TITLE PAGE

A STUDY INTO THE NEGATIVE INFLUENCE OF

INFORMATION TECHNOLOGY ON CHILD EDUCATION

BY

NAME ADM NO. GROUP

SULEMAN ALIYU 51300 47

MUHAMMAD BELLO ABDULKADIR 51301 47

ADAMU YA'U 51499 47

HALIMA MUHAMMAD RABI'U 52320 47

BEING A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF

COMPUTER SCIENCE, SCHOOL OF SECONDARY EDUCATION (SCIENCES),
JIGAWA STATE COLLEGE OF EDUCATION, GUMEL, JIGAWA. IN PARTIAL
FULFILLMENT OF THE REQUIREMENT FOR THE AWARD OF NIGERIA
CERTIFICATE IN EDUCATION (NCE)

JULY, 2024

i
 APPROVAL PAGE

This is to certify that the project work titled ” A Study Into The Negative Influence Of

Information Technology On Child Education” was prepared and submitted to the Department

of Computer Science and it is accepted by the undersigned, meeting the requirement of the

award of Nigeria certificate in education.

__________________ __________________

Project Supervisor Sign and Date

Abubakar Adamu Muhammad

__________________ __________________
HOD Computer Sign and Date
Mal. Haisal Dauda Abubakar

__________________ __________________

Project Coordinator Sign and Date

__________________ __________________

External Moderator Sign and Date

ii
 DECLARATION

We hereby declare that this project has solely by us under guidance and supervision of

Abubakar Adamu Muhammad Department of COMPUTER SCIENCE Jigawa State College

of Education, Gumel and we have neither copy someone’s work nor has someone else done it

for us. Authors whose works have been refer to in this project have been acknowledge.

NAMES

SULEMAN ALIYU 51300 47

Sign……………………….. Date…………………….

MUHAMMAD BELLO ABDULKADIR 51301 47

Sign……………………….. Date…………………….

ADAMU YA’U 51499 47

Sign……………………….. Date…………………….

HALIMA MUHAMMAD RABIU 52320 47

Sign……………………….. Date…………………….

iii
 DEDICATION

We dedicated this project to first and foremost the Almighty Allah who without doubt has

protect and guides us in our journey from inception till this day. The life we live remains

dedicated to God and so is whatever we do including this work.

iv
 ACKNOWLEDGEMENT

We would like to acknowledge the help of God who helped us although our 3years in this

College of Education Gumel. He also saw us through the program and gave us a willingness to

learn and improve.

We also would like to appreciate our parents who supported us throughout the program and for

their love and encouragement. We extend our heartfelt appreciation to our esteemed project

supervisor, Abubakar Adamu Muhammad.

Your unwavering support, invaluable guidance, and insightful feedback have been pivotal to

the completion of this study. Your expertise and dedication have not only enriched this project

but have also significantly contributed to our academic and personal growth. Your

encouragement and constructive criticism were instrumental in navigating the challenges of

this research.

Thanks once again.

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 ABSTRACT

This study explores the negative influence of Information Technology (IT) on child education.

While IT has revolutionized many aspects of modern life, its pervasive presence in education

raises concerns about its impact on young learners. The research investigates various

dimensions of IT's influence, including cognitive, social, and psychological effects on children.

Through a mixed-methods approach involving surveys, interviews, and observational studies,

the study gathers data from educators, parents, and students in primary and secondary schools.

Key findings indicate that excessive screen time and dependency on digital devices can impair

attention spans, reduce physical activity, and hinder face-to-face social interactions.

Moreover, the study reveals that while educational software and online resources can enhance

learning, they can also contribute to information overload and reduce critical thinking skills.

The research underscores the importance of balanced IT use and suggests strategies for

integrating technology in education without compromising the holistic development of

children. Ultimately, the study calls for a reevaluation of IT policies in educational settings,

advocating for guidelines that promote a healthy, balanced approach to technology use in

fostering children's academic and personal growth.

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 CONTENTS
TITLE PAGE ............................................................................................................................................... i
APPROVAL PAGE ..................................................................................................................................... ii
DECLARATION ........................................................................................................................................ iii
DEDICATION ........................................................................................................................................... iv
ACKNOWLEDGEMENT ............................................................................................................................. v
ABSTRACT............................................................................................................................................... vi

CHAPTER ONE ......................................................................................................................................... 1

1.0 INTRODUCTION ........................................................................................................................... 1
1.1 BACKGROUND OF THE STUDY........................................................................................................... 1
1.2 STATEMENT OF THE PROBLEMS ....................................................................................................... 3
1.3 AIMS AND OBJECTIVES ...................................................................................................................... 4
Aims: .............................................................................................................................................. 4
Objectives: ..................................................................................................................................... 5
1.4 RESEARCH OBJECTIVES ..................................................................................................................... 5
1.5 RESEARCH QUESTIONS...................................................................................................................... 6
1.6 SIGNIFICANCE OF THE STUDIES......................................................................................................... 6
1.7 SCOPE OF THE STUDY........................................................................................................................ 7
1.8 DEFINITIONS OF THE TERMS ............................................................................................................. 7

CHAPTER TWO ........................................................................................................................................ 9

LITERATURE REVIEW ............................................................................................................................... 9
2.0 INTRODUCTION ................................................................................................................................. 9
2.1 HOW TECHNOLOGIES INFLUENCE YOUNG CHILDREN’S LEARNING................................................ 10
2.2 POSITIVE IMPACTS OF INFORMATION TECHNOLOGY ON CHILD EDUCATION ............................... 12
2.3 EFFECTS OF SCREEN TIME ON CHILD DEVELOPMENT .................................................................... 13
2.4 THEORETICAL FRAMEWORK: .......................................................................................................... 14
2.5 CONCEPTUAL FRAMEWORK: .......................................................................................................... 15

