THE ROLE OF ICT ON TEACHING AND LEARNING OF BIOLOGY IN

SENIOR SECONDARY SCHOOL A CASE STUDY OF ODEDA LOCAL

GOVERNMENT AREA OF OGUN STATE.

Abstract

This study investigated the role of ICT as instructional tool in teaching and

learning secondary school biology in Odeda LGA, Ogun State, Nigeria. It

employed descriptive survey research design. Three research questions formulated

and three null hypotheses, which were tested at 0.05 level of significance guided

the study. This study was carried out in Odeda LGA of Ogun State, Nigeria. One

hundred and fifty students were drawn from eleven government owned secondary

schools which constituted of co-educational and single sex schools, with

population of 1436 SS2 students, using purposive and simple random sampling

technique. Instrument for data collection is Instructional Tools in Teaching and

Learning Biology Questionnaire (ITLB). The internal consistency of the instrument

was determined to be .814 using the Cronbach Alpha Model. Data collected were

analyzed using mean and standard deviation for the research questions and t-test

for testing the null hypothesis at 0.05 level of significance. The result revealed

positive and significant role on teaching and learning Biology using ICT tools on

the students performance. The researchers therefore recommended that

Government should provide computer laboratories with internet provider in all

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schools and that serving teachers of Biology should be given in-service training

through seminars and workshops to expose them to the use of ICT as part and

parcel of instructional technology.

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 CHAPTER ONE

INTRODUCTION

Background of study

science education, information and communication technology (ICT) are currently

becoming one of the most important elements defining the basic competences of

students. Technology integrates medial, informative and computer science

education, but also all the educational subjects mentioned in the curriculum basis

of general education. In science and biology education there increasingly appear

concepts of integrated teaching showing the student the world in a holistic manner.

The principle of universal activity of students in cognitive, emotional and

motivations as well as practical sphere is preferred. More and more often attention

is paid to the fact that the contemporary problem is not so much lack of

information as its surplus, and the crowd of information as well as its unnecessary

excess of details may be an effective tool of disinformation. Hence forming

students such skills as selection, evaluation and organizing of information (forming

its structure) seems justified, so that they can serve drawing conclusions

(Wikipedia, 2021). Ability to work with information and communication

technologies (ICT) is recognized as one of the key competencies necessary for

success in life and competition in the labour market (Levy and Murmane, 2001;

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Salganic. 2001: Eurydice, 2002) which every citizen should posses

(Recommendation of the European parliament and of the council, 2006), and term

‘computer literacy’ was introduced to distinguish between users and non users of

ICT (Bawden, 2001). Concerning ICT, two important roles are assigned to schools.

The first is to fulfill the expectation of society for demanding ICT skills, and the

second is to raise the quality of education in the schools with the support the ICT.

Many scholars, teachers and teacher-trainers have recognized the potential of ICT

to enhance teaching and learning and as a side effect the number of published

articles about the use of ICT in school work is enormous (Bell and Bell, 2003).

However, despite significant investment in training and resources, in reality school

are still far below the level of ICT use in science, transport, communication

industry, and many other fields (Hawkins 2002; Hepp, Hinostroza, Lawal and

Rehbein, 2004; Machin, McNally and Silva, 2007; Eteokleous, 2008). Usage of

ICT in schools is so diverse that it is almost impossible to list all possible

applications. Taylor (1980, 2003) recognized three roles of computers in a

classroom as tutor, tool and tutee. Introduction of ICT in biology lessons can raise

not only level of knowledge but students attitudes towards biology as well

(Haunsel and Hill, 1989; Kubiatko and Halakovia, 2009). As biology (Science)

teachers we additionally have to distinguish between two groups of applications. In

the first group are generic application used in all subjects like word-processing,

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searching for information, communication using emails and multimedia

presentations. In this case if a science teacher does not use ICT in a classroom

damage to the students is limited because they can achieve missing skills with their

work in other subjects, or at home (Kuhlemier and Hemker, 2007).

In the second group are applications adapted or developed to be used in science

teaching (MCFarlane and Sakellariou, 2002) like imaging systems in microscopy

(McLeans 2000; Fidhe, Bonvin and Bosman, 2006), virtual dissections (O’Byme,

Patry, and Cannegie, 2008), simulations (Ramasundaram Grunwald, Mangent

Cameford and Bliss, 2005) virtual laboratory (Jenkins, 2004) and real laboratory

exercises with data acquisition system ( Sorgo, Hajdinjak and Briski, 2008). The

most important difference among these two groups of applications is that if a

science teacher does not use such application in teaching students in most cases

they would not be able to compensate loss with work in other subjects or at home.

The introduction of computers into the teaching and learning in Nigerian secondary

schools has followed two general tracks. The first one was the introduction of the

compulsory subjects, computer science and or informatics, into the curriculum.

The second one involved the use of computers in a rainbow of different of different

subjects. The introduction of computer into student work in other subjects is

encouraged by the authorities, but the final decision about their use in teaching is le

to the discretion of the teachers. The difference between these two paths is that

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teachers from the first group are trained professionals in computer science and

informatics while teachers from the second group are more less enlightened

‘computer amateurs’. Occasionally cooperation between a teacher of informatics

and a teacher from some other subject occurs and enhance student work (Sorgo and

Logar, 2006).

The National Grid for learning, United Kingdom government initiative indicated

that teachers must move swiftly to more internets and web based work in schools.

According to Busari (2006), the whole world is experiencing the advancement of

science and technology. The use of ICT is fast gaining prominence and becoming

one of the most important elements defining the basic competencies of the

students. According to World Bank, ICT consists of the hardware, software,

networks and media for the collection storage, processing, transmission and

presentation of information. The use of ICT falls into four (4) major categories:

constructing knowledge and problem solving (through the internet-mail, CD –

ROMS, databases, videoconferencing); using process skills; aiding explanation of

concepts; and communicating ideas -power point, desktop publishing (WAEC,

2012). The use of ICT in teaching and learning is a relevant, innovative and

functional way of providing education to learners that will assist in imbibing in

them the required capacity for reverting the economic recession that has bedeviled

the country Nigeria. ICTs have the potential to accelerate, enrich, and deepen

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skills, to motivate and engage students, to help relate school experience to work

practices (Abomi,2010). The advent of ICT in this 21 st century has undoubtedly

affected the education industry positively especially in science education. Biology

as a very important aspect of science has suffered serious setback due to its

dynamic nature. The traditional content is being replaced by modern discoveries in

cell biology, genetic engineering, biotechnology, etc. (Tella, 2011). Biology

teaching and learning can only lead to greater achievement when the students and

teachers are exposed to ICT and its application in science education. Mean while

the achievement of biology students in the subject has remained poor for decades

(WAEC chief Examiners Report, 2005).

