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PROJECT TOPIC- PROBLEM AND PROSPECTS OF TEACHING AND LEANING OF ECONOMIC TO SENIOR SECONDARY SCHOOL STUDENTS VIA INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

PROJECT TOPIC- PROBLEM AND PROSPECTS OF TEACHING AND LEANING OF ECONOMIC TO SENIOR SECONDARY SCHOOL STUDENTS VIA INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

CHAPTER ONE

INTRODUCTION

Background to the Study

Knowledge has many branches and economics is an important and useful branch of knowledge. In recent years the science of  economics has assumed greater significance in view of the fact that knowledge of economics is being used for initiating and  accelerating  growth in the economies of the world and thus for eradicating want, poverty and unemployment from the human race. Besides, the nature of so many other problems such as inflation, food stagnation and recession, population explosion, adverse balance of payments and so on that confront the economies of today cannot be understood and solution for them cannot be provided without the adequate knowledge of the science of economics (Uwazie  I.U.2013).

That, economics is a science of production and distribution of wealth has been severely criticized by men of letter, especially Carlyle and Rusk in who promoted by emphasis on wealth in economics called it as “Gospel of Mammon and a dismal science. They alleged that economists had ignored the higher values of life and sought to enquire how to increase the materials wealth and riches of the people and nation. According uwazie 2014 this interpretation of wealth by Carlyle and Ruskin is not correct in his opinion wealth consists of materials goods and not gold and diamond and these goods satisfy the wants of the people.

To achieve maximum satisfaction of wants of the people to promote their welfare is the ultimate objective of economics. However, the view that economics is a science of wealth by Adam Smith and Ricardo included only the material goods and ignored the importance of services such as education health and several others which also satisfy human wants several modern economists especially pro, Amartta Sen A Noble prize Winner in economics have emphasized the role of education health and good administration and have shown that they greatly raise the productivity of man and promote economic growth of the nations.

In view of their vital importance in raising production and productivity, good health, education and skills have in fact been called human capital by modern economists and investment in human capital or investment in man is as important as investment in physical capital. Perhaps for the study of language, reading and writing, no subject in a child’s education is as important as the study of economics. Okolbearua (2008), review that any society which aspires to be politically, socially and economically empowered with the view of attaining and achieving optimum growth in economics development proficient must have adequate level of economics education in the use of Information Communication Technology (ICT), Since the subject matter (Economics), has the ingredient for the efficient and effective articulation of the abstract element of households, the firm and the government that gives impetus to the development of the nation’s economics sovereignty and integrity. Economics are associated with the study of wealth, human behavior or scarce resources.

Thus from the broad perspective having a precise and acceptable and satisfactory definition of economics is a procedural strategy of unveiling the detail of the subject matter. Economics thinkers from the day of Adams Smith to Piguo have articulated and define economics as the study of the cause of welfare or simply as the science of wealth. According to Anyanele (2004:44)”Economics studies the behaivour of individuals, group firm, and government in their interaction within social setting, it is concerned with man’s behaviours in his efforts to attain stated goals it is a social science which studies human behaivour or man activities in relation to production exchange, distribution and consumption of goods and services. Thus because of the low performance of senior secondary school students in Ezza North Local Government Area of Ebonyi State as a result of conventional method that is “chalk and talk method” so there is a need ]for an improved method of teaching and learning of economic through the Information Communication Technology (ICT) (Aneke, 1999).

The concept of Information Communication Technology (ICT) includes any equipment or inter-connected system or sub-system of equipment that is used in the automotive acquisition, storage, manipulation, management, movement, control display switch interchange transmission or reception of data or information. Azih (2007;8), noted that Information Communication Technology (ICT), involves the use of electronic computers and computer soft-ware, to convert, store, process transmit and retrieve information in entails the systems for the creation, processing storage retrievals selection, transformation dissemination and use of pictorial textual and numerical information.

Yusuf (2000;18) defined Information Communication Technology (ICT), as computer based tool used by people to work with the Information Communication Technology processing needs of an organization it encompasses the hardware and software network and several other devices like video, audio, photographic camera etc that convert information (text) images sound and motion ad so into common digital form.

The national policy on Information Technology (IT, 2006),envisaged the integration of ICT at every level of educational institution in other to play a leading role in the actualization of the goals of education as enshrined in the national policy on education which includes the contribution to nations development through high level man power training development of the individual intellectual capability so as to understand their immediate and local environment, provision of opportunities for the acquisition of physical and intellectual skills necessary for individual to be self reliant and be useful member of the society among others (FRN, 2004) .

According to Ohalene (2004:3), the government of Nigeria approved a national information technology policy in March 2001, it vision is to make Nigeria an information technology capable country as well as using it’s as an engine for sustainable development and global competitiveness. The national information technology development agency was established and the implementation started on April 2001. NITDA was meant to inter into strategic alliance collaboration ventures with the educational sectors in the actualization of the ICT vision.

