CHARPER ONE:

INTRODUCTION

1.1 Background of the Study

In the 21st century, rapid advancements in information and communication technology (ICTs)

have brought great transformations and influenced the expectations of modern society. ICT has

transformed many elements of our daily lives as well as every facet of human endeavor

(Ngbongha et al, 2020). ICT has become a fundamental aspect of teaching and learning in

schools, and its incorporation into the classroom will enhance the teaching environment

tremendously (Dei, 2019).

The conventional face-to-face teaching methodology is increasingly being replaced by the use

of ICT in teaching and learning. It is generally acknowledged that a highly motivated teacher

with the right attitude would always strive for excellence in his teaching process. Globally,

teachers are very significant in nation building and they play vital roles in nurturing the

characters of the young members of the society for sustainable and all round development of

the individuals for functional living in the society. Thus, adequate attention needs to be given

to the training of teachers, and their training for professional growth must be of utmost

importance to the government, policy makers, school administrators and parents.

Professional development of teachers, not only motivate but assist teachers to keep up to date

with new and effective practices in teaching and learning. Giving the needs for holistic

professional development, it important to align teaching techniques along the evolving

information and communication technology (ICT) trends to improve the quality of instructional

delivery (Ikwuka et al, 2020).

This has driven schools and families all over the world to invest significant sums of money in

ICT tools, resources as well as other educational technologies to stay current with their

missionand vision (Bulman & Fairlie, 2016). Without a doubt, the Internet, and some other
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ICT technologies, in general, provide a crucial medium for knowledge distribution as well as

prospects for global development and growth (Lima, 2006).

The efficiency with which computers are used in education could be a key factor in deciding

which nations would flourish in the future. In the field of education, the use of contemporary

informational resources and technology is critical for perfecting classroom instruction,

executing learning and teaching on a scientific-methodological level, and upholding worldwide

standards of education (Geladze, 2015).

Despite this needs, many schools are not yet proactive in adopting ICT trend in teaching. The

conventional teaching technique often conflicts with the new teaching strategies introduced in

any educational developmental program that requires teachers to use the information and

communication technology (ICT) in teaching.

Information and communication technology (ICT): handling tools that are used to produce,

store, and process, distribute and exchange information. These different tools are now able to

work together, and combine to form networked world- which reaches into every corner of the

globe (UNDP Evaluation Office, 2002). It is an increasingly powerful tool for participating in

global markets, promoting political accountability; improving the delivery of basic services;

and enhancing local development opportunities (UNDP, 2002).

1.2 Statement of the Problem

It has been observed that some studies have been conducted on uses of ICTs by teachers

particularly on the issue of their professional development. There has not been any study on the

attitude of the teachers to the use and application of ICT where there are resources and material

to maintain them in Nigeria. However, the application of ICTs by teachers in Nigeria is just

beginning to gain popularity and researches in the area have just started emerging.

Emphatically, the application of ICTs by teachers to teach the students is highly advantageous.

This is because its enable them to demonstrate understanding of the opportunities and
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implications of the uses for learning and teaching in the curriculum context; plan, implement,

and manage learning and teaching in open and flexible learning environment (UNESCO,

2009). In the light of these therefore, more research is needed to assess the attitude towards

application of information and communication technology in teaching junior secondary school

students.

1.3 Objective of the Study

The research work was aimed to assess the attitude of teachers towards application of ICT in

teaching students in junior secondary schools. The specific objectives are;

1. To examine the teachers attitude towards application of information and

communication technology in teaching junior secondary school students

2. To examine the availability of information and communication technology equipment

in Junior secondary schools in Nigeria.

3. To examine the advantages of the use of information and communication technology in

teaching junior secondary school student

1.4 Significance of the Study

The following are the significance of this study:

The results from this study will educate the education administrators and the general public on

the teacher’s attitude towards application of information and communication technology in

junior secondary schools in Nigeria with the view of ascertaining factors that bring about

positive attitudes from teachers in the application of ICT. And also it will be a contribution to

the body of literature in the area of the effect of personality trait on student’s academic

performance, thereby constituting the empirical literature for future research in the subject

area.

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1.5 Research Hypothesis

For the successful completion of the study, the following research hypotheses were formulated

by the researcher;

H0: there is no availability of information and communication technology equipment in junior

secondary schools in Nigeria

H1: there is availability of information and communication technology equipment in junior

secondary schools in Nigeria

H02: there is no teacher’s attitude towards application of information and communication

technology in teaching junior secondary school students

H2: there is teacher’s attitude towards application of information and communication

technology in teaching junior secondary school students

1.6 Scope of the Study

The scope of the study is to know the teachers attitude towards application of ICT in teaching,

which has an impact on the education sector in delivering service. The research revolves

around junior secondary schools in mangu local government area in plateau state.