According to Osuafor (2013), one of the factors that has been identified as

influencing outcomes in biology is poor strategy of instruction. It is therefore

pertinent that ICT as teaching tools should be applied in teaching and learning

biology. Biology teaching can be result oriented when students are ready and

teachers disposed to the use of appropriate resources. Despite the importance

placed on biology by the society and innovations to improve teaching and learning,

the student’s achievement in WASSCE and NECO SSCE biology remains a

mirage. The researchers are therefore looking at a possibility of ICT application to

teaching and learning biology for this alarming situation to improve so as to make

teaching and learning biology more effective and attractive. For the biology

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teachers to use ICT tools as instructional materials, they must be ICT compliance;

be competent in handling the gadgets; be able to prepare the environment where

the tools will be used and make sure that the tools will attract the attention of the

students, arouse, motivate and provide the rationale for the utilization. Most

experts in the field of education agreed that when properly used, information and

communication technology ICT hold great promise to improve teaching in addition

to shaping work force opportunities. Poole (2006) indicated that computer

illiteracy is now regarded as the new illiteracy. This has actually gingered a new

and strong desire to equip institutions with computer facilities and qualified

personnel necessary to produce technological proficient and efficient students in

Nigeria. Asinde (2010) opined that ICT positively affects students academic

achievement and retention. Hence there is no doubt that ICT tools can aid the

instructional process and facilitate students learning. This is buttressed by the

studies by Burnett,( 2014) and Fitzgerald and Warner (2006) which found positive

effect associated with technology aided instruction. The Federal Government of

Nigeria realized the role of ICT in National development consequently, it has but

in place a policy document - titled the National Policy for Information

Technology, 2001. The policy clearly spelt out the ICT vision, mission and policies

for Nigeria. The FRN (2004) acknowledged the importance of using ICT in

improving knowledge and thus states in the National Policy that government shall

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provide necessary infrastructure and training for the integration of ICT in

advancing knowledge and skill in the modern world (FRN, 2013). It is therefore

assumed that if government policy has been implemented; teachers in our schools

system must have acquired ICT skills which will help them for effective

instructional delivery as well as facilitating teaching and learning. No wonder

Iwiyi (2007) pointed out that computer acquisition and use is an important aspect

of the teaching and learning process. If a teacher is to function effectively, and

meet the challenges of the 21 st century and global competitiveness, the teacher

education process must make adequate provision of individualized computer

training for the would be biology teachers, for a better output.

Education policy documents in many countries have placed emphasis on

promoting the use of ICT in teaching and learning after in conjunction with

curriculum reform initiative that aim to enhance the development of 21 st century

skills such as collaborative inquiry and collaboration (Law, Lee, Chan and Vuen,

2010). It is on this premise that the researchers want to ascertain how effective is

the application of ICT as instructional tool in teaching and learning as well as

students achievement in Biology in Odeda LGA, Ogun State.

Statement of problem

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Despite the various advantages associated with the use of ICTs that have been

documented in past literature and numerous government effort to invest in

resources and training to integrate the effective use of ICTs in its educational

operation, The rate at which ICT are used in the classrooms is still far below

expectation.

In addition, the demand for the availability and use of ICTs in teaching learning

process has been lacking and the teachers who are trained to teach the knowledge

of ICT to students cannot meet the demand. Therefore, there is need to energize

actions to bring technology into the classroom to improve biology teaching,

learning and performance.

Purpose of the study

The study seeks to determine the role of ICT as instructional tool in teaching and

learning secondary school biology in Odeda LGA of Ogun State, Nigeria.

Specifically the study is to:

1. Find out the level of availability of ICT infrastructure in the secondary

schools in Odeda LGA

2. Find out the extent to which the students have acquired ICT skill

3. Find out the extent to which teachers use ICT as instructional tools while

teaching biology

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 4. Find out the role of use of ICT tools in teaching and learning biology on the

student’s academic achievement.

Scope of the study

The research is carried out in Odeda Local Government Area of Ogun State,

Nigeria. The study is delimited to the effect of ICT in teaching and learning of

SS Biology.

Research Questions

The following research questions guided the study:-

1. What is the level of availability of ICT infrastructure in secondary schools in

Odeda LGA of Ogun State?

2. To what extent have the students acquired ICT skills?

3. To what extent have the teachers use ICT tools while teaching biology

4. What effect does use of ICT tools in teaching and learning secondary school

biology have on the academic achievement of the students?

Hypothesis

The null hypothesis tested at 0.05 level of significance guided the study:

1. There is no significance difference on the achievement of the students with

ICT skills and those without.

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 CHAPTER TWO

LITERATURE REVIEW

Conceptual Review of ICT Facilities utilized in the Teaching and Learning of

Biology

The ICT facilities which can be employed in the educating and learning of Biology

includes;

1) Computer Hardware components

2) Computer Software components

3) Internet

A computer system is a gathering of a computer parts that are required for a

computer to work adequately as a whole. A computer comprises of hardware and

software parts. The hardware parts of a computer involve all the fundamental

obvious (tangible) materials or equipment utilized as information and

communication technology component like monitor, projector, microphone,

central processing unit or a computer (CPU), keyboard, mouse, camera machine,

scanner, printer, speaker and so forth.

Interactive White Board: The interactive whiteboard (IWB) is part of ICT that

improve learning and teaching of Biology and can combine a lot of valuable

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characteristics of ICT in one medium. Isman, Abanmy, Hussein and Alsaadany

(2012) is of the view that Interactive whiteboard is „„a huge touchsensitive and

collaborative show that interfaces to a PC and projector”. The utilization of IWB

might be the most significant transformation in the classroom learning environs in

the previous decade. A multiplicity of applications can be shown including: online

resources for entire class teaching; sound clips, video clips and pictures (including

flash images) to aid clarify concepts; software demonstration; demonstration of

patterns and emphasizing criteria; scanning textbook pages and highlighting to

exhibit note making; making digital flip charts; manipulating text; saving notes;

speedy revision, editing, and recording; and consecutive lessons that flow

consistently (Hall and Higgens, 2015).

The software on the other hand, alludes to the virtual or in most case the

immaterial part of the ICT component which works in an integrative path with the

hardware to collect, analyze, process and transmit the output for users‟

consumption. It involves the electronically or otherwise integrated artificial

intelligence into the hardware which controls their activities in producing the

desired media effect from them. They can be in type of programmes installed into

computer system. Film strips in projector, Films in cameras, multimedia CDs,

Interactive games, 3-D animation, Drill and practice, without them, the hardware

will be futile in teaching and communicating Biology instructional materials to the

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instructor and the student. They additionally incorporate the power point, spread

sheets, database, coral draw, and games. These software packages are of

extraordinary significance to educating and learning.

Internet: This is the core of Information Age. It is referred to as “the mother of all

systems.” It is an extensive computer network accessible to everybody with a

microcomputer and a means to connect it. It is a worldwide computer network

which connects a huge number of smaller networks. The network is comprised of

wires, cables and satellites. Park (2012) expressed that the Internet has transformed

into a basic medium of communication as an exploration and entertainment device.

The reason is that it gives various opportunities to many people around the world

in an extensive variety of ways. Basically, the Internet offers two standard

advantages which are communication and information. On a more comprehensive

premise, it can be pointed out that the Internet has a couple of capacities,

especially in instruction, and these can be recorded as (I) storage of data (ii)

communication without boundaries, (iii) online intuitive learning, (iv)

automated/online research, (v) progression in the new world, (vi) improve

enthusiasm for learning, (vii) worldwide education, and (viii) information

catalogues.