Many people around the world have relied on information communication system to communicate within each other using various forms of information technology to transform data resources into a variety of information product since the down of civilization. Maduabuchi (2007), noted that the challenges in this 21st century are enormous and demand a commensurate preparation from the teachers, the education stakeholders, students, parents and infacts every right thinking Nigerian in Ezza North Local Government Area of Ebonyi State inspite of ICT recognized potentials their integration in teaching and learning process has always been dependents on teacher knowledge who lack competence and willingness to integrate ICT in their teaching. In teaching and learning process Aliezi (1999) described teaching as the business of all those involves in the act of changing human behavior and transformation of the society for the better particularly when their actions renders them perceptibly significant respectable and recognizable to others because of the consequences to accomplish and the unique manner in which they do them.

This implies that the professional teacher must posses the willingness and ability to change human behavior, this ability will consist of the knowledge skills techniques aptitudes and methods which the teacher acquires in one way or other through training the use of ICT in teaching and learning cannot be over emphasized most of the economic teacher are not competence on the use of ICT while some are competent on the use of ICT in teaching and learning.

The specialized skills and competences needed for economics educator are skills, internet resources and machine technology, computer and world processing skills video of these skilled teachers lack the motivation and willingness to integrate ICT in teaching and learning which have generally affected the learners. On the other hand, most of this ICT materials are not available in some of the schools for teacher’s who are competent and willing to integrate ICT in their teaching and learning while some of the school that have

few number of computers lack trained teachers on the use of ICT in order to effectively impact physical and mental capabilities on the learners with the use of ICT (Okolbearua2008:121), 2008 also observe that the attitude of the teachers and students interest in economics are influenced greatly by their perceptive of their aptitudes for economic and their life for it, and have greatly influenced the students negatively due to the inability of the teacher to integrate ICT in their teaching and learning of economics this have also

affected the teacher based on the fact that the techniques, principles of the teacher plan other teaching and learning materials are spacing out one’s teaching and learning rather than transmitting to the students in short period with the use of ICT materials  obviously these have created a negative impact on the teacher likewise the students. He is of the view that teachers no doubt  have  important role play in this era of ICT.

However the appearance of the internet and ICT in schools classrooms will increase central role that teachers play in orchestrating learning experience for students. Teachers will be charged to thoroughly guide students learning within information environment that are richer and are more complex than traditional print media. In employing ICT in teaching and learning one observes that the performance and position of the students will be relatively high.

It has also been observed that the emergence of ICT has opened up opportunities for the learner (Students) and the instructors to take a teaching role in the education system societies and for finding out information conducting research, communication globally example through E-mail, voice mail online chats. Instance messaging with the use of ICT with the employment of these ICT the students will perform excellently better than the previous years when ICT materials were not used in teaching.

It is widely acknowledge that ICT can be used to improve the quality of teaching and learning in our schools and colleges, Maduabuchi, (2007), also noted that ICT permeates almost all domain of our society and has really transformed the ways we do things, he noted that the problems. In this 21st century are enormous and demand a commiserate preparation from the teachers the education stake holders, student’s parents and infact every right thinking Nigerians.

The problems and prospects of teaching economic via ICT could be attributed to slow process in terms of development which impact on teaching/learning activities, these could be due to weak policy formulation and implement, high cost of system maintenance, inadequate power supply, non availability of ICT equipment in schools. Incompetence and lack of motivation on the teacher to integrate the use of ICT in teaching of economics are major constraints, which have slowed the teaching of economics to senior secondary school students via ICT; in Ezza North Local Government Area of Ebonyi State, the prospect of ICT cannot be over emphasized because the use of ICT in teaching economics has impacted on the learning out comes, hence the WEAC Chief Examiners Report of (2001 – 2006) have quoted fair which is to say that a proper integration of ICT in teaching and learning would improve students performance in economic subjects, students and teachers need to have or put up a positive attitude towards the teaching and learning of economics through ICT.

It is only when this is done that economics could be learned with ease. Teachers in order to cover-up their incompetence would always say the use of ICT materials such as computer is time consuming and does not help to drive home the lesson of the day. This of course is ridiculous because ICT helps to ease the enormous tasks involved in teaching and learning. Thus, effort has to be intensified to make teachers and students take the teaching and learning of economics via ICT seriously.

PROJECT TOPIC- PROBLEM AND PROSPECTS OF TEACHING AND LEANING OF ECONOMIC TO SENIOR SECONDARY SCHOOL STUDENTS VIA INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Statement of the Problem

The poor performance in any examination is always a product of poor teaching and learning, the teaching and learning of economics via ICT in our secondary schools has become a problem owing to our policy formulation and implementation on the use of ICT in our schools, irregular power supply, high tariff and lack of trained teachers/instructors on the use of ICT in teaching and leaning, these are the major problems/constraints which slow the teaching and learning of economics via ICT.

