computer, 2 0 7 3 2.08 Disagree
projectors, slides etc. makes
learning of Business Studies
looks real.
3. Application of ICT in teaching 6 5 0 0 3.25 Agree
and learning of Business
Studies Curriculum has
improved the quality of
Education in Nigeria.
4. E-learning should be 1 1 8 2 2.08 Disagree
introduced into the teaching
and learning of Business
Studies Curriculum.
5. ICT has made teaching and 6 5 1 0 3.33 Agree
learning of Business Studies
Curriculum interesting.
Overall Mean 2.91
Agree
Source: Field Survey, 2020
Result from table reveal teacher responses’ the result show that the mean score of item 1,
3 and 5 were respectively greater than 2.5. This applied that the respondents admitted that
 25

Internet facilities enable effective teaching and learning of Business Studies in schools.,
application of ICT in teaching and learning of Business Studies curriculum has improved
the quality of Education in Nigeria and ICT has made teaching and learning of Business
Studies Curriculum interesting. While the means of item 2 and 4 were respectively less
than 2.5. This implies that respondents did not admit that ICT facilities like computer,
projectors, slides etc. The overall mean score of 2.91 signifies the overall acceptance that
ICT should be adequately introduced into Business Studies Curriculum and there should
be proper provision for needed equipment to aid teaching and learning of Business
Studies.
Research Questions 2: What is the challenges of providing of ICT facilities in teaching
and learning of Business Studies in Junior Secondary Schools in Ilorin West Local
Government Area?
Table ii: The challenges of providing ICT facilities in teaching and learning of
Business Studies?

S/N Statement SA A D SD x Decision

1. ICT facilities are available for 70 80 40 22 2.93 Agree
use
2. There is proper maintenance of 60 90 42 20 2.89 Agree
ICT facilities in schools.
3. Projectors are being used in 20 10 100 82 1.84 Disagree
teaching Business Studies
4. ICT facilities bring about 80 70 41 21 2.98 Agree
effective learning outcome
5. ICT has provided easy access 59 92 51 10 2.94 Agree
to internet facilities for the
students
Overall Mean 2.72 Agree
 26

Source: Field Survey 2020

Result on table expressed that the mean score of item 1,2,4, and 5 were respectively
greater than 2.5. This applied that the respondents admitted that there is availability of
ICT facilities in teaching and learning of Business Studies, there is proper maintenance of
ICT facilities in schools, ICT facilities bring about more effective learning outcome when
implemented in teaching and learning of Business Studies and ICT has provided easy
access to internet facilities for the students in learning Business Studies While the mean
of item 3 is respectively less than 2.5. This implies that the respondent did not admit that
Projectors are being used in teaching Business Studies. The overall mean score of 2.72
signifies the overall acceptance that the challenges of Providing ICT in teaching and
learning of Business Studies is effective.
Research Questions 3: What is the challenges of teachers’ technical skills in teaching of
Business Studies in Junior Secondary Schools in Ilorin West Local Government Area?
Table iii: The Challenges of teachers’ technical skills in using ICT to teach Business
Studies?

S/N Statement SA A D SD x Decision

1. Business Studies teachers are 34 43 90 45 2.31 Disagree
capable of using ICT facilities
2. Business Studies teachers uses 34 53 90 35 2.40 Disagree
ICT applications and technical
skills in teaching student
3. Teachers possess inadequate 86 62 54 10 3.05 Agree
skills to use ICT facilities in
teaching and learning of
Business Studies.
4. Students perform better in 20 23 97 72 1.96 Disagree
examination as a result of
 27

teachers technical skill on

facilities.
5. Teachers know how to make 11 21 90 90 1.78 Disagree
use of ICT facilities in
teaching Business Studies.
Overall Mean 2.30 Disagree
Source: Field Survey, 2020
Result on table expressed that the mean score of item 3 is respectively greater than 2.5.
This implied that the respondents totally admitted that teachers possess inadequate skills
to use ICT facilities in teaching and learning of Business Studies. While the mean of item
1,2,4,5 were respectively less than 2.5. This implies that the respondent did not admit that
Business Studies teachers are capable of using ICT facilities, Business Studies teachers
uses ICT applications and technical skills in teaching student, Students perform better in
examination as a result of teacher’s technical skill on facilities and Teachers know how to
make use of ICT facilities in teaching Business Studies. The overall mean score of 2.30
signifies the overall rejection that the challenges of teachers’ technical skills in using ICT
to teach Business Studies is effective.
Research Questions 4: What is the challenge of teachers’ motivation in teaching of
Business Studies in Junior Secondary Schools in Ilorin West Local Government?
Table iv: The Challenges of teachers’ motivation in using ICT in teaching of
Business Studies