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Information and Communication Technology (ICT)

Information and Communication Technology is the systematic application of

computers and other technologies to acquire, organize process, store, retrieve and

disseminate information to bring about effective exchange of information in

communication. ICT means the acquisition,

analysis, manipulation, storage and distribution of information; the design and

provision of equipment and software for these purposes (Dewatteville and Gilbert,

2000). Nwaiwu (2009) explained the term ICT to include electronic information

processing technology such as computers and internet; as well as fixed-line

telecommunication, mobile phones and other wireless communication networks.

Supporting the above views, Nworgu (2008) stated that ICT refers to a whole

range of facilities or technologies involved in information processing and

electronic communication to be handled with skills and expertise, for effective

achievement and realization of its potentials in Educational. Furthermore, ICT

refers to harnessing electronic technology for information processing needs of

business organizations using the computer and telecommunication equipment for

storage, processing and dissemination of information (Oyedele, 2002).

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 In the view of Okeke (2002), ICT is a systematic handling, dissemination,

processing, and storage of information especially, by means of computers.

According to World Bank (2002), ICTs are set of activities which are facilitated by

electronic means, the processing, transmission and display of information. World

Bank affirms that ICT gives the opportunity to revolutionize pedagogical methods,

expand access to quality education and improve the management of education

system. Okereke (2008) noted that, application of ICT in teaching and learning

makes institutions more effective and productive thereby engender a variety of

tools to enhance and facilitate pedagogical activities. This means that the use of

ICT will go a long way in helping teachers of Business Education in their

instructional delivery.

Information and Communication Technology has changed the methodology

of teaching business subjects in schools. Teaching and learning has been changed

from traditional chalkboard to electronic learning requiring ICT skills for teachers.

Nyiahule (2006) observed that

teachers now can talk less, do less active and achieve more. He also, added that

teaching and learning have shifted from teacher centered to material centered,

where the teacher only guides students to use available materials to achieve

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learning objectives. Hu Chun (2005) defined ICT as a broad range of activity and

equipment including all the tools, applications and information which are available

and accessible via computer. Gay and Blades (2005), explained that ICT is

concerned with the storage, retrieval, manipulation, transmission or receipt of

information electronically in a digital form. In this study ICT involves the whole

range of electronic technologies such as computers and telecommunication

facilities that are used for instruction in teaching-learning processes.

There are developments in the Nigerian education sector which indicate

some level of ICT application in the secondary schools. The Federal Government

of Nigeria, in the National Policy on Education (FRN, 2004), recognized the

prominent role of ICT in the modern world, and has integrated ICTs into education

in Nigeria. To actualize this goal, the document states that government will provide

basic infrastructure and training at the primary school level. At the junior

secondary school level, computer education has been made a pre-vocational

elective, and is a vocational elective at the senior secondary school. It is also the

intention of government to provide necessary infrastructure and training for the

integration of ICTs in the secondary school system. It should be noted that, this

was not the first attempt the Nigerian government had made effort to introduce

computer education in schools. In 1988, the Nigerian government enacted a policy

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on computer education. The plan was to establish pilot schools and diffuse

computer education innovation first, to all secondary schools, and then to primary

schools. Unfortunately, the project did not really take off beyond the distribution

and installation of personal computers (Okebukola, 2005). The author further

stressed that the computer is not part of classroom

technology in more than 90 percent of Nigerian public secondary schools. This

implies that the chalkboard and textbook continue to dominate classroom activities

in schools.

In June 2003, at the African Summit of the World Economic Forum held in

Durban, South Africa, the New Partnership for African Development (NEPAD)

launched e-school initiative, intended to equip all African schools with ICT

equipment, scanners, digital cameras, copiers among others, it is meant to connect

African students to the Internet. The NEPAD capacity-building initiative will be

executed over a ten-year period. Three phases are envisaged, with fifteen to twenty

countries in each phase. An estimated 600,100 schools are expected to benefit. The

aim of the initiative is to impart ICT skills to young Africans in primary and

secondary schools, and to harness ICT to improve, enrich, and expand education in

African Countries (Aduwa and Iyamu, 2005). Although effort have been made to

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ensure that ICTs are available and used in Nigerian secondary schools, but the

successful integration of ICT into classroom depends on the abilities of teachers.

A teacher has to be a professional with respect to the content and pedagogy

of a given subject matter or content. This includes that the teacher knows the

process of designing teaching strategies and teaching materials, including ICT

facilities. In the views of Omenyi, Agu, and Odimegwu (2007) ICT is intended to

serve as the means of improving efficiency in educational process and offered

positive change in the teaching and learning process, assessment of learning and

students’ tracking. Also, the management of high quality educational programs

requires and generates large quantities and types of data. Teachers face many

management problems which can be resolved with the computer. There are many

such tasks which may be both time consuming and tedious for which teachers

should consider an ICT solution. Such tasks may include: the organization of

assessments, the maintenance of library functions, the preparation of

reports, collation and computation of results, ordering the names of students

alphabetically, etc. There are many school management packages which will

complete tasks such as these and thereby free up a substantial amount of time for

more important tasks. The access to production of resource materials associated

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with the process of learning and teaching is readily facilitated by the use of

productivity software tools and networked computer system. When teachers use

ICT to help them complete tasks which they regard as problem then they are likely

to have more positive attitude towards the use of computers.

A teacher who is not computer literate will not be able to sieve out which

information is relevant to his students and/or may not be able to determine when

particular information is appropriate to his teaching. Three scenarios are likely to

emerge in this situation. First, his teaching could be overloaded with irrelevant

facts or details, secondly, his teaching could be deficient of relevant facts, and

thirdly, he cannot access the needed information effectively and efficiently. Onuma

(2007), stated that information and communication technology possesses the

following characteristics in the implementation of the school curriculum:

accelerating students’ basic skills in school subjects like bookkeeping,

keyboarding, office practices, commerce among others; challenges students to

learn independently; update students academic knowledge and instructional

practices, provides teachers with efficient and effective tools to take care of

students’ individual differences; provide opportunities for cooperation with

colleagues through networking and internet services, educators and learners are

challenged to new methods of acquiring knowledge through knowledge sharing

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and connection to the global world and; unrestricted access to teachers and

students to relevant information and development in various subject areas.

Researchers have discovered that the development of ICT will contribute to

improved professional status of teachers, enhance capacity and offer opportunities

for career development and advancement that build on recognition and reward of

practice. It should also mean; access to a comprehensive range of advice, guidance

and support for teachers of all subjects at all levels on how ICT can be used

effectively in classroom practice to embed ICT in teaching and learning across the

curriculum; opportunities to access wide range of resources that simplify the

preparation and enrich the delivery of lessons; more sophisticated use of pupils’

data, including the matching of individual learning styles and the setting and

tracking of individual learning goals; revitalized professional networks, supporting

communication and collaboration, include the sharing of resources and best

practice within and between schools; support for workforce remodeling through

the automation of routine administrative tasks and the availability of technical

support (Clarke, 2008). With the above advantages emanating from technological

development, it has become imperative that efforts have to be made to ensure the

acquisition of the necessary ICT skills by teachers especially Business Education

teachers for effective instruction.