1.7 Limitation of the Study

This research work is limited to all junior secondary schools in Mangu local government area

of plateau state. The study will also cover the attitude of teachers towards the application of

ICTs in teaching the junior secondary school students.

1.8 Definition of Terms

Assessment: The action of assessing someone or something.

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Teacher: A teacher is a person who helps others to acquire knowledge, competences or values.

Informally the role of teacher may be taken on by anyone

Attitude: a settled way of thinking or feeling about something.

ICT: Information and communication technology is another/extensional term for information

technology which stresses the role of unified

1.9 Historical Background

The mangu LGA happens to be the largest town, the capital of the mwaghavul nation and the

headquarters of mangu local government area in plateau state, is surprisingly one of the most

recent settlement of the mwaghavul man. The name mangu is a mispronounciation and

misspelling of MANG-GUU by the whites. MANG-GUU simply means CARRY CACTUS.

Some said the whites man heard the mwaghavul man telling his son to carry cactus (mang-guu)

and give him, therefore, the whites man named the area that. Others say the whites man met the

boy carrying cactus and asked him the name of the area, the boy who couldn’t understand the

language the whites man spoke, answered by saying ‘an a pukaa mang-guu’ (I am carrying

cactus),therefore, the whites man named the area mang-guu but misspelled and mispronounced

as mangu. The stories are many in this line but having the same main features, the whites man,

the mwaghavul man saying mang-guu.

As early as1904, at the beginning of the colonial era, western missionaries started trooping into

the central plateau in gindiri district. Most of these missionaries came under the unified

mission bodies of the sum/sim (sudan united/interior missionaries). By the year 1923 these

missionaries already had primary and secondary schools, hospitals and training centers in

langtang, panyam in mangu and NORTHERN GONGOLA (southern borno and northern

adamawa) sub-region

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 CHARPTER TWO:

LITERATURE REVIEW

2.1 Introduction

There are many benefits that come with the use of ICT in the modern education system. Every

sector today needs ICT to compete in their day-to-day endeavors in other to flourish and

achieved its potentials. By using ICT, the education sector will adopt a change in their system

and implement an everlasting approach that will eradicate manual form of learning and

unprofessional practices in other to guaranty quality of education in both secondary and tertiary

education system. The education sector needs to improve the quality of learning process in

secondary level, and also to know that application of ICT is a very good approach to achieve

success among student and staff as well. The conventional technique of conducting teaching and

learning has evolved, and IT has also helped turn the old approach gradually into the new and

developing trend known as e-learning. Nowadays, many institutions, particularly in developing

nations, have started observing the development in the way teaching, learning, and evaluating

the students' performance is done Ahmed, Dutse & Mallo (2022).

2.2 Concept of Information and Communication Technology (ICT)

The abbreviation ICT stands for Information and Communication Technology. ICT is defined

as a diverse set of technological tools and resources used to communicate, create, disseminate,

store, and manage information (Ugwu & Nnaekwe, 2019).

The information and communications technology (ICT) is an umbrella term that includes any

communication device or application encompassing mobile phones, computer and network

hardware, software, the internet, settlite systems and so on. ICT also refers to the various

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services and applications associated with them, such as videoconferencing and distance

learning (Schiliro and Choo, 2017).

Information and communication technology (ICT) is defined as a diverse set of technological

tools and resources used to transmit, store, create, share or exchange information. These

technological tools and resources include computers, the internet (websites, blogs and emails),

live broadcasting technologies (radio, television and webcasting), recorded broadcasting

technologies (podcasting, audio and video players and storage devices) and telephony (fixed or

mobile, satellite, visible/video-conferencing (UNESCO 2009).

Information and communication technology (ICT) is the use of computing and

telecommunication technologies, systems and tools to facilitate the way information is created,

collected, processed, transmitted and stored. It includes computing technologies like servers,

laptop computers and software applications, as well as the wired and wireless communication

technologies that support telephones, the internet, the internet of things (IoT) and the

metaverse. The goal of ICT is to improve access to information and make human-to-human,

human-to-machine and machine-to-machine M2M communication is more-easier and more

efficient. (Ahmed, Dutse & Mallo, 2022).

2.3 ICT Resources Available for Teaching and Learning Government

ICT resources are numerous and varied. They include the internet and www, e-mail network

computer, conferencing, word processing, databases, spreadsheets; educational software

packages (Robley et al, 2022). According to Afolabi (2015), the ICT resources available for

teaching and learning include the computers, television, Radio, Video tapes, VCD, the use of

Cinema van and projectors etc. According to Okeke & Mtyuda (2017), the computer remains

the key technology available for teaching supporting this stated that the key instrument to

national and economic development is the computer. This is because all the ICT resources

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available for teaching and learning are computer-based. In other words, the ICT resources for

teaching and learning Government are used with the aid of the computer. Computer Assisted

Instruction (CAI) is an extremely effective ICT resource in teaching and learning. (Okoro et al

