Assessment of ICT Facilities in Teaching History a Comparative Study Between Public and Private Schools
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Assessment of ICT Facilities in Teaching History a Comparative Study Between Public and Private Schools
Abstract
This study looked at how Information and Communication Technology (ICT) was integrated into history instruction in Nigerian public and private schools. Using a quantitative survey research design, data were obtained from a sample of 120 respondents via a structured questionnaire. The acquired data was then presented and analysed with SPSS27.
The t-test method was used to test hypotheses on the level of ICT integration in public and private schools. The findings found considerable disparities in the extent of ICT integration between public and private schools, with private schools showing higher levels of integration. In addition, insufficient financial and physical constraints were recognised as hurdles to ICT integration in both public and private schools.
Finally, the study emphasises the necessity of addressing gaps in ICT integration between public and private schools to promote fair access to educational resources. Recommendations include policymakers allocating adequate funds and support for ICT infrastructure development in public schools.
Furthermore, initiatives should be created to give educators with adequate training and support so that they can effectively use ICT technologies in historical education. Future study must take a mixed-methods approach to acquire a better understanding of the elements that influence ICT integration and its impact on educational results.
Overall, the findings emphasise the importance of improving ICT integration in history education to suit the changing demands of 21st-century learners and promote educational excellence in Nigeria.
Chapter one
INTRODUCTION
Background Of the Study
In today’s educational scene, the integration of Information and Communication Technology (ICT) has become critical to improving teaching and learning processes. Nigeria, like many other countries, has recognised ICT’s potential to revolutionise education.
However, the extent to which ICT facilities are integrated into teaching history, particularly in public and private institutions, is still being investigated (Ogunode and Lawan, 2020).
Historically, history was taught mostly through traditional techniques such as textbooks and lectures. However, the introduction of ICT has provided a variety of materials and technologies to enhance historical instruction, such as multimedia presentations, interactive simulations, online databases, and virtual field trips.
As a result, examining the use of ICT facilities in teaching history is critical for comprehending Nigeria’s changing educational landscape (Manafa, 2022).
The use of ICT in teaching history can help to bridge the gap between traditional and new pedagogical techniques. Multimedia presentations allow students to interact with historical knowledge in dynamic ways, developing greater learning and critical thinking abilities (Ramli & Zain, 2022).
Furthermore, interactive simulations enable students to immerse themselves in historical events, fostering experiential learning and empathy (Machara, 2020).
One of the most major advantages of incorporating ICT into history education is the availability of internet databases. These databases offer students and teachers large archives of primary and secondary sources, allowing for extensive research and analysis (Nnokam, 2022).
Additionally, virtual field trips allow students to study historical sites and artefacts outside of the classroom, increasing their learning experiences (Sabir & Fatima, 2019).
Despite the potential benefits, effective use of ICT in history education necessitates proper educator training and support. Teachers must develop digital literacy abilities and pedagogical practices that use ICT to improve historical education (Usen, 2020).
Furthermore, infrastructural and technological support are required to facilitate the seamless incorporation of ICT tools into the classroom (Okechukwu & Oboschi, 2021).
Furthermore, the use of ICT facilities in teaching history may differ between public and private schools due to resource and infrastructure discrepancies.
While private schools may have more access to ICT resources such as computers and internet connectivity, public schools frequently encounter budget and infrastructure issues (Nweke, 2021).
Addressing these discrepancies is critical to ensuring that all children have equitable access to high-quality historical education (Omorola and Ogunode, 2021).
Statement of the Problem
In current Nigerian education, the incorporation of Information and Communication Technology (ICT) into teaching history, particularly across public and private institutions, poses a number of gaps that must be addressed.
To begin, there is a striking lack of comprehensive study analysing the extent to which ICT is integrated into history instruction in Nigerian educational contexts. While ICT’s potential to revolutionise education is recognised, research on its application in historical teaching is sparse (Kegbusi & Adindu, 2022).