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ICT Skills

Skill is an ability to translate knowledge into action that results in the

desired performance. Essential skills have been classified into three categories

namely, technical, human and conceptual skills. Technical skills are the ability to

use a special proficiency or expertise relating to a method, process or procedure.

Example, accountants, computer operators, typists, etc. posses technical skills

acquired through formal education. Human skill is the ability to work well in

cooperation with other persons. It emerges as a spirit of trust, and enthusiasm and

genuine involvement in interpersonal relationship. A person with good human

skills will have a high degree of self awareness and capacity to understand and

empathize with the feelings of others. Seeing the noble work of a teacher, human

skills are critical for all Business Education teachers. Conceptual skills are drawn

heavily on one’s analytical and diagnostics capacities to identify problems and

opportunities, gather and interpret relevant information, and make good problem

solving.

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 For a skill to be acquired, the learner should be exposed to the relevant

activities embodying the skill. In the areas of Business Education teachers’ ICT

skill acquisition, emphasis should be placed on the teachers exposure to the

relevant skills needed to enable them develop and become proficient in the

application of the skills. Skills are acquired when procedures, instructions are

matched with performance activities (Okorie, 2000). Repetition is the watchword.

For skills to be acquired, the learners have to be offered opportunity for

participation and practice of such skill under the real life condition.

The acquisition of skills are important in business education since it is

occupational oriented. Thus, the acquisition of rightful skills will enable students

who offer Business Education cultivate a right attitude to work; have a good sense

of duty and respect for the dignity of labor; be self-sufficient; that is prepare the

learner to be worthwhile in business education activities or as an entrepreneur;

acquire saleable skills needed to improve the production, marketing and exchange

of raw materials for man and industry; prepare the learner to be effective employee

in business education and allied field, and other industries.

ICT skills, according to Ugwuanyi (2009), involve having the basic

understanding of what computer is and how it can be used as a resource material.

Teachers should be sensitized enough to be able to use these innovations, example,

the internet, they should be able to use basic applications as word processing,
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spreadsheet, electronic mails, and possibly more advanced ones such as

presentations. Knowledge, skills and confidence with new technologies are now

assets for those entering the competitive employment market. This has thrown a

great challenge to the educational institutions especially, those at the lower levels

like the junior secondary schools to brace up to these expectations if their products

will be anything to write home about. Hence, the exposure of Business Education

teachers to the various computer technologies and the necessary skills expected for

instructional delivery and job efficiency.

In view of these, several authors have come out with different ICT skills

required to fit into the technologically driven society. McDonald (2004)

highlighted the following ICT skills in using computer-based technologies to

manipulate, create, store and retrieve information to express ideas and

communicate with others as: ability to type sentences, change text alignments,

change margins and line spacing; understand cut, copy and paste. Others are, the

understanding of the database, spreadsheet etc., he further states the basic

computer skills required to include: knowing various computer operations such as

turning computer on, opening a folder, copying a file from one drive to another,

scanning. He also mentioned the use of software such as creating a new word

processor document, modifying an existing word processor document, printing out

documents among others. Therefore, the following ICT skills are very essential for

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a Business Education teacher for effective instruction: computer appreciation skill,

word processing skills, internet skills and data processing skills.

Computer Appreciation Skills

A computer basic skill involves the use of computers efficiently. Skills on

the other hand can simply be put as the ability to do things well. Computer

appreciation skill can be regarded as the potentials one acquires that makes him or

her capable of operating and using the computer

efficiently. Performing basic operations like starting a computer, using the mouse,

managing various windows, etc, may seem like a puzzle to one who has never seen

a computer. Allison (2005) stated that skills such as turning computer on and off,

copying, deleting and renaming files are required in performing basic operations.

The author further stressed that a computer literate teacher must be familiar with

computer terms; know how computers work; be able to enter and retrieve data;

know the uses of computers; able to programme a computer; know the future

general direction of computers; artificial intelligence, and robotics and understand

the abuse and misuse of the computer so that students will realize that such

problems exists. Acquisition of these skills will enable the Business Education

teacher impart instructions on computer appreciation effectively.

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 Computer appreciation deals with all activities involved in coupling and

bringing together computer components such as CPU, monitor, mouse, keyboard

and others to make a functional unit. It also deals with basic computer utilization

and installation of software and programmes. Okwuanaso (2003), explained

computer as an aspect of ICT used in almost every kind of endeavor including

teaching to improve efficiency and productivity. The author defined computer

appreciation as the study of the skills necessary to operate a computer and the

principles of the working of the hardware and soft ware as well as the major

computer applications and their social implications.

White and Hubbard (2002) opinioned that a computer literate teacher should

have the following skills: the ability to programme and control a computer for

personal, academic and professional goals; the ability to use a variety of computer

applications software within a personal, academic and professional context; the

ability to understand the increasing social, economic and psychological impacts

that computers are having on groups and individuals; the ability to make use of

ideas from computer programming and computer applications as part of an

individual’s strategy retrieving information, communication and problem solving.

Afe (2002) stated that a computer literate person should be able to exhibit

the following

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skills: the ability to read and write simple computer programmes and

documentation which is educational in nature; the ability to use computer

technology particularly, as it relates to hardware; the ability to locate

educational problems that can cannot be solved using the computer; and the

ability to locate information on the computer as it relate to education.

Another attribute of a computer as a pedagogical tool is that it has infinite

patience. The computer is a tireless, relentless, and evaluating teacher which has

several modes of instruction at its disposal such as sound, sight and touch. Gomes

(2005) explained that in the classroom, a computer can present words to be spelled,

sound to be made, instructions to be followed, images and symbols to be responded

to by touching. Computer can be used to evaluate students’ performance and direct

students backward, forward, and sideways for appropriate learning activities. Its

patience, memory and endless capacity for details are assets that defy competition

from a human teacher. Taking a similar stand, Ajibade (2006) said that, the

computer might also be used to handle the extremely complex programmes that are

necessary for more individualized learning. The author also asserts that, the

computer is diligent and consistent in its mode of operation as, it does not suffer

from tiredness or lack of concentration like human beings, it performs multi-

functional roles in teaching and learning processes at all levels. At the primary and

secondary levels of education, students can explore and generate learning through

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computer programme. Adekemi (2001) pointed out that information can be stored

in manual files in the computer magnetic disc and retrieved when needed, and that

the computer can provide a convenient technique for designing and developing a

course on instruction. It can equally provide dynamic interaction between students

and instructional programme not possible with most media.

In a related contribution, Philips (2001) mentioned computer operations and

concepts as the basic computer skills. He reiterated that for a person to be

computer literate under these context, he should be able to identify hardware

components example, keyboard, mouse, monitor/screen; match equipment to

purpose such as digital camera to capture images, identify cursor, recognize the

typical features of an application’s window title bar, tool bar, menu bar,

status bar, scroll bar; have a knowledge of drop-down menu; what sub menus

contain and convention for activating them; be able to discriminate choice of

applications for a given purpose, select menu items for a given purpose, select

menu items from a drop-down menu, start an application and create a document.