CHAPTER THREE .................................................................................................................................... 16

RESEARCH METHODOLOGY .................................................................................................................. 16
3.1 INTRODUCTION ............................................................................................................................... 16
3.2 Research Design: ............................................................................................................................. 16

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3.3 Population and Sample: .................................................................................................................. 16
3.4 Sampling Techniques: ..................................................................................................................... 17
3.5 Data Collection Methods: ............................................................................................................... 17
3.6 Instruments and Tools: ................................................................................................................... 17
3.7 Data Analysis Procedures:............................................................................................................... 17
3.8 Research Limitations: ...................................................................................................................... 18
3.9 Validity of the Instrument ............................................................................................................... 18
3.10 Reliability of the Instrument ......................................................................................................... 18
3.11 Method of Data Analysis ............................................................................................................... 19

CHAPTER FOUR ..................................................................................................................................... 20

DATA PRESENTATION AND ANALYSIS ................................................................................................... 20
4.0 INTRODUCTION ............................................................................................................................... 20
4.2 Data Presentation and Analysis ...................................................................................................... 20
4.3 DISCUSSION OF FINDINGS............................................................................................................... 24

CHAPTER FIVE ....................................................................................................................................... 26

SUMMARY, CONCLUSION AND RECOMMENDATIONS ......................................................................... 26
5.1 Introduction .................................................................................................................................... 26
5.2 Summary ......................................................................................................................................... 26
5.3 Conclusion ....................................................................................................................................... 27
5.4 Recommendations .......................................................................................................................... 27
5.5 Suggestions for Further Studies ...................................................................................................... 28
REFERENCES .......................................................................................................................................... 29
QUESTIONNAIRE ................................................................................................................................... 31

viii
 CHAPTER ONE

1.0 INTRODUCTION

The role of technology in teaching and learning is rapidly becoming one of the most important

and widely discussed issues in contemporary education policy (Rosen and Well, 1995; and

Thierer, 2000). Most experts in the field of education agree that, when properly used,

Information Communication Technology holds great promises to improve teaching and

learning in addition to shaping workforce opportunities. This has actually gingered a new and

strong desire to equip schools with computer facilities and qualified personnel necessary to

produce technologically proficient and efficient students’ in developed countries of the world.

Computer can aid the instructional process and facilitate students’ learning. In Nigeria,

secondary school teachers are using technology in the classroom more frequently than ever

before. According to the National School Boards Association, students who are exposed to a

high volume of technology perform as well as expected on standardized test, however

technology can potentially do students a disservice if used inappropriately. When teaching

using technology, instructors must be aware of the potential hindrances technology can bring

to the learning process. Some of these negative effects of technology in today's classroom are

that it can take away valuable learning time, it can be overused, and it can also turn educational

experiences into games for students. Therefore, it is the intent of this study to identify the

negative influences of Information Communication Technology on secondary schools and

proffer possible solutions to this effects.

1.1 BACKGROUND OF THE STUDY

This study reports on the negative effects of Information and Communication Technologies

(ICT) within Early Childhood Education (ECE). Traditionally the bulk of the literature

pertaining to ICT was predominantly focused on the compulsory sector, with any reference to

1
early childhood education reporting on debates surrounding the pros and cons of young

children’s use of computers.

The purpose of this research is to question the impact of computer technology on children and

to offer solutions to deal with the situation. This is a systematic study to understand how

computer use affects children’s development, and discover the help to parents, teachers, and

policymakers refine and adopt guidelines that maximize the positive effects and minimize the

negative effects of computers in the lives of the children. The introduction of Information and

Communication Technology (ICT) in schools has no doubt been marked as a remarkable step

that will contribute to knowledge production, communication and information sharing among

students and teachers in the school system. In the right purpose, the introduction of ICT into

the educational system has the following objectives:

To make all the students computer literate at all levels of educational system, To create a critical

manpower well of highly skilled CT professionals, engineers, scientists, technicians and

software developers to support a vibrant ICT world, To provide career opportunities for most

talented children and others to participate in ICT knowledge era, To improve the administration

and management of academic institutions through the effective use of ICT tools in their day-

to-day activities.

As the children develop great interest in computer, we need to assess its impact both positively

and negatively on their development at a point in time. Over the years now, a good number of

homes have added electronic games, home computers and internet to other technologies like

television and stereo systems that takes most of the time of children.

For many years, ICT have been judged for their potentially negative influence on the child.

Often, worries about the usage of ICT are concerned with the question “how early exposing of

the child to the ICT influences its general development”. Experts Like Kirkorian, Wartella and

2
Anderson (2009) points that the children learn more from real-life experiences than from the

ones given by ICT, especially if the content is not so suitable for the children. The debate about

the technology’s influence on the child’s development has long ago exceeded the borders of

academic circle and became public. Plowman, McPake and Stephen (2008) have found out that

even the general public thinks that the usage of ICT is dangerous for the child, and that its

creative potential is being more and more overlooked. But where hide the reasons for such

thinking? The major argument of all studies, which stress the negative sides of ICT is that the

children in early stages of development are the most susceptible and because of that also very

vulnerable. In one of their studies Plowman, McPake and Stephen (2010) divided the dangers

and disadvantages of ICT usage into three major categories. The first category includes dangers

and disadvantaged of ICT usage for the child’s socio-cultural development. The writers found

out that ICT supposedly endangers the child’s social development, because children spend less

time playing with their peers and are mostly isolated; ICT is supposedly to offer virtual

experiences from “the second hand” and not realistic experiences from “the first hand”; besides

that the marketing of ICT is in our society very intense and prays on vulnerable children, which

represent the biggest part of its target group. The second category includes the dangers and

disadvantages of ICT usage for the child’s cognitive development. ICT is supposedly to

endanger the child’s intellectual development, the development of imagination (it stimulates

passivity and not activity), and the development of language (lack of communication with

peers). The last category includes dangers and disadvantages of ICT usage for the child’s

wellbeing.