2017), refers to CAI as program of instructional material presented by means of a computer or

computer systems. Tripathi, Dongre and Jafri (2002) state that Computer Assisted Instruction

(CAI) is the use of computer in educational settings and most often refer to drill and practice,

tutorials or simulation activities offered either by themselves or as supplements to traditional

teacher directed instruction. He further stated that the use of CAI as a supplement to traditional

teacher–directed instruction produces achievement effects superior to those obtained with

traditional instruction alone. This is true for students of different ages and abilities and for

learning in different curricular areas. Micro soft power point is another ICT device that could

be used in teaching Government in senior secondary schools. According to (Boladale &

Olasunkanmi, 2022), Microsoft power point is an ICT resource available for teaching and

learning Government. The author further describes it as presentation software that enables

visual organization and communication of concepts. For instance a government as a subject

teacher can present lecture on democracy using the power point. This practice would help

students visualize some democratic practices on the projector which only talk and chalk pattern

of teaching cannot guarantee. Thus, with power point presentation, the teacher can customize

his/her presentations with sound, animation, charts, graphics, narration and video capable of

making the instruction lively (Boladale & Olasunkanmi, 2022). Microsoft power point is an

indispensable tool for instruction in Government as a subject in senior secondary schools.

Spread sheet excel is a vital ICT facility used in teaching. It is a computer - based ICT resource

that can make the preparation of Government lessons easier than the traditional method of

ruling, solving and expression on the chalkboard. A government teacher can use this ICT

device (Spread sheet) to draw tables and graphs to make some points clear in the teaching and

learning process.

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2.4 Utilization of Information and Communication Technology by Teachers

Recognizing the impacts of technology at work and in everyday life, particularly in the lives of

today’s schools and universities, there is a pressing need to reorganize the curriculums and

classroom climate to close the digital gap between urban and rural countries in teaching and

learning (Mikre, 2011). Teachers and students will gain knowledge of certain topic areas that

have resulted from this restructuring, which will encourage relevant learning and enhance

professional efficiency (Haji et al., 2017). Through digital tools and equipment, all topics,

particularly science, arithmetic, linguistics, arts and humanities as well as other significant

fields, may be taught and studied more effectively (Ghavifekr & Rosdy, 2015). Furthermore,

ICT offers aid and supplementary assistance for both instructors and students in the areas of

efficient teaching and learning using computers and other devices as learning aids (Afshari et

al.2009).

Ghana’s government has recently implemented education reform aiming at boosting

educational standards and integrating ICT in teaching and learning at all levels of school

(Lawrence & Tar, 2018a). To support this goal, ICT facilities have been constructed in SHSs

and other locations, and free computers and internet access have been made available to

expand access and improve the relevancy of education (Bayuo et al., 2018).

The use of ICTs in senior high schools (SHSs) is critical because learning and teaching can

take place not just in the classroom but also when students and teachers are physically

separated (Ghavifekr & Rosdy, 2015). For instance, as a consequence of the temporary

lockdown due to the COVID-19 pandemic, all educational establishments in the world,

especially Ghana, have established broad educational programs of direct class instruction via

the internet or television for students at homes around the world.

Although there is a lot of information on how ICTs are spread and are used in high schools in

advanced countries, there is still not much information about just how ICT tools are being used

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by students and teachers in Ghana and how they could be used to maintain and enhance science

learning and teaching, ( Zarei & Muhammadi, 2022).

According to available reports, schools and universities which do not utilize digital

technologies in learning and teaching will be left behind in the educational market (Turugare &

Rudhumbu, 2020). Additionally, in the worlds of education, business, and governance,

knowledge about the use of ICT tools in the classroom is growing to the point, where using

words alone just to express ideas, skills, and attitudes to educate students is fruitless (Dei,

2019). The growing complexity of instructional methods, as well as the need for innovative,

varied, and expected responses to national and school-based problems, necessitates a new,

more comprehensive approach to science education (Michael et al., 2016).

Most SHSs in Ghana have ICT laboratories where students and teachers can learn basic

computer skills (Parthemore, 2015; Yidana & Asiedu-Addo, 2016). Several of these

institutions have internet access, allowing students and teachers to strengthen their contacts

with the outside world. The concern is what impact would it have on science instruction if

teachers at SHSs use ICT tools in the classroom?