Others are the ability to name and save documents in appropriate folder/directory;

retrieve, save and rename a document and ability to understand different

appearances of text on a page and the use of the button tab to indent as well as use

bullets and numbering.

28
 Computer-aided instruction: however, of the numerous ways, which the

computer is put into use in education, is the method which is most related to

instruction called computer assisted instruction. Computer-aided instruction is an

instruction delivered with the assistance of a computer, where by the student

interacts with the computer and proceeds at his speed. The computer stores

information and can be programmed to supply it to learners in various patterns

either according to a pre-structured plan or in a random manner based on learners

responses and needs. Thus, the functions which the computer performs in the CAI

include: presenting materials or problem situations; guiding students’ thinking;

responding to student’s questions; evaluating students’ performances, etc.

therefore, CAI is a pre-programmed instructional package used in facilitating

teaching and learning which will enable learners to work at individual pace and

also lessen the work load for teachers.

Word Processing Skills

Word processing is the application of computer for manipulating text-based

documents; the electronic equivalent of paper, pen, typewriter, eraser, and most

likely, dictionary and thesaurus (Encarta, 2009). Hu Chun (2005) pointed out that

word processing is the application of computer technology to the input, editing,

merging, sorting, formatting and printing of text. The word processor is a special-

purpose computer expressly designed for and solely devoted to the preparation,
29
storage and printing of documents. The system includes a display unit, keyboard,

floppy disk drives and a letter-quality print head. Harison (2005) stated that word

processing have been developed from typewriting, using computer technology to

automate many of the procedures in the production of documents. The computer

can be used to perform multiple word processing activities such as editing text,

inserting new text, deleting text, and performing search and replace functions

within the text. Other area where the computer is most useful in daily activities in

offices is in the use of the internet and data processing.

New ways of performing office task have emerged with new technologies.

Business Education Teachers are required to adopt the new skills so that they

would be able to train students who can function effectively in their career and

even advance in it. Wikipedia (2011) stated that word processing developed as

specialized programme on mainframe computer during the 1970’s on online

computing with the use of personal terminal devices having keyboards and display

screen become more common. These programs evolved from text based editors

used by programmers and computer professionals. In the late 1970s, the ability to

place intelligent devices on the desk of workers at reasonable cost including

cheaper and smaller prints, led to the introduction of machines dedicated to ‘word

processing’.

30
 The term word processing refers to the various ways words are combined,

arranged, placed, formatted, organized or presented for a defined purpose in the

form of a letter, memo, technical report etc. word processing machines were

primarily aimed at typists particularly those in centralized tying pools where other

workers sent hand written notes or Dictaphones, tapes to be transcribed and

retrieved for reviewing. Considerable time saving, economy were achieved by

word processing operators. In the view of Osuala (2004), word processing is a term

used to describe equipment, the use of machines as word processing typewriters

combined with audio dictation equipment and organized systems to facilitate the

handling of words or texts, resulting in greater productivity in office procedure.

The author further stated that business educators should be aware that the system

consists of input and out equipment that can be classified as

discrete media or an endless loop system. This media system utilizes magnetically

coated belts, disc, or tapes, cassettes and cartridges.

Odegbeyemi and Akingbade (2002), outlined the following as word

processing technology skills: knowledge of the different types of word processing

technology equipment; computer software packages, functions of control keys on

the keyboard such cursor control keys, insertion, delete, page formatting keys and

understanding of and ability to manipulate the facilities used for printing such as

printers, paper feeds; appreciate the need and benefits of work processing
31
technologies; appreciate good positioning of word processing technology and good

sitting posture; and ability to follow operational and safety procedures.

Word processing applications on computer are becoming highly

sophisticated in outlook and function. They now incorporate many more

enhancements and features which are turning the computer into a one-stop print

shop where you could perform all sophisticated document such as reports

incorporating graphics, tables, etc. supporting the above view, Njie (2009) asserted

that today, there are office machines that can run off hundreds of copies of

documents, collate the pages and address envelopes needed for bulk mailing,

update information on record cards without searching through files and produce

invoices and statement of accounts at the pressing of buttons. Word processing is

not just a machine, it is a system – a sophisticated system too that requires well-

planned education and more pragmatic curriculum development. The new

designations and job opportunities occur daily, therefore, there comes to a need for

Business Education teachers to be versatile in the effective use of the system and to

match the new challenges by acquiring new skills and competencies for the

operation of office technology so that students can be well informed about what

they will find in the world of work and may be required to use.

The Internet Skills

32
 The internet is a computer-based global information system (Comer, 2008).

It is composed of many interconnected computer networks. Each network may link

tens, hundreds, or even thousands of computers, enabling them to share

information and processing power. The Internet has made it possible for people all

over the world to communicate with one another effectively, inexpensively and to

have free access to useful data for further processing.

The internet is one of the computer and multi-media skills that have brought

revolution to entire educational system in recent times. It is another important skill

area that is required by Business Education teachers. Internet is the abbreviated

form of international communication (computer) network. It means a network of

computers linked to big central processing unit in the same way telephone lines in

homes are linked to one central communication equipment in NITEL (Nweke,

Umezurike and Nnamdi, 2006). This enables the user to interact with another via

the computer if he or she is connected. The internet is a global collection of many

different types of computers, computer operators and computer networks that are

linked together through telephone lines, satellites, microphones, and all other

possible devices. It channels each computer by taking a common language or

protocol called transmission control protocol/internet protocol (TCP/IP).

Okwuanaso and Obayi (2003) described internet as the interconnection of

large and small network around the globe. The internet is an international network
33
through which users all over the world can communicate or exchange information.

According to Agomuo (2005), internet is a worldwide system of computer network

in which user of one computer can get information from any other computer

operators. This implies that through the internet one can send or receive

information within a shortest time frame. Internet makes communication possible

over the globe,

once fully subscribed and connected to the internet services provider (ISP), one

could access any information needed in any discipline in the world regardless the

distance. It allows for instant publishing of texts, graphics and picture.

Through internet, users share information transfer files, send messages and

utilizes others. Also, Aliyu (2006) described the internet as intercontinental spider

web that enables millions of people from around the world to download millions of

files consisting of reports, research, graphics, and millions of people to send and

receive information around the world within a second. In the opinion of Onojaife

(2006), the internet is an inter connectivity of computers via-email to share data

and computing resources by researchers; corporate bodies, academics and

individuals. The author further says that the internet has no central computing

system or telecommunication centre. Instead each message sent has a unique code.

So any internet makes service in the network can forward it to its destination in a

different city or country. Internet makes the location of information possible to the
34
internet; you can communicate with any other computer that is linked to the

network anywhere in the world. He states that we live in the information age,

where knowledge is power. The internet therefore, helps user in three basic ways:

to get information; to provide information; and to compile information. Leon

(2003) said that the internet offers the best opportunity of getting specialized

information from the webs. With the internet, it is possible to pool the demand for

your line of products or conduct survey and get opinions of people across the

world. The author maintains that the most recent and very successful attempt at

presenting information over the internet is the World Wide Web.