1.2 STATEMENT OF THE PROBLEMS

Children are supposedly to spent more time in enclosed spaces and not outdoors, the child’s

health is also endangered (sitting usage, which increases the risk of obesity), the use of CT

supposedly leads to addiction to technology and exposure to inappropriate content, besides all

3
 that the chances of child interacting with family members are also decreased, what is

supposedly to lead towards decreasing of child’s emotional development. AIL these dangers

and disadvantages of ICT usage is mostly connected with the amount of ICT usage, its content

and the degree of parent control. Today, children can through ICT more easily access various

contents than ever before. Adults do not have control over this access, because the media

environment has changed so drastically that a complete control over the child’s usage of CT is

today practically impossible. (Roberts, Foehr, Rideout, and Brodie, 1999). We found out the

number of sedentary hours children spend on the activities they engage ¡n using the computer.

Some research point to some health related hazards, such as back strains, neck strains and eye

strains. One of the bad aspects of computer use is that even the children who cannot read and

write yet, are already used to this machine. They develop at a very early age the habit of playing

on the computers for hours on end. Only 8% spend more than six hours a week either chatting

online or on current affairs. Over sixty percent of the children spend one to three hours a week

using the computer either playing computer game, homework, chatting online, sending e-mails

and current affairs, Most of the boys spend a lot of their time playing computer games, whiles

the girls spent the time either chatting or doing their homework. The boys spend more time on

the computer as compared to the girls.

The influence of information technology on a child’s educational performance varies from one

situation to another. The negative effect on a particular child may be advantageous to the

development of another child.

1.3 AIMS AND OBJECTIVES

Aims:

1. To Investigate the Impact of Excessive Screen Time:

i. Explore the relationship between the amount of time children spend on
electronic devices and their academic performance.

4
2. To Identify the Role of Social Media in Academic Distractions:
i. Examine how social media platforms contribute to distractions and potential
negative effects on children's focus and learning outcomes.
3. To Evaluate the Effect of Information Overload:
ii. Assess the impact of overwhelming amounts of information available through
technology on a child's ability to process and retain educational content.

Objectives:

1. Examine Academic Performance Metrics:

i. Analyze academic records and standardized test scores to identify any
correlation with the extent of technology usage among students.
2. Survey Parental and Teacher Perspectives:
ii. Collect feedback from parents and teachers regarding their observations on the
influence of information technology on children's academic engagement and
performance.
3. Assess Technological Distractions in the Classroom:
iii. Observe classroom environments to identify instances where technology serves
as a distraction rather than a learning tool, and evaluate its impact on educational
outcomes.
1.4 RESEARCH OBJECTIVES

The general objectives of this study is to investigate the negative influences of ICT on Child

Education in Nigeria. While specifically, the purpose of the study is to;

i. Identify the ICT gadgets available to Child Education in Nigeria.

ii. Establish the negative uses to which students put ICT gadgets at their disposal.

iii. Identify the negative impacts of Information Communication Technology on Child

Education in Nigeria.

iv. Proffer possible solutions that will reduce the negative use and effect of Information

Communication Technology on Child Education in Nigeria.

5
1.5 RESEARCH QUESTIONS

Four research questions have been posed to guide this study;

i. What are the ICT gadgets available to Child Education?

ii. What are the negative uses to which Children have ICT gadgets at their disposal?

iii. What are the negative impacts of the Information Communication Technology on Child

Education?

iv. How can the negative influences of Information Communication Technology be

reduced?

1.6 SIGNIFICANCE OF THE STUDIES

By delving into the challenges posed by information technology in the realm of child education,

this study can ultimately contribute to the development of strategies, policies, and practices

that ensure technology complements, rather than undermines, the educational journey of

children.

1. Educational Policy and Reform: Understanding the potential negative influence of

information technology on child education is crucial for educational policymakers and

administrators. It helps in shaping appropriate policies and reforms to harness the benefits

of technology while mitigating its adverse effects.

2. Curriculum Development: The study can inform curriculum developers about the need to

incorporate digital literacy and responsible technology use into the curriculum. It helps in

preparing students to navigate the digital world safely and effectively.

3. Parental Guidance: Parents play a vital role in their children's education. This study can

raise awareness among parents about the need for monitoring and guiding their children's

technology use, ensuring it complements rather than hinders their education.

6
4. Teacher Training: Educators need to be equipped with the knowledge and skills to utilize

technology effectively in the classroom. The study highlights the importance of teacher

training in technology integration.

5. Child Safety: The study addresses concerns related to online safety and cyberbullying,

contributing to child protection efforts both in and outside of educational institutions.

1.7 SCOPE OF THE STUDY

This study covers the child education and the negative impact of information and

communication technology on the child’s education. The study basically focused on the

comparism between the positive and negative influence on male and female children in this era

towards achieving the targeted future.

1.8 DEFINITIONS OF THE TERMS

1. Information Technology (IT): Information technology refers to the use of computers,

software, networks, and digital technologies to store, retrieve, transmit, and manipulate data

and information. In the context of child education, IT encompasses the use of computers,

tablets, the internet, and digital devices for learning and teaching.