S/N Statement SA A D SD x Decision

1. Student’s learning success/ 0 4 7 1 2.25 Disagree
achievement motivates me to
use ICT in teaching.
2. Teachers are properly 0 2 8 2 2.00 Disagree
motivated in using ICT
 28

facilities to teach Business

Studies.
3. There is good teachers’ welfare 0 0 4 8 1.30 Disagree
which motivates them to use
ICT in teaching Business
Studies
4. There is proper remuneration 0 0 3 9 1.25 Disagree
for teachers’ which motivates
them to use ICT in teaching
Business Studies
5. Workshops are been organized 0 1 7 4 1.75 Disagree
to motivates teachers’ in using
ICT to teach.
Overall Mean 1.71 Disagree
Source: Field Survey, 2020
Result on table expressed that the mean score of item 1, 2, 3, 4., 5 were respectively less
than 2.5. This implies that the respondent did not admit that student’s learning success/
achievement motivates them to use ICT in teaching, Teachers are properly motivated in
using ICT facilities to teach Business Studies, there is good teachers’ welfare which
motivates them to use ICT in teaching Business Studies, there is proper remuneration for
teachers’ which motivates them to use ICT in teaching Business Studies and Workshops
are been organized to motivates teachers’ in using ICT to teach. The overall mean score
of 1.71 signifies the overall rejection that the challenges of teacher’s motivation in using
ICT to teach Business Studies is effective.
Research Questions 5: What are the strategies of ensuring effective ICT in the
teaching and learning of Business Studies in Junior Secondary School?
Table v: Strategies that could be used in ensuring effective application of ICT in the
teaching and learning of Business Studies in Junior Secondary School.
 29

S/N Statement SA A D SD x Decision

1. Government should provide ICT 102 90 20 0 3.38 Agree
facilities in Secondary schools
for effective teaching and
learning of Business Studies and
other subjects.
2. Skilled personnel should be 98 99 12 3 3.38 Agree
employed to manage ICT
facilities in the school
3. Government should introduce 87 89 22 14 3.17 Agree
ICT training and seminars for
teachers to improve teaching
skills.
4. E-learning Software’s should be 80 96 20 16 3.13 Agree
introduced in the teaching and
learning of Business Studies.
5. Non-governmental organization, 100 90 17 5 3.34 Agree
parents, PTA, and area councils
should contributes in equipping
the school, with ICT facilities.
Overall Mean 3.28 Agree
Source: Field Survey, 2020
Result on table expressed that the mean score of item 1,2,3,4,5, were respectively greater
than 2.5. This implied that the respondents totally admitted that government should
provide ICT facilities in Secondary school for effective teaching and learning of Business
Studies and other subjects, skilled personnel should be employed to manage ICT
facilities in the school, government should introduce ICT training and seminars for
 30

teachers to improve teaching skills, e-learning Software’s should be introduced in the

teaching and learning of Business Studies and Non-government organization, parents,
PTA, and area councils should contributes in equipping the school, with ICT facilities.
The overall mean score of 3.28 signifies the overall acceptance that the strategies that
could be used in ensuring effective application of ICT facilities in teaching and learning
of Business Studies in Junior Secondary School are effective.
Summary of Findings
Findings of the study are presented according to the purpose of the study and research
questions. From the results obtained, respondents agreed that;

i. Information and Communication Technology has a positive Impact on the

teaching and learning of Business Studies, the respondent agreed that
application of ICT in teaching and learning of Business Studies has improved
the quality of Education in Nigeria.
ii. Information and Communication Technology has a challenge on teaching and
learning of Business Studies in Junior Secondary School, the respondent
agreed majorly that Teachers and Students lack proper orientation when ICT
facilities are not properly used in teaching and learning of Business Studies.
iii. Information and Communication Technology affects students’ academic
performance in Business Studies in Junior Secondary School in Ilorin West
Local Government Area, the respondent majorly agreed that ICT has provide
easy access to internet facilities for the students to enhance learning.
iv. The strategies that could be used in ensuring effective ICT application in the
teaching and learning of Business Studies in Junior Secondary School in
Ilorin West Local Government Area is majorly responded that government
should provide ICT facilities in junior Secondary school for effective teaching
and learning of Business Studies.