Ovbiagele (2006) stated that, the World Wide Web is a system based on

Hyper Text Transfer Protocol (HTTP) for providing, organizing and accessing a

wide variety of resources,

Several authors have contributed variously on how the computer has become

an inevitable tool in the academic work. Chime (2004) maintained that, the internet

is one of the major innovations of the computer that has found its way deeply into

the academic sector, According to him; the internet is the biggest computer

network in the world. Most of the information on the internet is free. Using the

internet makes available to the teachers information that cannot be found in any

other way except through the World Wide Web (WWW). Oyedum (2007) noted

that the internet provides access to more information than a librarian could dream
35
of. A teacher can also use the Web to access resources, journals, magazines,

speeches of prominent personalities etc. the internet has broken down barriers of

communications access from anywhere in the world. It is fast, reliable and does not

have restrictions on content or formats; it also has a limitless range of facilities,

which assist user to access almost infinite information on the net. Computer and

internet is today almost one and the same thing and one cannot be mentioned

without the other tagging along (Nwagwu, 2008). One will need to harness the

internet in all types of work whether it is research on any topic or plain sorting for

information.

Data Processing Skills

Wu (2005) defined data as raw facts or observations typically about physical

phenomena or business transactions that are processed into finished information

products. The author further

describes data processing as a process where raw data is subjected to a value-

added process where its form is aggregated and organized; its content is analyzed

and evaluated; and it is placed in a proper context for a human user. Data

processing deals with the analysis and organization of data by the repeated use of

one or more computer programmes (Kogge, 2009). Data processing is used

extensively in business, engineering, science and to an increasing extent in nearly

36
all areas in which computers are used such as education, to process data

educationally by the teachers and other education administrators. The

aforementioned importance makes it necessary for the teachers of Business

Education to possess the required skills in these areas. This will make them to be

more efficient in their teaching of the required ICT skills.

In this information age, data is the building block on which every

organization is built to operate. Data takes varied forms, whether it is the name of

the new employee who joined last month, or be it the date on which John made his

last transaction in the bank, or even the average marks that Mary scored in her

examinations. Each of these is data. This data is later manipulated and reorganized

to produce information. For example, the marks that Mary scored will come in

handy when calculating and displaying a class wise performance. In order to be

able to use this data later, it needs to be stored. In manual systems, such data is

written within books and registers. For example, details of a faculty are maintained

in a staff register and details of the students are entered in a student register.

Consider a task of preparing mark sheets for students manually, each teacher

would have to evaluate the allotted set of answer sheets subject and compile the

marks according to the roll numbers. The examination officer would then collect

the subject-wise mark sheets. For preparing the mark sheet of a student, the

37
examination officer would have to follow the following steps: lookup all the

subject-wise mark sheet for the marks obtained by that student; write them in the

appropriate boxes on the student’s mark sheet; note down these marks in the

students’ register for the school record. This above mentioned scenario would be

an apt example of how any manual system would operate.

Theoretical Framework

A theory provides guiding principles, which are of great assistance in

solving day-to-day problems. According to Kumar (2006), a theory is a statement

or a group of statements established by reasoned argument, based on the known

facts, intended to explain a particular fact or event; explanation for which certain

proof is still needed but which appear to be reasonable. It is that part of science or

art that deals with general principles and methods as opposed to practices, a set of

rules or principles, for the study of a subject etc. a theory of a simple subject

consists of a body of principles, generalization, models, policies, laws etc., these

help in the advancement of knowledge in the field. Theoretically, this study will be

based on theories of Psychomotor, Competency, Skill Acquisition and Experiential

Theory.

Psychomotor Theory

38
 The proponent of the psychomotor or psychophysical theory is Gottfried

Wilhelm Leibniz between the years 1646 – 1716. Psychomotor relates to psychical

movement which today has extended to communication such as telephone skills,

public speech, and computer operations like data entry, and keyboard skills among

others. All these involve brain and body coordination. In psychomotor as in other

domains, there are three basic levels or step in the overall instructional process

namely; imitation, practice and habit.

Effective application of the principles of psychomotor theory provides

information on how instruction in a skill based areas can be taught to students. At

the imitation level, the teacher shares the knowledge content and demonstrates the

skill. It is at this level that teacher shares the essential information about the skill,

such as facts, background information and safety considerations. The skills are

then broken into small steps, demonstrated and the learner is allowed to copy the

skill.

At the second level which is termed practice, the learner is allowed to

practice the skill alone or with the teacher over and over, with feedback from the

teacher until the basic skill is mastered. Here, the learner is able to ask questions,

receive feedback, and try his or her hands on the practical task.

39
 At the third or last level, the habit level, proficiency develops, such that the

learner is able to perform the skill twice the time at an expert level. The

performance becomes natural, when the learner reaches this level, the learner is

able to create his own version of the skill and teach others.

In this study, the application of psychomotor theory is of importance since

students are expected to master various ICT areas relating to Business Education,

example in keyboarding or

using Microsoft word to produce documents. On the course of carrying out the

exercise, the students will be expected to imitate the teacher who will share the

content and demonstrate the skill to them. The student will continue to practice the

skills until they perfect in them.

Competency Theory

Similarly, Noel Burch in 1970 developed competency theory. The theory deals

with stages of learning a new skill. It stipulates that individuals are unaware of how

little they know, or unconscious of their incompetence. As they recognize their

incompetence, they consciously acquire a skill, and then consciously use that skill.

Eventually, the skill can be done without consciously being thought through, and

the individual is said to have unconscious competence.

40
 The theory is characterized by helping someone know what they don’t know

and it explains how skills can be acquired. The theory described the four stages of

learning a new skill thus, unconscious stage: the individual does not understand or

know how to do something and does not necessarily recognize the deficit. He may

deny the usefulness of the skill. The individual must recognize his own

incompetence and the value of the new skill before moving to the next stage.

Conscious incompetence: though the individual does not understand or

know how to do something, he recognizes the deficit, as well as the value of a new

skill in addressing the deficit. The making of mistakes can be integral to the

learning process at this stage.

Conscious competence: the individual understands or know how to do

something. However, demonstrating the skill or knowledge requires concentration.

It may be broken down into steps, and there is heavy conscious involvement in

executing the new skills.

Unconscious competence: the individual has had so much practice with a

skill that it has become ‘second nature’ and can be performed easily. As a result,

the skill can be performed while executing another task. The learner may be able to

teach it to another person, depending upon how and when it was learned.

41
 Effective application of the theory will enable Business Education teachers

identify the ICT skills they needed. They will understand the importance of those

skills and the guidelines to follow in mastering the skills so that they would be able

to transfer the learned skill to others.

Skill Acquisition Theory

Another theory which is important to this study is skill acquisition theory.

The theory was developed by Robert Dekeyser in 2007. The theory postulates that

development in knowledge has three stages: declarative, procedural and automatic.

Declarative knowledge refers to explicit knowledge about a topic; procedural

knowledge is implicit knowledge that refers to behaviour. And automaticity occurs

towards the end point of extensive practice; towards the point at which one has

become completely expert in performing a task. From the perspective of skill

acquisition theory, the sequence of these stages is crucial as is appropriate

combination of abstract rules and concrete examples at the declarative stage.