2. Negative Influence: Negative influence refers to the adverse effects or consequences that

can result from the use of information technology in the context of child education. These

effects may include distractions, reduced academic performance, social and emotional

challenges, or other detrimental outcomes.

3. Child Education: Child education, often referred to as primary or elementary education,

is the process of providing learning and instruction to children in their formative years. It

encompasses a wide range of subjects and skills, including reading, writing, mathematics,

science, and social development.

4. Digital Distractions: Digital distractions are interruptions or diversions caused by the use

of digital devices and technology. In the context of child education, these distractions can

7
 include notifications from social media, online games, or other non-educational content

that diverts a child's attention from learning.

5. Attention Span: Attention span is the length of time a person can focus on a task or activity

without becoming distracted. In the context of child education, the attention span relates to

a child's ability to concentrate on learning materials and tasks.

6. Misinformation: Misinformation refers to false or inaccurate information that is spread,

often unintentionally, through various channels, including the internet. In child education,

misinformation can lead to incorrect knowledge acquisition or beliefs.

7. Cyberbullying: Cyberbullying involves the use of digital technology, such as social media

or messaging platforms, to harass, threaten, or harm individuals, including children. It can

lead to psychological and emotional distress.

8. Critical Thinking: Critical thinking is the ability to analyze, evaluate, and assess

information and arguments logically and objectively. In child education, critical thinking

is a crucial skill for problem-solving and decision-making.

9. Privacy and Security: Privacy and security pertain to safeguarding personal information

and data in the digital realm. Children's privacy and security are essential considerations to

protect them from online threats and breaches.

8
 CHAPTER TWO

LITERATURE REVIEW

2.0 INTRODUCTION

Contemporary young children are part of the generation of digital natives (Fleer, 2011). Young

children in this study refer to children aging from 0 to 8 years (Bredekamp & Copple, 1997).

They live in a world enveloped by technologies and use technologies in their daily life (Hague

& Payton, 2010; Plowman, Stevenson, Stephen, & cPake, 2012). Many countries recognize the

increasing role of technology in children’s lives. They emphasize the development of

technology-integrated curricula that are developmentally appropriate for young children and

that help to bridge young children’s digital experiences at home and in school (Mawson, 2003;

McKenney & Voogt, 2009; Plowman, Stevenson, McPake, Stephen, & Adey, 2011). Because

of the rapid development of technologies, they have changed children’s lives and ways of

learning, particularly in the past ten years. Researchers have urged a rethinking of the roles of

technology in young children’s development and consequently the development of learning

theories and curricula that meet the needs of contemporary children (Fleer, 2011; Yelland,

2011).

Although many researchers and educators have advocated for the importance of young

children’s learning with technology and devoted themselves to investigating and implementing

technology-related practices, the influence of young children’s use of technologies on their

development is still controversial. Some researchers believe that the use of technologies may

impede these children’s social, emotional, physical, and cognitive development (e.g.,

Armstrong & Casement, 2000; Cordes & Miller, 2000), while others support the use of

technologies in improving young children’s development in the aforementioned domains (e.g.,

Clements & Sarama, 2003; Plowman & McPake, 2013; Plowman & Stephen, 2003; Yelland,

9
2011).Such discussion surrounds one question about which early childhood educators have

been concerned: are the technology-related practices developmentally appropriate for young

children (Radich, 2013)? In terms of developmentally appropriate practices, knowledgeable

adults play important roles in scaffolding young children’s learning within the zone of proximal

development (Bredekamp & Copple, 1997; Vygotsky, 1978).

Researchers are thus concerned with the learning effect on children between adult-facilitated

and technology-assisted learning. For example, de Jong and Bus (2004) conducted a study to

compare children’s learning outcomes after they listened to 86 adults’ storybook reading and

read e-books on their own. Another example of developmental appropriate practice is that

children learn abstract concepts through manipulating concrete objects (Dunn, 2001; Hsin,

2012). Researchers have thus debated the effects of manipulating physical materials and virtual

materials on children’s learning of science or mathematic concepts (Clements & Sarama, 2003;

Zacharia, Loizou, & Papaevripidou, 2012). Moreover, promoting the development of social

skills is considered one of the important developmentally appropriate practices for young

children (Bredekamp & Copple, 1997). Some researchers have argued that technology may

impede young children’s social skills because children develop these skills through in-person

interaction, and their use of various technologies keeps them from such interaction (Armstrong

& Casement, 000). In contrast, some researchers have indicated that technology in fact

promotes children’s social development in various ways (Infante et al., 2010).

2.1 HOW TECHNOLOGIES INFLUENCE YOUNG CHILDREN’S LEARNING

Researchers on both sides argue that the one key influence of technology on young children's

learning is the accessibility of information. However, such binary discussion can lead

researchers and educators to overlook the complex relationships between children’s use of

technology and their learning. We therefore aim to provide a typology for effectively

10
conceptualizing the interplay among critical factors that influence children’s learning with

technology. Another concern which motivated our examination of the relationships between

technology use and children’s learning is a lack of a complete, in-depth picture of the past ten

years that shows;

a. How technologies play a role in children’s learning across the aforementioned four

developmental domains, and

b. What research themes and methods researchers have focused on.

Although researchers have debated on and raised the importance of this topic for the past ten

years, there has been little attention given to a systematic literature review of the empirical

studies that have been conducted to understand young children’s learning with technology in

different developmental aspects. Also, an overview of the research purposes and methods of

these empirical studies is needed. A more complete picture of this topic would encourage

researchers to fill the research gaps and to address issues that have not been fully elaborated or

supported with evidence. It would also consequently support the development of Technology

integrated curricula.