Discussion of Findings
 31

The challenges of adopting ICT in teaching and learning of Business Studies has
been one of the factors limiting the quality of education in Nigeria and adequate software
should be introduced to enhance understanding of Business Studies Concepts in Schools.
The result of finding is in line with the work of Nwoji (2013) stressed the importance of
ICT based on the finding of her study on the challenges of adopting ICT to the teaching
and learning process in Nigeria institution by recommending that government at all levels
should provide facilities such as computers and software that are related to scientific
analysis and process. She also advocated that the content of teachers’ or students’
education programme should be technologically and ICT oriented.
The response revealed that lack of fund to introduce modern ICT facilities in
teaching and learning of Business Studies, lack of Proper teachers’ motivation to use ICT
facilities in the teaching of Business Studies, teachers and Students lack proper
orientation when ICT facilities are not properly used in teaching and learning of
Business Studies and that proper maintenance and service culture of ICT facilities in a
school settings are encouraging factors of ICT in teaching of Business Studies
. The response revealed that student do not enjoy the use of projectors and other
ICT facilities in learning of Business Studies, ICT facilities brings about effective
learning outcome, ICT has provided easy access internet facilities for the student,
students do not perform better in examination as a result of the introduction of ICT
facilities and that ICT provides easy access to information on Business issues of the
country.
The response revealed that government should provide ICT facilities in secondary
school for effective teaching and learning of Business Studies and other subject, skilled
personnel should be employed to manage ICT facilities in school, government should
introduce ICT training and seminars for teachers to improve teaching skills, e-learning
soft wares should be introduces in teaching and learning of Computer Studies and that
non-governmental organization, parents, PTA, and area councils should contributors in
equipping the school, with ICT facilities.
 32

Nevertheless, computer technology is fast changing the lifestyle of people since

education prepares the learners to cope with the changes in society hence people cannot
shy away from using this technology (Gallo and Nenno, 2014). computer technology
serves as a powerful tool narrow the gap between the skillful and non-skillful students by
stretching their creating inventive abilities. (Akinyemi 2013.) declared that computer is
the most suitable and versatile medium for individualizing institution. ICT helps students
to be more active in learning. Its contribution to learning includes fastening various
sensors, less mental drudgery, and learning independently.

CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter contains the summary of findings, conclusions and recommendations.
Summary
The study was aimed at analyzing the use of ICT in teaching of computer studies in
junior secondary school in Ilorin West Local Government Area. In an attempt to bring
these to limelight, the study employed descriptive survey design. The sample size for this
study consisted of Sixty (60) Computer Studies teachers who are randomly selected from
six Junior Secondary schools in Ilorin West Local Government Area. A total of Sixty
(60) respondents formed the sample size for the study.
i. Information and Communication Technology has effect on the teaching and
learning of Computer Studies, the respondent agreed that application of ICT
in teaching of Computer Studies has improved the quality of Education in
Nigeria.
 33

ii. Information and Communication Technology has a challenge on teaching and

learning of Computer Studies in Junior Secondary School, the respondent
agreed majorly that Teachers lack proper welfare and this affect ICT facility
used in teaching of Computer Studies.
iii. Information and Communication Technology affects students’ academic
performance in Computer Studies in Junior Secondary School in Ilorin West
Local Government Area, the respondent majorly agreed that ICT has provide
easy access to internet facilities for the students to enhance learning.
iv. The strategies that could be used in ensuring effective ICT application in the
teaching and learning of Computer Studies in Junior Secondary School in
Ilorin West Local Government Area is majorly responded that government
should provide ICT facilities in Secondary school for effective teaching and
learning of Computer Studies.

Conclusions
After comprehensive review of various related literature on the subject matter, after
series of data collections and interpretation, the researcher made the following
conclusions;
Application of ICT facilities can improve the quality of Computer Studies in Nigeria, and
also makes the teaching and learning of other related subject interesting, improper use of
ICT can change the student orientation, attitudes and behaviors towards teaching and
learning of Computer Studies; as well affects their level of understanding and
assimilation.
Recommendations
Based on the finding of this research, the following recommendations are hereby made;

i. Computer studies teachers should have access to ICT facilities, regular

training and seminars should be organized for Computer Studies teachers in
 34

junior secondary schools on the application of ICT to enhance the teaching of

Computer Studies.
ii. Government should provide adequate ICT facilities and internet service for
easy access to ICT facilities and interest to Computer Studies teachers and
students.
iii. Electronics libraries (e- library) should be established in all Junior Secondary
School.
iv. Ministry of Education should regularly facilitate the training of selected
teachers and administrators in secondary schools on ICT education.
v. There should be curriculum review to promote and facilitate a compulsory
ICT driven curriculum for Junior Secondary School.
vi. Government should facilitate the re-engineering of research and development
in junior schools, using ICT tools and devices.

