Availability and Utilization of ICT Resources in Teaching of Biology In Secondary Schools
Abstract
The study investigates on Availability and Utilization of ICT Resources in Teaching of Biology in Secondary Schools in Ukanafun Local Government Area. Two (2) Research questions were constructed to guide the study. The research design adopted for this study was the survey design. The population for the study comprised all biology teachers in senior secondary two (SSII) in all the six (6) public secondary schools in the study area. The sample sizes of twenty (20) secondary school teachers with five (5) public secondary schools were selected using a simple random sampling technique. The instrument used for data collection was a questionnaire. The analysis was done using simple percentage statistical tools. The findings revealed that the Availability and Utilization of ICT Resources have a great influence on the teaching of Biology. Several recommendations were made among others that: Seminar and workshops should be organized for teachers based on the need of using ICTs garget. More computers should be provided to schools to help the teachers to teach effectively. ICTs as a subject should be made as a compulsory subject in all classes at the secondary level of education. Constant electricity should be made to ease the teaching and learning of ICT at the secondary level. In-service training should be done for teachers to help them to update their knowledge.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The need for the development of ICT is a global resolution and has been a subject of the great significance for all mankind Olaofe (2005). These technologies have become central to contemporary societies whether one is talking on the phone sending an e-mail baking, using a library, listening to sports commentary on the radio, watching the news on television, walking in an office, or driving in car, one is using ICTs. The prevalence and rapid development of ICTs have transformed human society from the information technology age to the knowledge age (Galbreath, 2006). The use of ICT in education has the potential to enhance the quality of teaching and learning, the research productivity of teachers and students, and the management and effectiveness of institutions (Kashorda et al, 2007). Education is an investment in human capital and empirical evidence, based on endogenous growth models shows that human capital is a key determinant of economic growth,(MOE, 2005).
According to the Ministry of Education (2011), information and communication technologies are commonly defined in Education as a diverse set of technological tools and resources used to communicate and create, disseminate, store and manage information. Technologies of information and communication include computers, the internet, and broadcasting technologies, which are radio, television, and mobile phones. It is as old as other technologies such as radio. Ministry of Education (2011) defines ICT integration as the seamless incorporation of technology to support and enhance student engagement in meaningful learning and for the attainment of curriculum objectives. Integration of ICT in education is important in the learning and teaching process as it increases learners’ motivation, makes students understand better abstract concepts, allows collaborative learning, and provides the opportunity for learning through simulation(MOE,2011). The origins of computer-assisted instructions where students learn from programmed in computer packages can be traced to the works of Skinner (2007) in his work on experiments with ICT teaching machines which came as a result of learning that the teacher based and did not exploit the individual student potentials.
Skinner(2005) suggested that the experimental analysis of behaviour could be applied in the construction of teaching machines. The ICT teaching machine would present a carefully sequenced set of ideas to students and reinforce or their responses to direct behavioural capabilities. Skinner’s ideas lead to the development of programmed learning materials (Skinner, 2007). According to Grabe and Grabe (2007), some factors influence the likelihood that ICT will be integrated in schools which include access to ICT facilities, teachers’ expertise, ICT resourcing or cost, ICT leadership, and general teaching. In teachers’ ICT expertise, there is growing and widespread awareness that the pedagogical and technical expertise of the teacher is absolutely critical in the teaching and learning Grabe and Grabe, (2007).
This has made governments in sub-Saharan Africa, as elsewhere emphasize teaching development as the key to effectively implementing policy and curricula, to using ICT to enhance teaching and learning to raise educational standards. Information and communication technology integration is primarily an individualized approach to teaching which allows students to work independently, developing self-independence which encourages mastery of content thus aiding in the mastery of learning sciences, Bell (2005).
Availability and Utilization of ICT Resources in Teaching of Biology in Secondary Schools
1.2 Statement of the Problem
The ICT national policy of the ministry of education seems to remain at the national level without true reflection of its implementation on the ground (Ministry of Education, Science, and Technology, 2005). Despite the efforts of the Ministry of Education to develop digital content for schools, funding schools to purchase ICT infrastructure and develop comprehensive ICT, National policy to be implemented in teaching, Biology teachers still continue to use conventional teaching methods the teaching Biology (MOE, 2005).
A computer for schools in Ukanafun has continued to supply schools with computers, which are rarely used by teachers in teaching with the majority of lessons characterized by lectures. However, opportunities for realizing the benefits of using ICT in teaching of biology face a number of challenges in secondary schools in Ukanafun local government Area. Availability and utilization of ICT facilities are the major challenges facing most secondary schools in Akwa Ibom and Ukanafun in particular. With a ratio of one computer to 150 students against the ratio of 1:15 in the developed countries. It is against this background that this study seeks to examine the influence of availability and utilization of ICT resources in the teaching Biology in Ukanafun Local Government Area.
1.3 Purpose of the Study
The purpose of this study was to determine the influence of availability and utilization of ICT resources in the teaching of Biology in secondary schools in Ukanafun Local Government Area. Specifically, the seeks to:
- Identify whether ICT resources are available for the teaching of Biology in secondary schools in Ukanafun Local Government Area.
- Determine the effects to which utilization of ICT has in the teaching of Biology in secondary school in Ukanafun Local Government Area.
1.4 Significance of the Study
The findings for this study will be significant to students, teachers’ curriculum planners, the ministry of education and the society at large.
1.5 Research Questions
The following research hypotheses were postulated to guide the study:
- What ICT resources are available for the teaching of Biology?
- Do teachers used the available ICT resources in the teaching of Biology.
1.6 Researches Hypotheses
The following null hypotheses were postulated to guide the study:
- There is no significant relationship in the opinion of teachers and students on the ICT resources that are available for the teaching of Biology.
- There is no significant relationship in the opinion of the respondents on the teachers’ use of ICT resources and the teaching of Biology.
Availability and Utilization of ICT Resources in Teaching of Biology in Secondary Schools