Researchers have paid attention to not only how technologies affect young children’s learning

across domains, but also how young children learn to use a variety of technologies, that is, the

development of digital literacy. In comparison with the traditional view of literacy, such new

forms of literacy emphasize children’s abilities to comprehend and create multimodal digital

texts in order to communicate with texts or others (Bawden, 2008; Lankshear & Knobel, 2008).

There has been an emergent research trend in digital literacy. However, how preschoolers and

kindergarteners develop their digital literacy and how they enact their roles as creators rather

than consumers (Taylor, 1980) of technologies have, as yet, been understudied.

11
In response to the aforementioned needs, we have conducted a systematic literature review and

initiated an evidence-based discussion on how technologies influence young children’s

learning. We asked the following research questions:

i. How do technologies influence young children’s learning across different

developmental domains?

ii. What are the purposes and methods focused on by researchers when conducting studies

of this topic?

iii. What are the key factors that influence children’s learning with technology?

2.2 POSITIVE IMPACTS OF INFORMATION TECHNOLOGY ON CHILD

EDUCATION

Information technology has significantly broadened access to educational materials and

resources for children. With the advent of the internet, students now have access to a vast

repository of knowledge beyond the confines of traditional textbooks. Online libraries,

educational websites, and digital platforms provide a wealth of information, enabling students

to explore diverse subjects and perspectives. This enhanced accessibility helps bridge gaps in

educational resources, especially for those in remote or underserved areas, fostering a more

equitable learning environment.

Information technology has revolutionized the way children engage with educational content

by introducing interactive learning experiences. Educational software, multimedia

presentations, and interactive simulations captivate students' attention and transform abstract

concepts into tangible, hands-on experiences. Virtual labs, educational games, and simulations

not only make learning more engaging but also cater to different learning styles, promoting a

deeper understanding of complex topics. This interactive approach encourages active

participation, collaboration, and a more enjoyable learning process.

12
Technology plays a crucial role in cultivating critical thinking skills among children.

Interactive problem-solving exercises, educational apps, and digital platforms challenge

students to analyze, evaluate, and synthesize information. Engaging with technology requires

students to navigate through various sources, discerning credible information from

misinformation. Moreover, interactive discussions in online forums and collaborative projects

promote effective communication and the exchange of diverse perspectives, contributing to the

development of well-rounded critical thinking abilities. As children learn to navigate the digital

landscape responsibly, they also acquire essential skills for evaluating information in an

increasingly information-rich society.

2.3 EFFECTS OF SCREEN TIME ON CHILD DEVELOPMENT

This comprehensive exploration highlights the multifaceted impact of screen time on various

aspects of child development, providing a foundation for understanding the negative influence

of information technology on child education.

1.1 Cognitive Development

Excessive screen time has been associated with notable impacts on cognitive development in

children. One critical aspect is the effect on attention and concentration. Studies suggest that

prolonged exposure to screens may contribute to shortened attention spans, potentially

hindering a child's ability to concentrate on academic tasks. The constant barrage of stimuli

from digital devices may overwhelm a child's cognitive processes, affecting their capacity to

focus effectively.

Furthermore, the influence of screen time on memory and information processing is a subject

of concern. Research indicates that extended exposure to digital content may have implications

for memory retention and the ability to process information. The continuous influx of

13
information from screens challenges a child's cognitive systems, posing potential hurdles in

effective learning and information retention.

1.2 Behavioral Implications:

The behavioral implications of increased screen time in children encompass various

dimensions, including aggression and impulsivity. Studies have explored the link between

elevated screen time and aggressive behaviors in children, raising questions about the impact

of digital content on emotional regulation. Additionally, there is evidence suggesting that

prolonged exposure to screens may contribute to sleep disruption, affecting the overall well-

being of children.

2.4 THEORETICAL FRAMEWORK:

Understanding the negative influence of information technology on child education requires a

robust theoretical framework that encompasses various perspectives and concepts. The

following theoretical lenses provide a foundation for examining the complex interplay between

information technology and child development:

The Cognitive Load Theory serves as a valuable framework for exploring the effects of screen

time on cognitive development. This theory posits that individuals have limited cognitive

resources, and when these resources are overloaded, learning and information processing may

be compromised. Applying this theory to the study, we can analyze how the constant influx of

information from screens may contribute to cognitive overload in children, impacting their

attention, concentration, and overall cognitive development.

Albert Bandura's Social Cognitive Theory provides insights into the social aspects of child

development influenced by information technology. This theory emphasizes the role of

14
observational learning, imitation, and modeling in shaping behavior. By employing the Social

Cognitive Theory, we can explore how children's behaviors and social interactions are

influenced by the content they consume through screens. This includes the potential impact on

social skills, interpersonal relationships, and exposure to behaviors such as cyberbullying.

2.5 CONCEPTUAL FRAMEWORK:

A robust conceptual framework is essential for structuring the study and elucidating the

relationships among key concepts related to the negative influence of information technology

on child education. At the core of the conceptual framework lies the central concept of the

negative influence of information technology on child education. This overarching theme

encompasses a spectrum of adverse effects on cognitive, behavioral, social, and physical

aspects of child development.

15
 CHAPTER THREE

RESEARCH METHODOLOGY

3.1 INTRODUCTION

This chapter is concerned with the research methodology used in the course of this study.

