THE IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON STUDENTS ACADEMIC PERFORMANCE IN MATHEMATICS
ABSTRACT
The study sought to investigate the impact of information and communication technology (ICT) on students’ academic performance in mathematics in selected secondary schools in Lagos State’s Agege Local Government Area. This study reviewed relevant and extensive literature under subheadings. The questionnaire and sampling technique were used in the survey research design to assess the responses of the selected respondents.
For this study, a total of 200 (two hundred) respondents were chosen and used, representing the majority of the population. In this study, four null hypotheses were developed and tested using the Pearson Product Moment Correlation and the independent t-test statistical tools at the 0.05 level of significance.
The following findings emerged from the analysis: there is a significant impact of information and communication technology on students’ performance in mathematics; there is a significant difference between the performance of students taught by computer literate teachers and those taught by non-computer literate teachers; and there is a significant relationship between the teaching methods of computer literate teachers and those of non-computer literate teachers.
CHAPTER ONE
INTRODUCTION
1.1 The Study’s Background
Mathematical concepts and applications have evolved dramatically. The introduction of computation and computers as tools in mathematics has altered the way mathematicians do mathematics as well as the way scientists, engineers, and social scientists use mathematics. Many people believe that it is time to re-evaluate the content of the Mathematics curriculum so that it can begin to reflect these changes (Arlmond, 2002).
Because of its utility in calculus, or at least in traditional conceptions of calculus, manipulative skill has received a lot of attention in previous mathematics curricula. Computerized mathematical systems, on the other hand, exist to perform the routine manipulations that students spend hours learning to perform.
If computers can perform mathematical operations such as factoring and solving equations, the importance of developing student skills in these areas should be reconsidered. According to Anya (2000), one issue raised by the advent of technology is one that parallels the issue of calculators and the learning of arithmetic skills, namely, how
much proficiency is required with paper-and-pencil symbol manipulation in order to be able to decide which manipulations are faster when done by hand and which should be left to the microcomputer. The role of symbol manipulation skills in the development of conceptual understanding in mathematics is a related issue that can only be addressed through future research (Adams, 1994).
New technologically supported learning environments are being developed to focus on aspects of mathematics education that have previously been overlooked. Fey (1989) and Heid (1990) conducted research with first-year Mathematics students on a project involving the use of computer tools
(e.g., curve-fitting programs, generators of tables of values, symbolic manipulators, and function graphers) to develop students’ understanding of Mathematics concepts and their ability to solve problems requiring Mathematics before they master symbol manipulation techniques.
Other projects have concentrated on the dynamic capabilities of graphing software in order to assist students in making connections between the tabular, graphic, and mathematical representations used in coordinate geometry. Other research studies have emphasized the role of programming in developing students’ ability to construct formalized rules and set up equations, as well as in enriching their concepts of variables. Mathematics education is at a fork in the road.
With the advancement of technology, it is clearly questionable to continue with the old style of Mathematics curricula techniques. Yet, at the start of the 1990s, most school Mathematics curricula did not incorporate either the power of Mathematics as a thinking tool for justification and generalization, nor the potential of technology to work in tandem with Mathematics instruction. Both aspects should be carefully considered by mathematics education researchers, curriculum developers, and teachers (George, 1998).
ICT improves students’ mathematics performance in both secondary and tertiary institutions in Nigeria. For example, students in science, particularly those studying mathematics, find the use of information and communication technology useful in recalling facts and figures and performing quick calculations, which improves their academic performance (Adeleke, 2000).
The development of Information Communication Technology (ICT) for use by all aspects of human endeavors was the twentieth century’s greatest achievement. Major technological challenges have always resulted in societal changes. A series of interventions in the middle of the 18th century enabled people to “mass produce” items. The agricultural world gave way to the industrial world.
The methods of product transportation and communication were greatly improved, and the elite group quickly amassed vast fortunes by using money as a commodity and the organized banking system as a means of controlling the new industrialized society (Kaiya and Ndomi, 1999).
