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PROJECT TOPIC- PROBLEMS ASSOCIATED WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE TEACHING AND LEARNING OF ECONOMIC EDUCATION IN SECONDARY SCHOOLS IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

PROJECT TOPIC- PROBLEMS ASSOCIATED WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE TEACHING AND LEARNING OF ECONOMIC EDUCATION IN SECONDARY SCHOOLS IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

 

Abstract

The study sought to ascertain the problems associated with the use of Information Communication Technology on the teaching and learning of economics education in Ezza North Local Government Area. The population of the study comprised 352 respondents and a sample of 135 respondents was used for the study. The study adopted survey method and three four questions were formulated to guide the study. A four point likert structured questionnaire was used to collect data, while Mean and standard deviation were used in the data analysis. The result of the findings showed that the perception of teachers towards technology and teachers’ preparedness to integrate ICT into teaching affects the use of ICT in teaching and learning of economics. Also, the study revealed that inadequate electricity supply hinders the use of ICT software in teaching and learning economics and affects the utilization of e-library. It equally showed that ICT inclusion in teaching and learning of economics encourages individualized learning and makes learning process more concrete. Based on the findings, the following recommendations were made among others; that ICT facilities such as laptops/personal computers should be made compulsory criteria for entry into Nigeria schools, especially in tertiary institutions, In-service courses, seminar, and workshops should be organized at least annually, to up-grade the knowledge, skills and competencies of economics teachers in secondary school and institutions of higher learning especially in Ezza North L.G.A and Government and school administrators should make adequate provision of functional ICT teaching and learning resources in secondary school and institutions of higher learning especially in Ezza North LGA and Ebonyi State University.

CHAPTER ONE

INTRODUCTION

Background to the Study

Information communication technology (ICT) has no doubt changed the face of teaching and learning globally. Serious nations are taking the advantages inherent in ICT to impact on the educational sector. Though Nigeria is also making efforts to join the ICT fray, these efforts appear to be ineffective. Computer laboratories are largely non-existent in many public schools across the country. And where they exist, they are nothing to cheer. Due to this general neglect and other factors, comprising corruption, outdated curriculum, ill-motivated teachers, materialism and academic laziness on the part of students and Teachers, the nation has been experiencing mass failure in her public examinations (Torruam and Abur, 2013). In addition, there is universal recognition of the need to use Information and Communication Technology (ICT) in education as we enter the era of globalization where the free flow of information via satellite and the internet hold sway in global information dissemination of knowledge (Aduwa-Ogiegbaen and Iyamu, 2005).

Information and Communication Technology (ICT) plays a vital role in the development of any nation. It has been an instrument for achieving social, economic, educational, scientific and technological development (Adedeji, 2010; Fabunmi, 2012). ICT is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live (Torruam and Abur, 2013).

It has been discovered in recent years that ICT is being canvassed by several people as being effective in improving teaching and learning. In the present information age, the issue of students’ use of ICT is of crucial importance. This is so because the use of ICT by students would enhance competence and confidence in them (Fabunmi, 2012). ICT has greatly influenced the educational sector especially on teaching, learning and research. The application of Information Communication Technology (ICT) is not only emphasized in corporative business and the industrial sector, but it is an essential part of education at all levels (Allen, 2011; Fabunmi, 2012). ICT, including computers, is generally believed to foster cooperative learning, provide more information and, through simulation, make complex learning experiences easier to understand (Fabunmi, 2012).

Information and Communication Technology (ICT) encompasses the effective use of equipment and programs to access, retrieve, convert, store, organize, manipulate and present data and information (Gay and Blads, 2005; Fabunmi, 2012). E-learning, which is described as the use of ICT to enhance or support learning and teaching in education, has become increasingly important in tertiary education (Adedeji, 2010; Fabunmi, 2012). Students who use ICTs gain deeper understanding of complex topics and concepts and are more likely to recall information and use it to solve problems outside the classroom (Apple Computer, 2002; Torruam and Abur, 2013). In addition, through ICT, students extend and deepentheirknowledge, investigation, and inquiry according to their needs and interest when access to information is available on multiple levels (CEO Forum on Education and Technology, 2001; Torruam and Abur, 2013).