These procedures are discussed under the following headings: Research Design, Population

and sample of study, Population and Sample, Instruments used for the study, Validation and

Reliability of the Instrument, Method of Data Collection and Method of Data Analysis.

3.2 Research Design:

For this study, a mixed-method research design will be employed. This design combines both

quantitative and qualitative methods to gain a comprehensive understanding of the negative

influence of information technology on child education in Jigawa State College of Education.

The quantitative aspect will involve the use of structured questionnaires to collect numerical

data from students, while the qualitative component will entail conducting semi-structured

interviews with teachers to gather insights and perceptions.

3.3 Population and Sample:

The population of this study comprises students and teachers at Jigawa State College of

Education. For sampling purposes, a total of 70 students and 10 teachers will be selected to

participate in the study. The sampling frame will include students from various academic levels

and departments within the college to ensure diversity and representation.

16
3.4 Sampling Techniques:

Stratified random sampling will be employed to select participants for this study. The student

population will be stratified based on academic levels (Department of Computer) From each

stratum, a random sample of students will be selected to participate. Similarly, teachers will be

stratified based on their teaching departments, and a random sample will be drawn from each

stratum.

3.5 Data Collection Methods:

Quantitative data will be collected through the distribution of structured questionnaires to

students, while qualitative data will be gathered through semi-structured interviews conducted

with teachers. The questionnaires will include items related to students' usage patterns,

attitudes, and perceptions regarding information technology's impact on their education. The

interviews with teachers will explore their observations and experiences regarding the negative

influence of information technology on child education.

3.6 Instruments and Tools:

The questionnaire for students will consist of close-ended questions designed to elicit specific

responses related to their interaction with information technology and its effects on their

education. The interview guide for teachers will include open-ended questions aimed at

capturing their insights, anecdotes, and perspectives on the topic. Both instruments will be pre-

tested to ensure clarity and validity.

3.7 Data Analysis Procedures:

Quantitative data obtained from the questionnaires will be analyzed using descriptive statistics

such as frequencies, percentages, and measures of central tendency. Qualitative data from the

17
interviews will be transcribed verbatim and subjected to thematic analysis to identify recurring

themes, patterns, and narratives. The integration of both quantitative and qualitative findings

will provide a comprehensive understanding of the negative influence of information

technology on child education.

3.8 Research Limitations:

Several limitations may affect the study's findings, including potential respondent bias in self-

reported data from students, the specific context of Jigawa State College of Education limiting

generalizability, constraints on sample size and resources, and the focus primarily on negative

influences, which may not capture the full complexity of the relationship between information

technology and child education. However, efforts will be made to mitigate these limitations

through rigorous sampling, data collection, and analysis procedures.

3.9 Validity of the Instrument

The research instrument used for data collection was a designed questionnaire, these

instruments were scrutinized and proved to be valid by the research supervisor before its being

used to collect the data.

3.10 Reliability of the Instrument

In order to obtain the validity of the instrument, the supervisor of this research will be

requested to judge the appropriateness, comprehensiveness and clarity of items in the

questionnaire with that researcher relies on suitability of the instrument for the study. It was

chosen to determine the adequacy and effectiveness of the instrument in measuring what it is

supposed to measure, and to ascertain any difficulty that the researcher may encounter when

carrying out the main research work.

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3.11 Method of Data Analysis

The data collected will analyzed and presented in frequency distribution tables and percentages.

Percentage (%) Numbers of response x100

Total numbers of respondents 1

19
 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

4.0 INTRODUCTION

This chapter presents the analysis of data derived through the questionnaire and key informant

interview administered on the respondents in the study area. The analysis and interpretation

were derived from the findings of the study. The data analysis depicts the simple frequency

and percentage of the respondents as well as interpretation of the information gathered. A total

of sixty five (70) questionnaires were administered to respondents of which fifty (45) were

returned and validated. This was due to irregular, incomplete and inappropriate responses to

some questionnaire. For this study a total of 45 was validated for the analysis.

Below are the responses of the respondent on their demographical data.

4.2 Data Presentation and Analysis

Table 4.2.1 Distribution of the respondents based on the gender.

Category Frequency Percentage

Male 18 36%

Female 32 64%

Total 50 100%

Table 4.2.1 above shows that among the fifty (50) student selected randomly from level 100 to

level 300 of this study. Eighteen (18) of them equivalence to 36% are female, and thirty two

(32) of them, equivalence to sixty four 64% are male. It is indicate that majority of the

respondents of this study are male students.

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Table 4.2.2. Distribution of the respondents based on the age

Category Frequency Percentage

18-25 38 76%

26-35 12 24%

36-45 00 00%

Total 50 100%

Table 4.2.2 above shows that among the fifty (50) respondents of this study, Thirty eight (38)

respondent equivalent to seventy six 76% are between the age range of 18-25 years and they

are majority and they are in the second stage of development i.e. adolescent because majority

of Jigawa State College of Education (J.S.C.O.E) students are between this ages ranges and

twelve (12) respondents equivalent to 24% are between the age ranges 26-3 5 years, there is no

respondents who reached age of 36-45 from the selected respondents of this study.

Table 4.2.3 Distribution of the respondents based on the marital status.

Category Frequency Percentage

Married 39 78%

Single 11 22%

Total 50 100%

Table 4.2.3 above shows that among the fifty (50) respondents, thirty nine (39) of them which

is (78%) of the respondents are married while eleven (11) of the respondents which are

equivalent to 22% are single. This shows that majority of the respondent of this study are

married.

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Table 4.2.4 Distribution of the respondents based on the academic level.