It has been shown that Ghanaian educational leaders are interested in how instructors and

students utilize ICT tools in teaching and learning and how such use enhances learning

(Boakye& Banini, 2008). According to Amalu (2015), defines utilization as the process of

using objects to improve educational practice. Utilization of ICT in teaching then refers to the

process of using ICT devices in improving the practice of teaching. It could be seen as the

process of using ICT facilities in improving teaching and learning. According to Ajayi &

Hussin (2018), utilization of ICT facilities, involves various method which include

systematized feedback system, computer-based operation/network, video conferencing and

audio conferencing, internet/ worldwide websites and computer assisted instruction. ICT

utilization is the presentation and distribution of instructional content through web environment

(e-teaching) to support learning and communication (Rabiu et al, 2019). Observation has

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shown that there are no functional internet facilities in most of the secondary schools, Almasi,

Machumu & Zhu (2017). This appears to hinder the extent of teachers’ exposure to the use of

ICT in teaching. Teachers’ inability to apply ICT in teaching school subjects in our secondary

schools is one of the problems militating against effective implementation of secondary

education curriculum. Majority of secondary school teachers do not use computers while

teaching their lessons. ICT literature has indicated that when it is appropriately utilized, it

constitutes potent tools for enriching traditional means of teaching, learning and conducting

research. (Lopez, 2003), asserts that ICTs have provided innovative opportunities for teaching

and learning and they have engendered advances in research about how people learn, thereby

bringing about re-thinking the structure of education. The author further reiterates that ICT can

be used to improve the quality of teaching and learning in any senior secondary school. ICTs

are fast becoming natural part of man’s daily life, thus, their use in education by staff in

teaching and learning process are becoming a necessity.

The economic commission for African indicated that the ability to make use of ICT effectively

is a necessity and no more a luxury for proper development economically, socially, politically,

educationally and in all fields of human endeavors. It is therefore unfortunate that most African

countries are lagging behind in the effective utilization of ICT, especially in teaching and

learning process. The teachers’ lack of competence and willingness to utilize ICT in their

teaching is a problem to effective utilization of ICT for teaching. In using ICT resources to

teach. Ndanwu, Onwudinjo, & Obiekwe (2020) stated that the teachers need to be competent

in the use of a variety of software, particularly those that have specific application in different

disciplines. For instance, apart from word processing and data processing that are important to

teachers, Government teachers should be able to use software packages that have specific

application in Government. They should possess requisite ICT skills. Teacher’s qualification

on ICT skills is the mark of academic attainment. Teachers’ qualification on the other hand is

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the mark of academic attainment of a teacher on pedagogical knowledge of contents, methods

and materials that promote teaching and learning towards a better academic outcome (Eze et al,

2021).

Teacher qualification is the professional, educational or vocational growth of a teacher

acquired through training in a formal educational institution which determines the skills,

knowledge of subject matter, competence and experiences, of the teacher in a particular field of

education. It is a programmed of study successfully completed by a teacher which exposes

him/her to pedagogical knowledge of skills, subject matter, methods and materials as to be able

to perform efficiently and effectively in the field of study he or she specializes (Ashibekong

2020). The Federal Republic of Nigeria FRN (2013), states that the minimum qualification for

teaching Government as a subject in Nigeria is the Bachelor of Science in Political Science

Education. Government teachers are civil servants who have been employed by the federal or

state government including private establishment to teach Government subject in senior

secondary schools. They must have obtained at least degrees in political science education,

political science or public administration with background in education and received relevant

pedagogical trainings including basic computer literacy courses. It is expected that due to

computer courses student teachers are exposed to in course of attaining the qualification would

prepare them towards utilization of ICT in teaching on graduation. (Akabuogu et al, 2016),

utilizing ICT resources in teaching Government would be a mere dream if teachers and other

education personnel are not ICT literate and do not have the confidence integrating ICT for

teaching. In their contribution, Luan, & Teo (2011) stated that regardless of the amount of

technology and its sophistication, technology will not be used unless education administration

members have the skills, knowledge and attitudes necessary to infuse it into the curriculum.

Therefore, it is important that Government teachers undergo ICT trainings that will equip them

with what is needed to help them utilize ICT in teaching Government. The Post Primary

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School Management Board (PPSMB) must play a big role to help the ministry of education in

particular and the government in general in producing teacher graduates who are capable of

using ICT in the classroom view. Merriam (2001) reported that the UNESCO ICT in education

programmed has implemented a number of regional, sub-regional and national projects with

the goal of enabling teachers to use ICT in enhancing the quality of teaching and learning. The

relevance of ICT in teaching and learning process cannot be overemphasized. (Egomo,

Enyi&Tah, 2012), Information and communication technology has the potentials to accelerate,

enrich, and deepen skill; to motivate and engage students in learning to help relate school

experiences to work practices; contribute to radical changes in school; to strengthen teaching

and to provide opportunities for connection between the school and the world (Ajayi, Ayo, &

Olamide, 2019).

In the words of Robinson, (2003) ICTs help to relate academics to the practices of today’s

work. Information and communication technologies, especially network technologies have

been found to encourage active learning, support innovative teaching, reduce the isolation of

teachers, and encourage teachers and students to become active researchers and learners.

Introducing ICT to teaching and learning will give the students the opportunities to access

information of their interest and interact with experts in other parts of the world. This will help

to further develop their understanding, knowledge as well as make them gain new information.