These problems have been observed among secondary school students in Ezza North Local Government Area of Ebonyi State, it is not only parents, teachers and curriculum planners that these problems could be attributed to. These problems could be as a result of many factors, this study is geared towards finding out the problems responsible for this ugly state of affair as well discuss the prospect of ICT if duly in cooperated as model of teaching and learning economics subject in senior secondary schools in Ezza North Local Government Area of Ebonyi State.

The prospect of Information and Communication Technology (ICT)to education (Teaching and Learning), ICT has opened up many opportunities for finding out information by conducting communication globally that is through e-mail, voice mail, face book, e-commerce or generally just having fun through online charts or instant messaging. One often wonders how the people coped in pre-internet era. With the use of ICT the teacher can conduct e-teaching, e-learning is an electronic teaching it is technically the something as regular classroom teaching except that e-teaching is presented in an electronic media.

Oluwafemi (2006) assert that the internet has the potentials to bring about a profound change in education for all professions, the traditional approaches to teaching lecturing and tutoring confined to classroom are now extended by modern approaches to recent technology of online classrooms, multimedia courseware, distant course, online workshop, media education and video conferencing (Adako, 2006) with the use of internet service, the traditional method of disseminating information on universities course through leaflets and other print out are becoming obsolete.

The use of ICT is offering a different approach by making the universities worldwide to promote and advertise their academic programmes to much wider domestic and international audience. It is a perfect channel for distance education programmes. A course can be offered on the internet and students supervised tutored and consulted through the internet, learning material can be down loaded and instructional programmes given via e-mail and continuous assessment are carried out. The prevalence and rapid development of Information Communication Technology (ICT) has transformed human society.

Purpose of the Study

The main objective of this study was to determine the problem and prospects of teaching and leaning of economic to senior secondary school students via Information and Communication Technology (ICT) specifically the study aimed at finding out.

  1. Find out the level of availability of ICT to senior secondary schools students in Ezza North Local Government Area of Ebonyi State.
  2. To determine teachers training experience and competence in the use of ICT and how it contributes to the solving of the problems of teaching economics to senior secondary school students in Ezza North Local Government of Ebonyi State.
  • To find the extent to which lack of policy implementation by the policy maker has influence the use of ICT in secondary school.
  1. To find out obstacles to the use of ICT in teaching and learning of economics to senior secondary schools students in Ezza North Local Government Area of Ebonyi State.

Significant of the Study

The significant of these project work would help the reader to understand the problem and prospect of teaching economics to senior secondary school students with the use of ICT reference to Ezza North Local Government Area of Ebonyi State, reader would understand why imparting the knowledge of economics to senior secondary school students via ICT have not been moving smoothly due to various problems while so many stake holder in the education sector will benefit from it, the stake holder ranges from curriculum planner and education policy maker teachers and students and other researchers and as well as the general publics.

As mention above, curriculum planners and education policy formulators will through this study see the need to incorporate policies that would emphasized the strategies for teaching and learning via ICT in the policies that they made for the education sectors, policy maker/formation might understand that irrespective of the paper publication and media announcement majority of their decisions are not actually implemented. Government will equally comprehend that curriculum revision and policy formulation is not the bone of contention rather its problems lies on its implementation in Ezza North Local Government Area of Ebonyi State.

The government would equally see the needs to reduced/ improve the high cost of system installation and maintenance efficient power supply, high tariff and improve the competence and willingness on the use of ICT in teaching and learning. The study will enable parents stakeholders and the general public to understand why their children and ward performed poorly particularly during final examination.

This research work when placed in library will form a reliable data base for would–be researchers, it will serve as a idea material resource available for consultation especially in secondary schools and other tertiary institution the academic ability and performance of every scholar is usually affected by the level of aspiration and interaction with good education resources as such this project material would be of immense benefit to school researchers and the general public, so to understand the need for teaching economics to senior secondary school via ICT problem and prospect this project work would be used to achieved proficient and enhance efficient and effective teaching and learning of economics via ICT with reference to Ezza North Local Government Area of Ebonyi State.

Scope of the Study

The study is based on the teaching of economic to senior secondary school via information and communication technology (ICT) the study is to student and teachers in senior secondary school in Ezza North Local Government Area of Ebonyi State.

Research Questions

The following research questions were posed to guide the study.

  1. Find out the level of availability of ICT to senior secondary school students in Ezza North Local Government Area.
  2. To determine teacher training experience and competence in the use of ICT contribute to the solving of the problems of teaching economic to students in Ezza North Local Government Area.
  3. To find the extent to which lack of policy implementation by the policy maker has influence the use of ICT in secondary schools in Ezza North Local Government Area.

To find out the obstacles to the use of ICT in teaching and learning of economics to senior secondary school students in Ezza North Local Government Area of Ebonyi State?

PROJECT TOPIC- PROBLEM AND PROSPECTS OF TEACHING AND LEANING OF ECONOMIC TO SENIOR SECONDARY SCHOOL STUDENTS VIA INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

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