In every country, economics studies is an important part of education because it enables students to understand their roles in their economic system, as consumers, citizens and future employees or employers, it also prepares and encourages students to be prudent and effective in the management of scarce resources and enable them to acquire knowledge for the practical solution of the economic problems of the society (Tebabal and Kahssay, 2011). Economics as a subject has its technicality and requires students to understand some of these. In addition to this, many of the concepts of Economics are presented in mathematical context and require a good command of algebra, which is a branch of mathematics that is concerned with operations on sets of numbers or other elements that are often represented by symbols. To this end, many students have phobia for figures which affect their learning outcome in Economics (Afe, 2001).

PROJECT TOPIC- PROBLEMS ASSOCIATED WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE TEACHING AND LEARNING OF ECONOMIC EDUCATION IN SECONDARY SCHOOLS IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

Furthermore, information and communication technology resources are educational inputs and are of vital importance to the teaching of economics and other subjects in the school curriculum (Allen, 2011). The uses of ICT an instructional resource make discovered facts glued firmly to the memory of students and enhance the learning outcome of students. It should be noted here that in teaching subjects like economics, a well-planned and imaginative use of visual aids in taught lessons should do much to prevent apathy, and supplements the inadequacy of books as well as arouse students’ interest by giving them something practical that help them to see and do, and at the same time be able to think rationally.

CEO Forum on Education and Technology (2001) ICT-driven instructional facilities that aides to facilitate teaching and learning of subjects like economics is not always the issue but how to use it and it availability to use. A lot of problems are confronting the use of ICT-driven instructional aids in Nigerian secondary schools some of the revealing in the foregoing includes: teachers’ professional knowledge and technical know-how, lack of computers, lack of stable electricity supply, computers are still expensive in Nigeria, broken down computers, burglary, lack of internet or slow connectivity, increased moral degradation, environmental factors, time constraints and poor maintenance culture (Torruam and Abur, 2013).

Statement of the Problem

Abstract learning has often posed much difficulty to learners. Information and communication technology (ICT) is a platform for any nation’s growth and development in a rapidly changing and competitive environment. However, education in Nigeria cannot be relevant without effective preparation of new generation students to effectively use the new information and communication technologies in their professional lives. There is also a universal recognition of the need to use Information and Communication Technology (ICT) in education as globalization sweeps across the globe where the free flow of information through satellite and the internet hold sway in global information dissemination of knowledge.

Today, despite efforts of government and private sectors in the education system, a lot of problems are still confronting the use of ICT-driven instructional aids in Nigerian schools. Most of these problems includes: teachers’ professional knowledge and technical know-how, high cost of ICT instructional facilities in Nigeria, poor electricity supply, poor access to internet among others. It is upon these backdrops that this study sought to determine the problems associated with the use of information and communication technology on the teaching and learning of economics education in secondary schools in Ezza-North Local Government Areas of Ebonyi State.

Purpose of the Study

The main purpose of the study is to determine the problems associated with the use of information and communication technology on the teaching and learning of economic education in secondary schools in Ezza-North Local Government Area of Ebonyi State. Specifically, the study sought to:

  1. Ascertain if teachers’ knowledge affects the use of ICT in teaching and learning of economics in secondary schools in Ezza-North L.G.A. of Ebonyi State.
  2. Ascertain if electricity supply affects the use of ICT facilities in teaching and learning of economics in secondary schools in Ezza-North L.G.A of Ebonyi State.
  • Determine if school management affect the use of ICT facilities in teaching and learning of economics in secondary schools in Ezza-North L.G.A of Ebonyi State.
  1. Determine the impact of ICT facilities use in teaching and learning of economics in secondary schools in Ezza-North L.G.A of Ebonyi State

Research Questions

        The following research questions were formulated to guide the study:

  1. How does teachers knowledge affects the use of ICT in teaching and learning of economics in secondary schools in Ezza-North L.G.A. of Ebonyi State?
  2. How does electricity supply affects the use of ICT facilities in teaching and learning of economics in secondary schools in Ezza-North L.G.A of Ebonyi State?
  • How does school management affect the use of ICT facilities in teaching and learning of economics in secondary schools in Ezza-North L.G.A of Ebonyi State?
  1. What are the impact of ICT facilities use in teaching and learning of economics in secondary schools in Ezza-North L.G.A of Ebonyi State?

Significance of the Study

PROJECT TOPIC- PROBLEMS ASSOCIATED WITH THE USE OF INFORMATION AND COMMUNICATION TECHNOLOGY ON THE TEACHING AND LEARNING OF ECONOMIC EDUCATION IN SECONDARY SCHOOLS IN EZZA-NORTH LOCAL GOVERNMENT AREA OF EBONYI STATE

 

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