This is in line with (oboegbulem, & Ugwu, 2013), who held that effective use of ICTs in

schools guarantees more access to information and experience in this era of globalization.

Badmus (2015), stated that introduction of ICT in the school setting has a great impact in

contributing to the achievement of the educational objectives, aims and goals as well as

improving teaching and learning. Hadda and Draxler (2017), stated that ICTs have brought

about a personalized, just-in- time, up-to-date and user-centered educational activities. For

13
Slinger (2015), students’ learning is more robust and their knowledge and understanding

increase where ICTs are used.

(Uwameiye, et al, 2018), numerous studies show that the quality of learning can be enhanced

to a very reasonable extent when ICT is utilized in teaching. A research conducted by (Vong &

Kaewurai, 2017), showed that ICT can enhance critical thinking, information handling skills,

the level of conceptualization and problem solving capacity. Utilization of ICT in teaching

enhances mental development among student.

Apple Computer (2002) states that student who use ICT gain deeper understanding of complex

topics and concepts and are more likely to recall information and use it to solve problems

outside the classroom. Most employers of labour today make the acquisition of ICT skills as a

prerequisite for employment in their establishments. Various establishments, institutions and

organizations find it expedient to train and retrain their staff to acquire or improve on their ICT

knowledge and usage of ICT facilities (Adomi, & Kpangban, 2017). Summarizing the

usefulness of ICT in teaching and learning process, Yusuf (2015) identified six ways through

which ICT can enhance teaching via:

(a) It transforms teaching and helps teachers to be more effective and hence, it promotes

teachers’ enthusiasm in teaching.

(b) It can assist in the organization and structure of the instruction and instructional materials,

thereby promoting a rethink and revision of curriculum and instructional strategies.

(c) It increases teachers’ emphasis on individualized instruction as it allows them to spend

more time with individual students with less time for teaching to the whole class thereby

involving students to carry out more independent work

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(d) It provides a multi media presence in the classroom as it affords teachers the opportunity to

experiment with emerging technologies, thereby facilitating the provision of interesting and

creative presentation of content.

(e) It provides increased opportunities for teachers to collaborate and network with colleagues

on the one hand and with parents and the outside world on the other hand.

(f) It provides more time and resources for teachers (subject master in particular) to advice

students.

Despite its useful in the teaching and learning, utilization of ICT in teaching is affected by

myriads of problems affecting utilization of ICT in teaching which comprise lack of computer

literate teachers; irregular power supply, schools could not purchase computers for use because

of inadequate fund, the noninclusion of the ICT programmes in teachers’ training curriculum

seems to be another major challenge facing the adoption of ICT in secondary schools.

(Adeleke, & Nwalo 2017), observes that most schools in Nigeria are ill equipped for the

application of ICT. Yusuf, Maina, and Dare (2013), state that ICT facilities are not readily

available in secondary schools. On teachers’ competence, teachers in Nigerian secondary

schools are not competent in basic computer operation and in the use of genetic software,

although they have positive attitude towards the use of computer (Yusuf, 2015). This has been

attributed to many factors which include inadequate funds, poor condition of electricity,

teachers’ incompetence -and pervasive poverty in the society (Aja-Okorie, 2013).

Collaborating this view, Ojajuni, Agbelusi and Aladesote, (2013) listed the challenges to

utilization of ICT in teaching to include teacher’s lack of ICT skills, lack of confidence in

using ICT, Insufficient knowledge of how to use ICT equipment, unavailability of

infrastructure, lack of knowledge of how to evaluate the use and the role played by ICT in

teaching and learning and Insufficient knowledge of appropriate software. It is based on this

reason that the researcher sought to investigate the availability and utilization of ICT in public
15
secondary schools. There is lack of the human and material resources to use ICT (Onyeachu,

2017). The author further laments that computers that are bought for educational purposes are

now stored in principals’ offices unused in our schools nationwide, reasons range from lack of

expertise or knowledge in the use of computer and lack of manpower to operate them.

2.5 Empirical Review

Belay, Khatete, & Mugo (2020), Conducted a study on the availability of ICT resources for

teaching and learning biology in secondary schools in the southern region, Eritrea. The purpose

of the research was to determine the availability of ICT resources for teaching and learning

Biology in secondary schools in the Southern Region, Eritrea.

The study was carried out in secondary schools of the southern region, Eritrea. A descriptive

survey research design was adopted. The study targeted 27 public secondary schools in the

region. Stratified random sampling technique was used to get a sample of 12 secondary schools

from 12 sub-regions. The sample of respondents of the study was drawn from these 12

secondary schools of 12 sub-regions. The respondents were 12 school directors, 34 Biology

teachers and 175 grade eleven students. Questionnaires, interview and observation schedules

were used as instruments for data collection. Questionnaire for Biology teachers and students,

Interview Schedule for school Directors, were employed. Piloting and consultation were

conducted to establish validity and reliability before the instruments were used for the actual

data collection. The data collected included both qualitative and quantitative data. The

quantitative data were analyzed using Statistical Package for Social Sciences (SPSS) version

22. The qualitative data obtained from the open-ended questions were analyzed mathematically

based on research objectives.