Category Frequency Percentage

Level 100 10 20%

Level 200 10 20%

Level 300 30 60%

Total 50 100%

Table 4.2.4 above shows that ten (10) respondent which are equivalent to 20% are selected

from level 100 students, while ten (10) respondents also equivalent to 20% are selected from

level 200 and thirty (30) respondents, which are equivalent to sixty 60% are selected from level

300. Therefore, it shows that students from level 300 are the majority dominant of our sample.

22
 SECTION B GENERAL INFORMATION

Table 4.2.5 Respondents information views and affirmation based on the negative influence of

information technology on child education in Jigawa State College of Education.

S/N Question Response Frequency Percentage

1 Have you noticed any negative impacts of information Yes 30 60%

technology on students' physical health?
No 20 40%
Total 50 100%

2 Have you observed any increase in cyberbullying or Yes 0 00%

online harassment among students?
No 50 100%
Total 50 100%

3 Do you think that information technology use leads to Yes 43 86%

reduced face-to-face interaction among students?
No 07 14%
Total 50 100%

4 In your experience, does information technology Yes 30 60%

contribute to increased academic dishonesty?
No 20 40%
Total 50 100%

5 Do you believe that educating students about the Yes 42 84%

responsible use of information technology can reduce its
negative impacts? No 8 18%
Total 50 100%

6 To what extent do you agree that information technology Yes 15 30%

negatively impacts students' attention spans?
No 35 70%
Total 50 100%

7 Do you think excessive use of information technology Yes 9 18%

affects students' academic performance?
No 41 82%
Total 50 100%

Table 4.2.5 above contains seven 7 items set to find out whether the negative influence of

information technology on child education in Jigawa State College of Education.

23
4.3 DISCUSSION OF FINDINGS

Below are the discussion of the responses obtained from the responses from the respondents.

From the statement of the item number one (1), on this statement 30 respondents noticed any

negative impacts of information technology on students' physical health which is equivalent to

60% while the 20 respondents disagreed with the statement which is equivalent 40%.

Then followed by item number two which stated that Have you observed any increase in

cyberbullying or online harassment among students? In the mean time 0 respondent which is

equivalent to 0% disagreed while the 50 respondents which is equivalent to 50% have agreed

with the statement.

From the items (3) the statement says, Do you think that information technology use leads to

reduced face-to-face interaction among students. On the above statement 43 respondents

agreed with the statement which is 86% while the 7 respondent of the questions which is 15%

did not.

From the items number (4) the statement says, In your experience, does information technology

contribute to increased academic dishonesty. On the above statement 30 respondents agreed

with the statement which is 60% while the 20 respondent of the questions which is 40% did

not.

Item number five (5) which stated that do you believe that educating students about the

responsible use of information technology can reduce its negative impacts? In the meantime

42 respondent which is equivalent to 84% disagreed while the 8 respondents which is

equivalent to 18% have agreed with the statement.

24
From the items number (6) the statement says to what extent do you agree that information

technology negatively impacts students' attention spans? On the above statement 15

respondents agreed with the statement which is 30% while the 35 respondent of the questions

which is 70% did not.

From the table 7 above respondents think excessive use of information technology affects

students' academic performance? which 9 respondents equivalent to 18% while the 41

respondents disagreed with the statement which is equivalent 82%.

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 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 Introduction

This chapter provides an overview of the entire study, highlighting the key findings, drawing

conclusions, and offering recommendations based on the research conducted on the negative

influence of information technology on child education. It also presents suggestions for future

research to further explore this topic.

5.2 Summary

The study aimed to investigate the negative impact of information technology on child

education. The research objectives were to identify specific areas where information

technology adversely affects children's learning, social skills, and physical health. A mixed-

method approach was employed, utilizing surveys, interviews, and observational data to gather

comprehensive insights.

Key findings from the study include:

 Excessive screen time is linked to decreased attention span and lower academic

performance.

 Overreliance on digital tools can hinder the development of critical thinking and

problem-solving skills.

 Social interactions are negatively affected, with children exhibiting poorer social skills

and increased isolation.

 Physical health issues, such as eye strain, poor posture, and reduced physical activity,

are prevalent among children who spend considerable time on digital devices.

26
5.3 Conclusion

The study concludes that while information technology offers numerous benefits for education,

its negative impacts on children's learning, social interactions, and physical health are

significant. The findings suggest that unregulated and excessive use of digital devices can

detract from the holistic development of children. Therefore, it is imperative to strike a balance

between leveraging technology for educational purposes and ensuring it does not impede

overall child development.

5.4 Recommendations

Based on the study's findings, the following recommendations are proposed:

 Integrate technology in a balanced manner, ensuring it complements traditional

teaching methods rather than replacing them.

 Encourage interactive and hands-on learning experiences to foster critical thinking and

problem-solving skills.

 Monitor and limit screen time during school hours, promoting activities that do not

involve digital devices.

 Set clear boundaries for screen time at home, encouraging outdoor play and physical

activities.

 Engage in regular conversations with children about their online activities and

experiences.

 Provide alternative entertainment options that do not involve screens, such as reading

books, playing board games, and participating in sports.

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5.5 Suggestions for Further Studies

To further understand the complexities of this issue, future research could focus on the

following areas:

 Longitudinal Studies: Conduct long-term studies to track the impact of information

technology on child education over several years, providing deeper insights into its

effects.

 Comparative Studies: Compare the effects of technology use in different educational

systems and cultural contexts to identify best practices and successful intervention

strategies.

 Intervention Strategies: Investigate the effectiveness of various intervention programs

designed to reduce the negative impacts of technology on children, such as digital detox

programs, educational workshops, and parental guidance initiatives.