Furthermore, previous research frequently ignores the differences in ICT resources and infrastructure between public and private schools (Ikegbusi, Eziamaka, & Iheanacho, 2021).
While private institutions may have greater ICT facilities, public schools frequently encounter limitations due to budget constraints and inadequate infrastructure (Nweke, 2021). Understanding and resolving these disparities is critical for ensuring equal educational opportunities.
Furthermore, there is a scarcity of empirical evidence into the efficacy of ICT integration in improving students’ previous learning outcomes. Despite anecdotal evidence of benefits such as multimedia presentations and virtual field trips, comprehensive studies on the impact of ICT on historical knowledge acquisition and critical thinking skills are few (Ramli & Zain, 2022). Educators and policymakers require such evidence to make educated decisions.
These gaps highlight the necessity for thorough research that investigates the level of ICT integration in history teaching, compares public and private schools, and assesses the effectiveness of ICT tools in improving students’ historical learning experiences. Future studies can fill these gaps, providing useful insights to improve governmental decisions and educational practices targeted at improving equitable access to quality historical education throughout Nigeria.
The purpose of the study
The study aims to achieve the following specific objectives:
To analyse the extent to which ICT is integrated into history education in Nigerian public schools.
To assess the extent to which ICT is integrated into history instruction in Nigerian private schools.
To compare the use of ICT facilities in teaching history at public and private schools in Nigeria.
Research Questions
To guide this investigation, the following research questions were developed:
How well is ICT integrated into history teaching in Nigerian public schools?
How well is ICT integrated into history teaching in Nigerian private schools?
How do Nigerian public and private schools use and use ICT facilities differently?
Research Hypotheses
Based on the research questions, the following hypotheses were proposed:
There is no substantial difference in the level of ICT integration in Nigerian public and private schools when it comes to history education.
Private schools in Nigeria have a higher level of ICT integration in their teaching histories than public schools.
Significance of the Study
This study has major ramifications for numerous players in Nigeria’s education sector. For starters, it provides useful insights on the current state of ICT integration in teaching history, identifying both strengths and opportunities for growth.
By recognising where ICT is effectively used and where it falls short, policymakers and educators can develop focused measures to improve its integration and efficacy in historical education.
Second, the comparative examination of public and private schools reveals actual discrepancies in ICT integration. Such information is critical for informing policy actions targeted at promoting fairness and inclusivity in education.
By recognising and correcting disparities in access to ICT resources and infrastructure between public and private schools, governments can aim to level the playing field and ensure that all students have equal opportunities to benefit from technology advances in education.
Furthermore, the study’s findings can serve as a road map for educators looking to maximise the use of ICT resources to improve history teaching outcomes. Educators can optimise learning outcomes by determining which ICT tools and practices are most successful in boosting students’ historical information acquisition and critical thinking skills. This not only improves the quality of historical education, but it also provides students with the necessary skills and competences for success in the digital age.
Scope of the Study
This study examined the usage of ICT facilities, specifically in the context of teaching history, in both public and private secondary schools in Nigeria. The study looked at several areas of ICT integration, such as technology access, teacher training, curriculum alignment, and student involvement.
However, it did not cover any subjects or educational levels above secondary school. The study was carried out within a set timeline and geographical area to ensure that data collecting and analysis were doable.
Operational Definition of Terms
Information and Communication Technology (ICT) refers to digital technology used for information processing and communication.
Integration is the incorporation or embedding of ICT tools and resources into teaching methods and curriculum delivery.
Public schools are government-funded and administered educational institutions that provide students with a free education.
Private Schools: Educational institutions run by private entities or individuals that typically charge tuition or fees for attendance.
Utilisation is the effective use or application of ICT resources in the context of teaching history.
A comparative study is a research method that involves analysing and comparing variables or occurrences from two or more groups or contexts.
Teaching history is the process of transferring information and comprehension of previous events, trends, and phenomena to students.
Nigeria is a West African country known for its broad educational environment, which includes both public and private institutions.
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