The study found that most of the sampled schools had inadequate ICT resources like

computers, computer laboratories, projectors, televisions, video players, digital content, and the

internet. These resources were not enough or available for use by Biology teachers in teaching

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and learning. The researcher recommended that the Adequate ICT resources, including the

internet, need to be provided in schools for teaching and learning Biology and other subjects.

Similarly, a study was conducted by Onah, Onyebuchi, Eke, Adayi, (2020). The study

examined the Availability and Utilization of Information and Communication Technology

(ICT) inTeaching and Learning Cultural and Creative Arts in Nsukka Local Government

Area.Descriptive survey researchdesign was adopted for the study. The population of the study

comprised of 356 teachers and students. The sample size of the study is 178. Stratified

sampling technique was employed in selecting the desired sample sizefrom the various

secondary schools under study. The instrument for data collection is questionnaire. The data

collected for this research will be analysed and presented using frequency distribution table,

percentages and mean. The findings revealed that There is little or less availability of

Information and Communication Technology (ICT) in secondary schools for teaching and

learning Cultural and Creative Arts. The extent of utilization of Information and

Communication Technology (ICT) for teaching and learning Cultural and Creative Arts in

secondary schools is poor. Inadequate funding; erratic power supply; Inadequate ICT facilities

among others are the major challenges. The paper recommended that The secondary schools

should device means of generating in-house or internal revenue to support themselves to

acquire necessary ICT facilities for teaching and learning. The government should provide

funding for the acquisition of needed ICT facilities or teaching and learning of cultural and

creative arts. Also Constant power supply should be provided also, hence, stand by generator

should be acquired to remedy the erratic power supply in the country among others. The

relevance of the reviewed study to the current study is that it focused on availability of ICT

facilities for teaching. Thus, the reviewed study could facilitate the present study. However, the

highlighted study differs significantly with the present study in the following ways; the

reviewed work focused on assessment of availability and utilization of information and

communication technology (ICT) in teaching and learning biology students while the present

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study focused on the Empirical evidence of availability and utilization of information and

communication technology (ICT) in teaching and learning cultural and creative arts in Nsukka

Nigeria. The highlighted study was conducted in southern region, Eritrea; while the present

study was conducted in Nsukka.

2.6 Infrastructural and Technological Tools of ICT in Teaching Line

A number of key technology were identified as proven methods to improve education

efficiency and effectiveness, by meeting the increasing demand of learning in education sector

and professionals

2.6.1 Hardware;

These are physical components of ICT infrastructure that can be seen and felt with our hands

or components that can be handled physically examples includes the central processing unit,

keyboard, mouse, monitor, speakers, cart scan machines amongst few.

2.6.2 Software;

Set of instructions that are giving to the hardware in other to execute commands by processing

it. Software is any set of machine-readable instructions that direct the computer processor to

perform specific operations. Computer software contrasts with computer hardware, which is

physical component of computers. Computer software and hardware require each other and

neither can be realistically use without the other.

2.6.3 Network;

A network is a fabric that ties business application together so that the device that plug into it

can communicate with one another. Sharing or information locally and globally requires the

use of a network, and the process of a network are routers, servers, network cables.

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 CHAPTER THREE:

RESEARCH METHODOLOGY

3.1 Introduction

The chapter presents the various ways, methods and techniques used in collecting and

analyzing of data collected. The chapter covers research design, area of the study, population

of the study, sample size and techniques, sources of data, methods of data collection and

method data analysis.

3.2 Research Design

The researcher used descriptive research survey design in building up this project work, the

choice of this research design was considered appropriate because of its advantages of

identifying attributes of a large population from a group of individuals. The design was

suitable for the study as the study sought to assessment of teacher’s attitude towards

application of information and communication technology in teaching junior secondary school

students

3.3 Area of Study

The study area of the research involves staff selected from various department using

Information and Communication Technology equipment and infrastructures in the junior

secondary schools in Mangu LGA of plateau state.

3.4 population of the Study

Population of a study is a group of persons or aggregate items, things the researcher is

interested in getting information on assessment of teacher’s attitude towards application of

information and communication technology in teaching junior secondary school students.

19
 200 staff of selected junior secondary schools in Mangu local government area of plateau

state, where selected randomly by the researcher as the population of the study.

3.5 Sample Size

Sample is the set of people or items which constitute part of a given population sampling. Due

to large size of the target population, the researcher used the Taro Yamane formula to arrive at

the sample population of the study.