The theory relates to this study in the sense that skill acquisition is task

oriented and there is need to diagnose a task and break it down into its components

in order to provide effective feedback. When it is not possible to conceptualize a

task, then feedback becomes considerably less effective. The theory if adopted

when teaching skill subjects will be helpful to learners as it follows the stages of

42
learning a skill. The cognitive phase requires the identification and development of

component parts of the skill which involves formation of a mental picture of the

skill. Then through practicing the various components of the skill will be linked

together. And constant practice will make the skill become automatic

Experiential Theory

Experiential learning theory is equally good for this study; the theory was

propounded by

Conhan, Grawbowski and Smith in 2003. The theory states that experiential

learning:

2. Is a cyclic process involving setting goals, thinking, planning, experimenting

and decision making; finally, action followed by observing, reflecting and

reviewing.

3. Utilizes participants own experience and their reflection about that

experience;

4. Involves doing something and discovering what it is like, how it made the

learner feel, and what it meant to the learner.

43
The theory allows for the generation of understanding, transfer of skill and

knowledge. It relates to this work as it addresses the cognitive and physical aspect

of the learner. Experiential learning has the learner directly involved with the

materials being studied instead of talking and thinking about the material.

The theory relates to this work because, ICT skills can only be acquired

through learning and training. Technological based skills are learnt through

practice since the learner is the centre of the whole learning process. Through

practice, learners movement in case of psychomotor activities become more

skillful; at the same time, their knowledge grow and they also develop certain

attributes so acquired together.

Related Empirical Studies

A number of studies have been conducted on information and

communication skills required by teachers. Owa (2005) conducted a study on

Information Communication and Technology skills required by lecturers and

students in Business Education departments of the Colleges of Education in Delta

State. The major purpose of the study was to determine Information

Communication and Technology skills needed by them, necessary for effective

instruction. The study employed survey research design. A questionnaire was used

for the data collection from a sample size of 60 lectures and 220 final year

44
Business Education students. Kuder-Richdson 21 formula (K – R 21) was used to

estimate the reliability of the instrument. The co-efficient of Reliability was 0.94.

The collected data was analyzed using simple arithmetic mean and standard

deviation. The result obtained revealed that almost all the computer technology

skills and telecommunications technology skills areas identified were perceived as

required and important to both the lecturers and students. Recommendations made

by the researcher include: organization of in-service education on ICT knowledge

through workshops, seminars, conferences and personal study; organize visits to

Business Offices with modern technologies, review of Colleges of Education

Business Education curriculum. The study is related to the present study in that it

was to determine the ICT skills needed by the respondents. Another area where it

relates to the present study is that it employed a survey design. But the study

differs in that the present study was on four ICT skills while Owa’s study was on

two. Also the study was carried out on lecturers in college of education and

business education students while the present study is on t Business Education

teachers in junior secondary schools. The present study will then provide

information on the omitted ICT skills.

Achibong, Ogbiji and Obi-Idem (2010) conducted a study on ICT

competence among staff in Universities in Cross River State, Nigeria. The purpose

of the study was to examine ICT competencies and challenges to ICT usage among

45
academic staff in the Universities under study. A questionnaire was used for the

data collection from a sample size of 30 academic staff. The collected data was

analyzed using descriptive statistics (percentage). The result showed that majority

of the academic staff funded their ICT training, high number of them has lap tops;

access to internet was mainly at public cyber café; majority (53%) rated their ICT

competence as low. Inadequate facilities, excess workload and funding were

identified as major challenges to ICT usage by academic staff, Recommendations

made by the research include: funding of ICT training of academic staff by the

University management and making ICT training mandatory for all academic staff.

This study is related to the present study in that it was on Information

Communication and Technology. Notwithstanding, they differ in that Achibong,

Ogbiji and Obi-Idem’s study considered the ICT competencies of staff in

Universities while the present study is on ICT skills needed byBusiness Education

teachers.

In a related study carried out by Lillian-Rita (2003), an investigation was

conducted into the Quest for Teacher Needed Competencies for instructional use of

ICT. The purpose of the study was to identify the competencies needed by teachers

for the development and implementation of ICT-based education. The study was

guided by three research questions. The population comprised all the 51 members

of the European Commission (EC) Work Programme on implementation of

46
Education and Training working Group C, and 115 academic members of Staff in

the Faculty of Education at the University of Glasgow. Data were collected

through the use of questionnaire and analyzed using frequencies and percentages.

Some personal, pedagogical and subject oriented/didactical competencies were

identified. Among the recommendations was that the Federal Government should

make the development of ICT competencies of teachers a priority and set targets

when teachers should become ICT-literates to mandatory standards. The study is

related to present study in that both emphasized on ICT competences and skills

needed to enhance teachers instructional delivery. Nevertheless, they differ in

some aspect. For instance, the present study considers four ICT skills where

Business Education teachers required improvement while the former study focused

on pedagogical and subject oriented competences. The present study will fill the

gap by providing information on the area omitted.

Furthermore, a study was conducted by Ezemoyih and Okafor (2010) on the

Evaluation of Information and Communication Technology skills needed by

Accounting Education Lecturers in Nigeria. The major purpose of the study was to

determine the Information and Communication Technology skills needed by

accounting education teachers in tertiary institution in Nigeria. The study adopted a

survey design. A structured questionnaire was used for data collection. Data were

analyzed using mean and standard deviation for research questions. The reliability

47
of the instrument was established using Cronbach Alpha Coefficient for internal

consistency. The population of the study consisted of 55 College of Education

lecturers teaching accounting in South-East geopolitical zone of Nigeria. Three

research questions guided the study. The study tried to find out the ICT concepts,

skills and knowledge; and to what extent the ICT skills are needed by accounting

lecturers. It was concluded that ICT skills were vital for effective teaching of

accounting courses. It was recommended that Colleges of Education accounting

education lectures in the South-East geopolitical zone of Nigeria should acquire

(through symposia, seminars, conferences and workshops) ICT skills and put into

practice these skills to enable them to use these skills effectively and efficiently in

the teaching of accounting.

CHAPTER THREE

RESEARCH METHOD

The study employed survey research design. The study was conducted in

Odeda LGA of Ogun State. This area was chosen because it houses both rural and

urban schools as well as co-educational and single sex schools. Simple random and

purposive sampling was used to select students from SS2 students. The choice of

SS 2 students being that they are supposed to have experienced biology teaching

and learning with and without ICT as instructional tools. A total of 150 SS2

48
students out of a population of 1436 were used for the study. The instrument for

data collection is questionnaire (ITLB). This instrument was subjected to face and

content validation by experts in Science Education and measurement and

Evaluation.

The reliability of the instrument ITLB was determined using Cronbach

Alpha Model. A reliability coefficient of 0.84 was obtained. The data obtained

were analyzed using means and standard deviation for the research questions and t-

test for testing the null hypothesis.

CHAPTER FOUR

RESULTS

1. Research question 1: What is the level of availability of ICT infrastructure

in the secondary schools in Odeda LGA?

Table 1 shows the mean and standard deviation of responses on the level of

availability of ICT.