28
REFERENCES

Anderson, R. J., Anderson, R., Vandegrift, T., Wolfman, S., and Yasuhara, K., (2003).

Promoting interaction in large classes with computer-mediated feedback.

Asiegbu, E.C (2015) Study habits and academic performance of secondary school students in

Awka south local government area of Anambra State. National Journal of Educational

Leadership (NJOEL), NAEAP, Anambra Chapter. 148-157

Caron, P., & Gely, R., (2004). Taking back the law school classroom: Using technology to

foster active student learning. Journal of Legal Education, 54, pp. 551-569.

Clarke A. (2006). Young Children and ICTs – current issues in the provision of ICT

technologies and services for young children.

Duncan D.G., Hoekstra A.R. and Wilcox B.R. (2012), Digital Devices, Distraction, and

Student Performance: Does In-Class Cell Phone Use Reduce Learning? Astronomy

Education Review.

Fried, C. B. (2008). In-class laptop uses and its effects on student learning. Computers &

Education, 50, 906-914.

Kuznekoff J.H. and Titsworth S. (2013). The Impact of Mobile Phone Usage on Student

Learning, Communication Education, 62:3, 233-252.

Siraj-Blatchford I. and Siraj-Blatchford J. (2003) More than computers - information

and communication technology in the early years, British Association for Early

Childhood Education (Early Education), London.

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Smith, M. K., Wood, W. B., Adams, W. K., Wieman, C. K., Knight, J. K., Guild, N., and Su,

T. T. (2009). “Why Peer Discussion Improves Student Performance on In-Class

Concept Questions,” Science, 323, 122

Kirkorian. H. L., Wartella. E. A.. nad Anderson. D. R. (2008). Media and young children’s

learning. Future of Children. 18, 39-61. Retrieved 5. 11. 2010, from ERIC database.

Markovac. V. and Roguija. N. (2009). Key ICT competencies of kindergarten teachers. In 8th

special focus symposium on ICESKS: Information, Communication and Economic

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University of Zagreb in ENCSI database.

McPake. J.. Stephen. C., Plowman. L., Sime. D.. and Downey. S. (2005). Already at a

disadvantage? ICT in the home and children’s preparation for primary school.

Retrieved 30. 10. 2010, from the website University of

Stirling:ttp/wwwioe.stir.ac.ukresearch/projects/interplay/dQcs/already_at_a_disadvant

age.pdf.

Pinteri& U. and Grivec, M. (2007). Informacijsko komunikacijske tehnologije y sodobni drubi:

multidisciplinarni pogledi. Nova Gorica: Faculty for Social Sciences.

Plowman. L. and Stephen. C. (2003) A »benign addition’<? Research on ICT and pre. School

children. Retrieved 21. 11. 2010, from the vebsite University of Stirling:

https!dspace.stir.ac.ukbitstreanil893!459/lIPlowman%2OJCAL.pdf. Punie. Y. (23. 5.

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 QUESTIONNAIRE

Department of Computer/Mathematics,
School of Science,
Jigawa State College Of Education,
P.M.B 1002 Gumel.
29/07/2024

Dear Respondents,

REQUEST FOR ASSISTANCE IN FILLING THE QUESTIONNAIRE

We are final year students of the above mentioned institutions conducting a research topic ‘A
Study in to the Negative Influence of Information Technology on Child Education’ in
Computer Department in Jigawa State College of Education Gumel’ the information received
from you will be confidential and for the purpose of this research.

Section A: Demographic Information

Instruction: Please tick () or fill the appropriate space provided.

1. What is your role?

o Parent
o Educator
o Student
o Other (please specify): ___________
2. Age group:
o Under 18
o 18-25
o 26-35
o 36-45
o 46 and above
3. Level of education (for students):
o Primary School
o Secondary School

31
 o Other (please specify): ___________

Section B: Usage of Information Technology

1. How often do you use information technology (e.g., computers, smartphones, internet)
for educational purposes?
o Daily
o Weekly
o Monthly
o Rarely
o Never
2. What types of information technology do you use most frequently for educational
purposes? (Select all that apply)
o Computers
o Smartphones
o Tablets
o Internet
o Educational Software

3. To what extent do you agree that information technology negatively impacts students'
attention spans?
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree
4. How often do you observe students being distracted by technology during classes?
o Very Often
o Often
o Sometimes
o Rarely
o Never
5. Do you think excessive use of information technology affects students' academic
performance?
o Strongly Agree
32
 o Agree
o Neutral
o Disagree
o Strongly Disagree
6. In your opinion, does the use of information technology lead to a decline in traditional
study skills (e.g., reading books, note-taking)?
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree
7. Have you noticed any negative impacts of information technology on students' physical
health (e.g., eyesight, posture)?
o Yes
o No
o Not Sure

8. Do you think that information technology use leads to reduced face-to-face interaction
among students?
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree
9. Have you observed any increase in cyberbullying or online harassment among students?
o Yes
o No
o Not Sure
10. In your experience, does information technology contribute to increased academic
dishonesty (e.g., plagiarism, cheating)?
o Strongly Agree
o Agree
o Neutral
o Disagree

33
 o Strongly Disagree

11. Do you believe that educating students about the responsible use of information
technology can reduce its negative impacts?
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree
12. Do you think excessive use of information technology affects students' academic
performance?
o Strongly Agree
o Agree
o Neutral
o Disagree
o Strongly Disagree
13. Please provide any additional comments or suggestions regarding the influence of
information technology on child education in Jigawa State College of Education.

___________________________________________________________________

Thank you for your participation!

34