N
n= 2
1+ N ( e )

Where:

n = Sample size

1 = constant

N = Total Population

e = Error margin (5%)

Using the above formula,

N = The total population of the study

n = the sample size

Therefore,

N = 200

200
n= 2
1+200 (0.05)

200
n=
1+200 (0.0025)

200
n=
1+0.5

n=200/1.5

n=133.3

n is approximately 133.
20
3.6 Sampling Technique

Stratified Random sampling technique was adopted, using questionnaires to get the different

views from selected schools in mangu LGA on the application of ICT in teaching.

3.7 Sources of Data Collection

Data were collected from two main sources namely:

(i)Primary source and

(ii)Secondary source

3.7.1 Primary Source:

These are materials of statistical investigation which were collected by the research for a

particular purpose. They can be obtained through a survey, observation, questionnaire or as

experiment; the researcher has adopted the questionnaire method for this study.

3.7.2 Secondary source:

These are data from textbook Journal handset etc. they arise as byproducts of the same other

purposes. Example administration, various other unpublished works and write ups were also

used.

3.8 Method of Data Collection

The major research instrument used is the questionnaires. This was appropriately moderated.

The secretaries were administered with the questionnaires to complete, with or without

disclosing their identities. The questionnaire was designed to obtain sufficient and relevant

information from the respondents. The primary data contained information extracted from the

questionnaires in which the respondents were required to give specific answer to a question by

ticking in front of an appropriate answer and administered the same on staff of the

organizations: The questionnaires contained structured questions which were divided into

sections A and B.

21
 3.9 Method of Data Analysis

The data collected was not an end in itself but it served as a means to an end. The end being

the use of the required data to understand the various situations it is with a view of making

valuable recommendations and contributions. To this end, the data collected has to be

analyzed for any meaningful interpretation to come out with some results. It is for this reason

that the following methods were adopted in the research project. For a comprehensive analysis

of data collected, emphasis was laid on the use of absolute numbers frequencies of responses

and percentages. Answers to the research questions were provided through the comparison of

the percentage of workers response to each statement in the questionnaire related to any

specified question being considered.

Frequency in this study refers to the arrangement of responses in order of magnitude or

occurrence while percentage refers to the arrangements of the responses in order of their

proportion. The simple percentage method is believed to be straight forward easy to interpret

and understand method.

The researcher therefore chooses the simple percentage as the method to use.

The formula for percentage is shown as.

% = f/N x 100/1

Where f = frequency of respondents response

N = Total Number of response of the sample

100 = Consistency in the percentage of respondents for each item contained in the question.

22
 CHAPTER FOUR

DATA PRESENTATION, ANALYSIS AND INTERPRETATION

4.1 Introduction

These chapters focus on the questionnaire return rate, demographic information of respondents,

perceptions and self-efficacy on the use of ICT, presentations, interpretations and discussion of

findings. The presentation of the findings was done based on the research questions.

4.2 Questionnaire Return Rate

Questionnaire return rate is the proportion of the sample that participated as estimated in all the

research procedures. All the 8 Principals (100%) returned the questionnaires of the 24 teachers,

all (100%) returned the questionnaires and of the 320 students all (100%) returned the

questionnaires.

4.3 Demographic Information of Respondents

This section deals with demographical information of respondents Principals, teachers and

students at the junior secondary schools in Mangu LGA of plateau state.

4.4 Demographic Information of Principals

The principals were asked to indicate their gender. The information was tabulated as shown in

table 4.1.

Table 4.1 Gender distribution of principals

Gender Frequency Percentage

Male 5 62.5

Female 3 37.5

Total 8 100

23
Data in table 4.1 indicates that majority were male principals and few females.

Majority of the respondents were male. This data shows that boys Schools were headed by

male principals while girls’ schools are headed by female Principals.

4.5 Age of the Principals

The principals were asked to indicate their age. The distribution of the

principals age was tabulated in table 4.2.

Table 4.2 Age distribution of the principals

Age bracket Frequency Percentage 100%

36-40years 4 50.00

41-45year 3 37.5

46-50years 1 12.5

Total 8 100

Data in table 4.2 indicates that majority of the principals were within the age bracket 36-40

years, a few principals were within the age bracket 41-45 years and only one principal was

within the age bracket 46-50. It is therefore necessary to state that most secondary schools are

headed by principals within the age bracket 36-45

4.6 Professional Qualification of Principals

To find out the professional qualifications of the principals, they were asked to indicate the

same.

Table 4.3.represents the data.

Professional Qualification Frequency Percentage

B.ED 7 87.5

B.A/BSC with PGDE 1 12.5

TOTAL 8 100

24
Information in table 4.3 reveal that majority of Principals were bachelor of

Education graduates with only one principal reported to have B.A./Bsc with PGDE degree.