Suggestions for further Study

Based on the finding of this study and the educational implication of the finding the
following recommendations are made;

1. Factors militating against teachers in the use of ICT in teaching and learning.
2. Funding problem in the use of ICT in teaching and learning.
3. Strategies for improving student participation in the use of ICT learning of
Computer Studies.
4. Application of ICT in teaching and learning of Computer Studies
 35

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Commonwealth of Learning UNESCO World Conference on Higher Education.
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Bello (2010). Computer Studies for tertiary Students in Nigeria. Enugu: New Age
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Joshi A (2015). A new gulf in American education, the digital divide. New York Times.
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Emey. (2010). The impact of ICT on student performance in higher education: Direct
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academic purposes among students in Malaysian institutions of higher education.
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Healthcote. (2013). ICT for education: potential and potency. In W.D. Haddad & A.
Draxler (Eds.), Technologies for education. Paris: UNESCO and AED.

Folorunsho (2013). Use of internet and traditional media among young people. Young
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Babajide and Bolaji. (2013) Bryer (2012). Technological pedagogical content

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Jonassen (Ed), Handbook of Research Educational Communications and
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 38

APPENDIX:

Research Questions:

THE IMPACT OF ICT IN TEACHING OF COMPUTER STUDIES

QUESTIONNAIRE (TIIITOCSQ)

Department of Business Education

Kwara State University,
Kwara State,
 39

Nigeria.
March, 2020.
Dear Respondent,

I am a final year student of the above named institution, carrying out a research

on the topic: The Impact of ICT in teaching of Computer Studies in junior secondary

schools in Ilorin West Local Government Area.

The questions are designed to obtain information in this direction. Your

contributions shall be very helpful to the successful completion of this work. All

information provided shall be considered and used purely for academic purpose.

Thanks for your cooperation.

Yours Faithfully

Oluwafunmbi Malik
16/37BE/340

QUESTIONNAIRE FOR COMPUTER STUDIES TEACHERS

Name of School: _____________________________________________________

Please tick (√) any of this option that most appropriately described your opinion
KEY
HL - High Level, ML - Moderate Level, LW- Low Level, N- None
SA – Strongly Agree, A – Agree, DA – Disagree, SD – Strongly Disagree
 40

Level of ICT Provision for teaching Computer Studies

S/N HL ML LL N
1. Availability of Computers for teaching
computer studies.
2. Availability of Projectors for teaching
computer studies.
3. Availability of Printers for teaching
computer studies.
4. Flash Drives in teaching computer
studies.
5 Availability of Microphone/Speakers for
teaching computer studies

Teachers’ technical skills level in teaching Computer Studies?

S/N SA A D SD
1. I enjoy using technology in teaching
computer studies
2. I am very confident when it comes to
working with technology at school in
teaching computer studies
3. The ICT facilities in my school are well-
functioning and can be used.
4. Lack of supports from the school
management and government
discourages me to use ICT in teaching
computer studies
 41

5. Teachers are given the freedom to

design their own teaching with the help
from ICT

Level of teachers’ motivation in teaching computer studies

S/N HL ML LL N
1. My student’s learning
success/achievement motivates me to
use ICT in teaching.
2. Teachers are not properly motivated in
using ICT facilities to teach Computer
Studies.
3. What is level of teachers’ welfare which
motivates them to use ICT in teaching.
4. Are there proper remuneration for
teachers’ which motivates them to use
ICT in teaching
5. Are workshops organized to motivates
teachers’ in using ICT to teach.

Impacts of ICT in teaching Computer Studies in Junior Secondary Schools

S/N SA A D SD
1. Students enjoy the use of projectors and
other ICT facilities in learning of
Computer Studies
2. ICT facilities bring about effective
 42

learning outcome.
3. ICT has provided easy access to internet
facilities for the students.
4. Students perform better in examination
as a result of the introduction of ICT
facilities.
5. ICT Curriculum have helped students to
learn more about Computer Studies

Strategies used in ensuring effective ICT application in the teaching and learning of
Computer Studies

S/N SA A D SD
1. Government should provide ICT
facilities in Secondary schools for
effective teaching and learning of
Computer Studies and other subjects.
2. Skilled personnel should be employed to
manage ICT facilities in the school
3. Government should introduce ICT
training and seminars for teachers to
improve teaching skills.
4. E-learning Software’s should be
introduced in the teaching and learning
of Computer Studies.
5. Non-government organization, parents,
PTA, and area councils should
contributes in equipping the school, with
 43

ICT facilities.