ICT Utilization and Teaching Of Biology In Secondary Schools
Abstract
The study examined the use of ICT for Biology teaching in secondary schools in Esit Eket Local Government Area. A survey research design was used, while the population of the study was 21 Biology teachers in all the nine (9) public secondary schools in the study area. The sample size was 16 Biology teachers from 6 purposively selected public secondary schools in the area. Two hypotheses were raised to direct the study. An instrument called “Information and Communication Technology for Biology Teaching Questionnaire (ICTBTQ) was used for data collection. Data collected were analyzed using the chi-square method. The results of findings revealed that there is a significant influence of internet usage on the teaching of Biology in secondary schools in Esit Eket Local Government Area and that there is a significant influence of videotape recorders usage on the teaching of Biology in secondary schools in Esit Eket Local Government Area. Based on findings, the researcher recommended among others, that in-science, training opportunities should be given to science teachers so as to help them build technological skills and ICT for effective science teaching.
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
Information Technology (IT) is concerned with the use of technology in large organizations. In particular, information technology deals with the use of electronic components and computer software to converts, store, protect, process, transmit and retrieve information. It could be noted that in the United Kingdom’s education system, information technology was formally integrated into the school curriculum when the natural curriculum was devised (Wetzel; 2011). It was quickly realized that the work covered was useful in all subjects. With the arrival of the internet and broadband connections to all schools, the application of information technology knowledge, skills and understanding in all subjects became a reality. This change in emphasis has resulted in a change of name from Information Technology (IT) to Information and Communication Technology (ICT).
However, information and communication technology in education can be understood as the application of digital equipments to all aspects of teaching and learning. It is presents in almost all schools in advance countries and is of growing influence. Hubert (2006), notes that for the past three decades, there is a legitimate concern that developing countries have been slow in terms of facilitation of learning among the majority of citizen. The national grid for learning, Uk government initiative (2010) indicated that teachers must move swiftly to more internet and web-based work in schools. According to Busari (2016), the whole world is experiencing the advancement of science and technology.
ICT Utilization and Teaching Of Biology In Secondary Schools
Each nation is either a powerful producer of technology or a consumer of other nations’ technology efforts. Infact technology has made the whole world a global village and ICT breakthrough has made a new landmark in globalizing education. Similarly, the use of ICT is fast gaining prominence and bearing one of the most important elements deforming the basis competencies of the teachers and the students. According to World Bank (2012), ICT consists of the hardware, software, networks and media for the collection, storage processing, transmission and presentation of information, the use of ICT falls into four major categories; constructing knowledge and problem solving (through the internet-mail, CD-Roms, databases, video conferencing); using process skills; aiding explanation of concepts; and communicating ideas (PowerPoint, desktop publishing).
The use of ICT in teaching is a relevant and functional way of providing education to learners that will assist in imbibing in them the required capacity for the world of work. Research has shown that there is a low level of ICT awareness in most secondary institutions in Nigeria (Busari; 2016, Iroha & Ekweme 2013). Realizing the need to inculcate computer education in out schools, the Federal government of Nigeria approved the National Information Technology Policy in March 2005. The vision statement of the policy is to make Nigeria an ICT-capable country in Africa and a key player and the information society by 2009. Teaching and learning using activity-based methods (hand-on-minds-on) such as computers and other ICT resources help makes teaching and learning effective and permanent. The versatility and ease with which ICT applies itself as a teaching aids or resource helps makes it an indispensable tool for improved and efficient resources in science institutions.
However, through the use of ICT, whether CD-Rom, PowerPoint, etc. The teaching and learning of Biology is interesting. According to Osunade (2013), the internet is a valuable source of information for teachers and students looking for ideas for projects and assignments. Supporting this Agommuoh and Nzewi (2013), believed that secondary school students who are exposed to video-based instruction in Biology had significantly better results than those who were taught using the conventional method. It is against this bank drop of looking at ICT as a medium of instruction in teaching Biology in secondary schools that this study is conceived. Therefore, the study is an attempt to find out the level of availability and utilization of ICT resources for Biology teaching in secondary schools in Esit Eket Local Government Area.
ICT Utilization and Teaching Of Biology In Secondary Schools
1.2 Statement of the Problem
The use of ICT resources revolutionized and altered the economic, social, educational, and environmental conditions of mankind the world over. The utilization of ICT has practically changed and improved everything including medicine manufacturing, accounting, teaching, and learning, among others. The ease with which ICT applies itself as a resource in teaching and learning help makes it an indispensable tool for improving the efficient methods of teaching.
Researchers have shown that teachers in Nigeria in general and Esit Eket, in particular, do not have ICT support from their employer, and the majority rarely apply ICT in instructional delivery (Busari 2013, Cirfat, Zumyil and Ezemma, 2013 & Nwosu, 2016). This is not too comfortable because skill demand profile globally has shown that internet and network skills top (Marrilla, 2010). The fact that the future of our educational development depends on modern technology cannot be overemphasized. This technology stems from the availability and accessibility of resources such as ICT. The researcher observed that most schools in Esit Eket lack material resources such as ICT. This condition can lead to ineffective teaching and learning of Biology and other science-related subjects was undertaken to find out the level of availability and utilization of ICT for Biology teaching in secondary schools in Esit Eket Local Government Area.
1.3 Purpose of the Study
The main purpose of this study was to determine the level of use of ICT for Biology teaching in secondary schools in Esit Eket Local Government Area. Specifically, the study sought to:
- assess the level of use of the internet in the teaching of Biology in secondary schools in Esit Eket Local Government Area.
- assess the use of videotape recorders and recorders in the teaching of Biology in secondary schools Esit Eket Local Government Area.
1.4 Hypotheses
The following hypotheses were raised to direct the study:
i There is no significant influence of internet usage on the teaching of Biology in secondary schools in Esit Eket Local Government.
ii There is no significant influence of videotape recorders usage on the teaching of Biology in secondary schools in Esit Eket Local Government Area.
1.5 Significance of the Study
The results from this study will be of significance to teachers, students, school managers, government and researchers in the following ways: (a) it will help teachers acquire more knowledge on ICT usage for effective instructional delivery. (b) It will help students to see the need of sourcing information beyond textual materials since internet access provide more relevant information for better know-how. (c) It will assist school managers to see the need for training and retraining of science teachers on the area of ICT to help them acquire knowledge and ICT skills. (d) Enlighten the government on the need for an adequate supply of ICT resources in schools in the area. (e) Provide relevant information to researchers for further studies on the related issues.