Majority of the principals were Bachelor of Education Graduates. These findings indicate that

Junior Secondary Schools in Mangu Local Government Area of Plateau state are run and

managed by principals who have relevant professional qualifications and can therefore adapt to

the changes posed by ICT integration in the schools.

4.7 Demographic Information of Teachers at the Schools under Study

This section describes the gender, age, professional qualification, experience of the teachers

using ICT duration of time they had been in the current school. In order to find out the gender

of teachers, they were asked to indicate their gender. Table 4.4 represents the data.

Table 4.4. Gender of the Teachers

Gender Frequency Percentage

Male 16 66.6

Female 8 33.3

Total 24 100

Findings in table 4.4 above reveal majority of teachers in the school who were respondents to

the study were male while a few teachers were female. Hence, there was a gender balance in

the study since the country’s constitution requires one-third of females in every group of

persons.

Table 4.5. Professional Qualification of Teachers in the Schools

Professonal Qualification Frequency Percentage

MA 1 4.2

B.A/BSC with PGDE 1 4.2

25
B.ED 15 12.5

EACE/NCE/A LEVEL/DIPLOMA 3 62.5

O LEVEL 3 12.5

Any other 1 4.2

Total 24 100

Data in table 4.5 revealed that majority of the teachers were Bachelor of

Education holders. A few of the teachers had EACE/NCE/Diploma. Other

Teachers were holders of B.A/BSC with PGDE. Other teachers had Master of Education,

Master of Art Degree and any other qualification. Majority of

Teachers were holders of B.ED. This implies that most teachers have basic skills in teaching

and presumably experienced. Therefore, it is obvious that teachers if exposed to ICT tools and

practices that support their beliefs about “good learning” would easily adopt use of ICT in

teaching and learning (Marx, Bluemenfield, Krajcik and Soloway, 1998).

Table 4.6. Age Distribution of the Students

AGE FREQUENCY PERCENTAGE

12 -15years 27 8.4

16-19years 287 89.6

20years Above 06 1.6

TOTAL 320 100

The result in table 4.6 revealed that majority of the students were in the age bracket 16 – 19

years. A few students were in the age bracket 12 - 15 years, while other students were in the

age bracket of 20 years and above. The findings indicate that majority of the students in the

schools are young and more open to the use of ICTs in schools to develop their skills and

26
improve their learning. This implies that the ICT resources at school are most important and

should be for access and development of skills (E-learning Nordic, 2006).

The researcher therefore reject the null hypothesis that state there is no teachers attitude

towards application of information and communication technology in teaching junior

secondary school students as calculated above.

Therefore the alternate hypothesis is accepted that state there is teachers attitude towards

application of information and communication technology in teaching junior secondary school

students.

CHAPTER FIVE
27
 SUMMARY, CONCLUTION AND RECOMMENDATION

5.1 Summary

This study was on assessment of teacher’s attitude towards application of information and

communication technology in teaching junior secondary school students in Mangu Local

Government Area of Plateau state. Three objectives were raised which included: To examine

the teachers attitude towards application of information and communication technology in

teaching junior secondary school students, to examine the availability of information and

communication technology equipment in Junior secondary schools in Nigeria, to examine the

advantages of the use of information and communication technology in teaching junior

secondary school students.. In line with these objectives, two alternate hypotheses were

formulated and two null hypotheses were posited. The total population for the study is 200

staff of selected junior secondary schools in Mangu local government area in plateau state. The

researcher used questionnaires as the instrument for the data collection. Descriptive Survey

research design was adopted for this study. A total of 133 respondents made up principals, vice

principals, administration, senior staff and junior staff was used for the study. The data

collected were presented in tables and analyzed using simple percentages and frequencies.

5.2 Conclusion

The finding of this study has shown that Nigeria secondary schools are lagging behind in the

level of application of ICT in the teaching-learning process. The ICT facilities are lacking in

schools, the capacity for using ICT by both teachers and students is also very low. Despite the

perceived benefits in the use of ICT in school, there are a lot of factors inhibiting the successful

application of ICT in secondary schools. In order to fit into the new scientific order, it is

necessary for Nigerian institutions and individuals alike to develop a society and culture that

places a high value on information and communication technology.

28
5.3 Recommendation

Recommendations and suggestions for further research

In the preceding chapter, the relevant data collected for this study were presented, critically

analyzed and appropriate interpretation given. In this chapter, certain recommendations were

made in which the opinion of the researcher will be of benefits in addressing the challenges of

Teacher’s attitude towards application of information and communication technology in

teaching junior secondary school students in Plateau state.

The government should increase funding for the entire educational sector with emphasis on

ICT this will help improve the level of ICT facilities in the schools. There should also be

continuous and periodic training of teachers on computer and ICT skills acquisition. This will

help provide them with practical and functional knowledge of the computer, the internet and

associated areas of ICT with the hope of integrating it with instructional methods of teaching

and learning.

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