49
 S/N ICT Resources in School x SD Decision

1. Computer sets are available in my school 2.30 0.74 Rarely available

2. Internet system is available 1.80 0.71 Not available

3. CD ROMS, flash drives, diskette, digital 1.08 Rarely available

camera, printer, scanner, project DVD 2.21

player are provided in my school

4. Televisions and radios are available in my 2.80 0.98 Available

school

From the above table the items 1, 2, and 3 have mean rating scores between 1.80 –

2.30 which is below 2.5, the criterion weighted score for available ICT resources.

This indicates that modern ICT infrastructure are of very low availability in the

schools except item4 which has a mean score > 2.50.

Research Question 2: To what extent have the students acquired ICT skills?

Deviation of responses on the extent of ICT skill acquisition.

S/N Skills acquisition x SD Decision

5. I can use the internet system of ICT 1.60 0.77 Very low

6. I can use flash drive, CD ROM and diskette 1.80 0.71 Very low

50
 of ICT

7. I can use computer testing, data processing 0.77 Very low

analysis, data storage and run programmes 1.57

on the computer

8. I can use television and radios 2.97 0.92 Available

Table 2 items 5, 6, and 7 have mean and S.D rating scores between 1.57 – 1.80 …..

Which is below 2.5, the criterion weighted mean score for ICT skill acquisition by

students. This indicates that students find it difficult to utilize the few available

ICT infrastructures in the school for learning evidenced by their mean scores <

2.50 in all items except television and radio with means score > 2.50.

Research questions 3: To what extent have the teachers use ICT tools while

teaching biology?

Table 3 shows the mean and standard deviation of responses on the extent of use of

ICT tools by biology teachers

S/N ICT Usage x SD Decision

9. Biology teacher make use of internet and 1.70 0.88 Very low

51
 computer in teaching some topics

10. Biology teachers come to class with laptops 1.85 0.72 Very low

11. Biology teachers use projectors and power 1.25 0.32 Very low

point while teaching

12. Biology teacher gives use projects and 1.20 0.30 Very low

assignments through the e-mail

Table 3 items 9 – 12 have mean and standard deviation between 1.25 – 1.85 which

is below the criterion mean of 2.50. This indicates that biology teachers rarely

make us of ICT tools in teaching biology.

Research questions 4: What effect/role does use of ICT tools in teaching and

learning secondary school Biology have on the academic achievement of the

students?

Table 4: shows the mean and standard deviation scores of responses on effect of

teaching biology with ICT tools on students achievements

S/N Effect of ICT Usage Mean SD Decision

x

13. ICT appeals to different senses of the body 3.12 0.81 Very high

thereby taking care of individual

52
 differences in learning

14. It exposes the biology student to varied and 3.10 0.83 Very high

multi-sources of information

15. It helps every student to learn at his own 3.03 0.93 Very high

place

16. It breaks the high dependence on teachers 3.22 0.80 Very high

as the major source of knowledge 3.1175 0.8425

Table 4 items 13 – 16 all have man and standard deviation of 3.03 – 3.22 > than

2.50 criterion mean. This indicates that teacher’s use of ICT tools in teaching

biology has a very high positive effect on the academic achievements of the

students.

Null Hypothesis

Ho1: There is no significant difference on the achievement of the students with

ICT skills and those without.

Table 5 shows table of t-test

Variable x n df S P value t- cal tc Decision

Values 3 160 159 0.84 0.05 9.277 1.960 Reject Ho1

53
Decision Rule: Reject Ho if and only if t cal > tcv at α – level of 0.05. Otherwise

accept.

Since tcal = 9.27 > tcv -= 1.960 we reject the null hypothesis. This indicates that

there is significant difference between the mean achievement score of students

with ICT skills and those without the ICT skills.

Discussion:

The major focus of this study is to find out the effect of Information

Communication Technology ICT as instruction tool in teaching and learning

secondary school biology in Odeda LGA of Ogun state, Nigeria. The findings of

the study revealed that the level of availability of ICT facilities in secondary

schools in Odeda LGA is very low. This is in line with the finding of Adomi

(2010) who discovered that unavailability of ICT components in schools hampers

teachers use of the facilities in teaching students. Also Every, Emmanuel, Joseph,

Dennis and Asinde (2010) in Arinze, Okonkwo, Iwuno (2012) noted that there is

lack or inadequate ICT infrastructure in many secondary schools and then called

for improvement.

54
 The level of acquisition of ICT skills by the students showed low level,

evidenced by the low mean score except radio and television. This is in line with

the finding by Adomi (2012) who attributed the inadequate ICT manpower in

schools as a factor which causes low level of ICT skill acquisition by secondary

school student. He pointed out that the students can acquire competent ICT skills

when the teachers are well grounded to teach them how to use it. Most of the

students can actually use television and radio because they are largely available in

the homes.

Result from table 3 revealed that biology teachers do not use any educational

compact discs during biology lessons. This may be attributed to the fact that

schools are poorly equipped with ICT and biology teacher because of ignorance

and fear of using ICT, find it difficult to use ICT tools during biology lesson. One

cannot give what he does not have. This is in line with the finding of Kola, 2013

who said that majority of Science Teachers are not computer literate and have

remained in that condition for long time without seminar, conferences, workshop

and refresher course in computer. The result from table 5 revealed that there is

positive significant difference between the mean achievement score of students

with ICT skills and those without ICT skills. The finding also revealed that the use

of ICT tools in teaching and learning secondary school biology improves their

academic performance of the student as all the items have a mean score above

55
2.50. This is very obvious as ICT makes teaching and learning very interesting,

enjoyable and appeal to different science (Arinze et al, 2012). The finding also

supported the view of sensory stimulation theory which has it that when multi-

senses are stimulated, that greater learning takes pace which at the same time

improve the academic performance of the student. It also lent credence to Tella,

2011 who said that ICT has provided opportunity for the learner to use maximum

senses to get the information.

CHAPTER FIVE

CONCLUSION AND RECOMMENDATION

Conclusion

56
The giant stride in the advancement in Information and Communication

Technology (ICT) in the 21st century is a welcome development. Its application in

almost all facets of life especially in education cannot be overemphasized as it has

opened up a wide range of limitless knowledge for both the young and the old. It

has broken barriers to access to information both locally and globally. For this

reason, it bothers on the education sector especially the government owned schools

to put in place the necessary ICT infrastructure in schools. It also poses a great

challenge to both biology teachers and students to acquire the necessary ICT

competence and skills. It is believed that this will bring about much improvement

in the academic achievement of biology students, bring a reflexive change in their

salve study and learner centred system of education.

Recommendations

Based on the findings of the study the researchers recommended that the

government should procure the necessary ICT infrastructure for the schools

according to National Policy on Education standard. This will enable the students

and teachers benefit maximally in the ongoing technological development and ICT

contribution to educational advancement.

Biology teachers should be motivated to develop and use multimedia computers

and software relevant to teaching and learning. This can be achieved through

57
provision of soft loan for acquiring personal computer or supply by the

government at subsidized rate. The government in conjunction with departments of

computer education in universities should embark on mass computer literacy

programme especially for biology and other science teachers at all levels. This

should be accomplished through in-service training, workshops conferences and

seminars so as to harness the benefits of ICT in Science education. Finally

government schools should be provided with digital libraries to enhance learning

through ICT.

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