Project Materials

CHAPTER ONE

INTRODUCTION

1.1. BACKGROUND OF THE STUDY

The development of any nation lies very much on the innovation and application of science and technology (Bajah 2011; Fariwoutan, 2012). The impact of science in the growth and development of modern societies is not in negotiable more so that the influence of modern technological advancements is far reaching in every aspect of man’s life (Olorundare, 2013).

The Information and Communication Technology (ICT) emerged from the recent technologies which integrates Information Technology (IT) and Communication Technology (CT). The Information and Communication Technology is concerned with the use of information, develop knowledge and skills, Competencies and abilities in the individuals Akintude (2011).

Adomi & Kpangban (2010) described Information and communication technology (ICT) as electronic technologies used for information storage and retrieval. Information and communications technology or information and communication technology, usually shortly written as ICT, is mostly used as an extended synonym for information technology (IT)

according to the Online Oxford Dictionary, but ICT is a more general term that emphasizes the role of unified communications and the integration of telecommunications (telephone lines and wireless signals), computers, middleware as well as necessary software, storage- and audio-visual systems, which helps users to create, store, access, manipulate and transmit, information.

In other words, ICT consists of IT as well as telecommunication, broadcast media, all types of audio and video processing and transmission and network based control and monitoring functions. According to Scott (2011) ICT encompasses a range of applications, communications and technologies which aid information retrieval and research communication and administration.

These include online databases, library services and online services and fax machine. It has become a global phenomenon of great importance and concerns in all aspects of human endeavor, spanning across education, governance, business, labour, market, shares, productivity, trade, agriculture, commerce and others.

The expression was first used in 2012 in a report by Dennis Stevenson to the UK government and promoted by the new National Curriculum documents for the UK in 2011. The emergence of ICT into teaching and learning has been known to make learning more students centered, encourage cooperative learning and stimulate increased teachers/students interaction.

Innovation in teaching and learning brought about the information and communication technology occurs over a period of years as teachers become more experienced with technology. The new instructional technologies present vast new opportunities for schools to achieve the excellence and productivity they have long sought for (Longman, 2014).

Teachers, especially Agricultural Science teachers have very significant role, to play in ensuring that successful computer knowledge and application become a reality in their schools. They should not only have a theoretical knowledge of ICT but must be competent in the use of computers.

Umeano, (2013) noted that many educational systems in Nigeria are yet to respond effectively to use of some ICT gadgets like computers. Studies indicates that even though computers have come into post primary schools, the teachers have not really been affected by their presence, (Yusuf, 2014; Umeano, 2013).

It is discovered that the presence of these ICT gadgets like the computers are only seen in the computer pool were they are protected with dust infested covers. Otagburuagu and Eze (2013), observed the high rate of computer illiteracy among teachers and the computer awareness which is limited.

To take adequate advantage of the utilization of ICT, teachers’ perception, interest and orientation need to be repositioned. The effective utilization of ICT in our schools in the teaching and learning of agricultural science will make teaching no doubt more rewarding. However, children can progress at their own pace in ICT to master tasks which provides and direct immediate feedback mechanism (Ater, Tiough & Nerkar, 2014).

This can afford the students the opportunity to shape their performance, facilitate a progressive effective group work and increase their social interactive learning (Watson, 2012). Abah (2013) remarked that even when teachers desire to use them, they are not well informed about what they are, where they can find them, or how they may be used for teaching and learning in their subject areas and may prefer the traditional chalk and board method.

Andural and Ikyumen (2013) noted that most teachers do not only lack the skills of operating the computer, they in addition do not know what the computer technology provides to the world. In view of this, Kareem (2012) suggested that training should not be one-shot workshops, but rather ongoing experience so that teachers can be kept up-to date with ever changing technologies.

Aduwa and Iyamu (2012) in their assessment of the progress made by Nigeria and other African countries to institutionalize educational technology said that “though Nigeria has become aware of the invaluable role of ICT for effective teaching and learning, they have not been able to make significant progress in improving education through this medium.

The behavior of teachers on the adoption and utilization of ICT facilities have not been properly recognized and accessed and this trend have adverse effect on teaching and learning of agricultural science in our schools. The instructional delivery of Agricultural science which is more of a practical subject is at its low ebb, (Pyke, Akpajiaku and Sofo, 2010).

The cost of ICT gadgets and products are normally beyond the reach of some schools agricultural science teachers and where available, the teachers may not be able to use the recent technology as a result of lack of skill and poor perception (Ekpo, 2009 and Akinseinde, 2009).

Researchers have noted that there has not been maximum use of ICTS on agricultural science subject. Agricultural Science subject required the use of ICTS from the stages of subject development to subject evaluation. The epileptic supply of electricity and inability to own a computer may no doubt add to the low perception of agricultural science teachers to the utilization of ICT in teaching which in turns affects learning.

The study examined the impact of information and communication technology in teaching and learning of agricultural science in junior secondary school students in ovia north east L.G.A in Edo State

1.2 STATEMENT OF PROBLEM

Nigeria recognizes the importance of ICT, and its role in promoting development in all sectors such as economic, health, education, and agriculture. The successive development plans has confirmed, within the general objectives of the development, the need to focus on technology, including information communication technology, and to harness ict for the benefit of developments services.

The literature recorded several instances where ICT was used as teaching aids to facilitate students learning especially in skilled based subjects like Accounting, fine Arts, technical subjects too with little or no reports on the application of ICT as teaching learning equipment in Agricultural Science in Nigeria Secondary Schools.

Therefore, this study is aimed to examine the impact of information and communication technology in teaching and learning of agricultural science in junior secondary school students in Ovia north east L.G.A in Edo State

1.3 AIMS OF THE STUDY

The major aim of the study is to examine the impact of information and communication technology in teaching and learning of agricultural science in junior secondary school students in Ovia north east L.G.A in Edo State. Other specific objectives of the study include;

1. To examine the use of information and communication technology in teaching and learning of agricultural science in junior secondary school in Ovia north east L.G.A in Edo State.
2. To examine the prospects of information and communication technology in teaching and learning agricultural education in schools.
3. To examine the impact of information and communication technology in teaching and learning of agricultural science in junior secondary schools in Ovia north east L.G.A in Edo State.
4. To examine the constraints confronting the use of information and communication technology in teaching and learning agricultural science in junior secondary schools.
5. To examine the relationship between information and communication technology, teaching and learning of agricultural science in junior secondary schools.
6. To examine the strategies needed to improve the use of information and communication technology by agricultural science teachers.

1.4 RESEARCH QUESTIONS

1. What is level of use of information and communication technology in teaching and learning of agricultural science in junior secondary school in Ovia north east L.G.A in Edo State?
2. What are the prospects of information and communication technology in teaching and learning agricultural education in schools?
3. What is the impact of information and communication technology in teaching and learning of agricultural science in junior secondary schools in Ovia north east L.G.A in Edo State?
4. What are the constraints confronting the use of information and communication technology in teaching and learning agricultural science in junior secondary schools?
5. What is the relationship between information and communication technology and teaching and learning of agricultural science in junior secondary schools?
6. What are the strategies needed to improve the use of information and communication technology by agricultural science teachers?

1.5 RESEARCH HYPOTHESES

Hypothesis 1

1. : There is no significant impact of information and communication technology in teaching and learning of agricultural science in junior secondary schools in Ovia north east L.G.A in Edo State.
2. : There is a significant impact of information and communication technology in teaching and learning of agricultural science in junior secondary schools in Ovia north east L.G.A in Edo State

Hypothesis 2

H0: There is no significant relationship between information and communication technology, teaching and learning of agricultural science in junior secondary schools.

H1: There is a significant relationship between information and communication technology, teaching and learning of agricultural science in junior secondary schools.

1.6 SIGNIFICANCE OF THE STUDY

The study would provide an insight to the relevance of ICT as effective teaching and learning of agricultural science in secondary schools. It would help in examining the importance of ICT in the presentation of learning concepts in Agriculture to students.

It would help to assess how students access the internet in other to increase their level of understanding. It would provide knowledge of how the use of information communication technology stimulates the interests of students during teaching and learning of agricultural science.

This study would also be of immense benefit to students and scholars who are interested in developing further studies on the subject matter.

1.7 SCOPE AND LIMITATION OF THE STUDY

The study is restricted to the impact of information and communication technology in teaching and learning of agricultural science in junior secondary school students in Ovia north east L.G.A in Edo State.

LIMITATION OF THE STUDY

Financial constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview)

Time constraint: The researcher will simultaneously engage in this study with other academic work. This consequently will cut down on the time devoted for the research work.

1.8 OPERATIONAL DEFINITION OF TERMS

Agriculture: this refers to the science or practice of farming including cultivation of the soil for the growing of crops and the rearing of animals for human uses.

Computer: refers to an electronic device for storing and processing data, typically in binary form, according to instructions given to it in a variable program.

Technology: This is the application of scientific knowledge for practical purposes, especially in industry. It can also be referred to as machinery and equipment developed from such scientific knowledge.

Teaching: This is the occupation, profession or work of a teacher. It refers to the process of imparting knowledge and skills from a teacher to a learner.

Learning: This refers to the acquisition of knowledge or skills through experience, practice or study or by being taught. It is a goal directed act. It is acquiring new or modifying and reinforcing, existing knowledge, behaviors etc.