According to Osusanya and Oloyode (2003), with the rapid growth of industrialization came the need to manage an ever-increasing volume of information about parts and people. This served as the foundation for the development of the computer.
At the moment, powerful computers are used to store large amounts of data. Computers are so heavily employed by information and communication technology that the two are thought to be synonymous. According to Goyal (1998), its growth and development is one of the most significant achievements of the twenty-first century.
In fact, there are several sites on the worldwide web (www) (such as Google and Yahoo sites) that provide information on how the network is used to teach various science or mathematics courses. The materials at the sites teach students to think laterally, longitudinally, and across multiple dimensions.
The findings of studies on the impact of computer-assisted instruction on students’ attitudes and achievement in science, particularly in mathematics-related courses, revealed a general improvement (Adamsons, 2000).
Telecommunication is a type of communication in which information is transmitted over long distances. Information and communication technology (ICT) also refers to a more efficient and effective method of storing, accessing, and updating information than traditional paper-based processes.
Students have benefited recently from the use of information communication technology (ICT) such as computers, television, telephones, and the internet as a veritable source of information in their academic career or pursuit, particularly in science and mathematics related disciplines.
According to Uzoma (1999), students, particularly adolescents, use information and communication technology, particularly the internet, to gather vital educational information or materials, register for courses of study, and check their JAMB, NECO, GCE, POST UME, and other examination results.
According to Onuoha (2000), the introduction of information technology has made education more simple and easy for students, particularly adolescents in secondary schools that offer mathematics in our school system. Onuoha claimed that information and communication technology has aided students in a variety of ways, including project writing and the gathering of necessary information, resulting in more effective studies.
Many students have been able to achieve high academic achievement as a result of this. He went on to say that information and communication technology has created a remarkable balance and effectiveness in the daily activities of students who are accustomed to using computers and the internet to perform faster storage and retrieval of information in the academic environment or school.
According to Adelekunnu (1994), socialization is the training given to children to help them meet the demands of the society in which they live. According to him, information and communication technology (ICT) can be used to help students get along with others, achieve self-sufficiency, and academic success.
It can also help them achieve professional success while adhering to societal values and norms. Students achieve high academic laurels in school using information technology, particularly in science and mathematics-related subjects.
1.2 STATEMENT OF THE PROBLEM
Many students have recently been caught using Global System Mobile Network (GSM) phones to carry out or perpetrate examination malpractices, particularly in calculation-based courses such as Mathematics and other science-related ones, to connect friends and associates in crime.
Adults and students have been found to use GSM phones to tell various types of lies and deception in the larger society, and this has resulted in corruption becoming well rooted in the society in which we live. The more advanced manner in which television programs are aired is commendable,
but many of the programs show very bad and aggressive films, and the children watch them after which they begin acting out what they have seen, negatively affecting the child’s psyche. Without a doubt, the rise of information and communication technology has made students in calculation-based courses such as Mathematics lazier and more reliant on calculators.
Most mathematics students can no longer perform simple arithmetic without consulting a calculator or the internet, among other resources.
The purpose of this study is to investigate the impact of information and communication technology (ICT) on the performance of secondary school students in mathematics.
1.3 The Study’s Purpose
The study’s objectives include the following:
1. Investigate the impact of information and communication technology on students’ mathematical achievement.
2. The difference in academic performance between students taught by computer-literate mathematics teachers and those who are not.
3. Determine whether there is a link between the teaching method and students’ academic performance as a result of the use of ICT.
4. To investigate whether there is a gender difference in students’ academic performance in mathematics as a result of their use of information and communication technology (ICT).
1.4 Research Concerns
In this study, the following research questions were raised:
1. Does information and communication technology influence students’ mathematical achievement?
2. Is there a difference in academic performance between students taught by computer-literate mathematics teachers and those who are not?
3. Is there a difference in the teaching methods of teachers of mathematics who are computer literate and those who are not?
4. Is there a gender difference in students’ academic performance in mathematics as a result of the use of Information and Communication Technology (ICT)?
1.5 Hypotheses for Research
This study would put the following hypotheses to the test.
1. Information and communication technology will have no significant impact on students’ achievement in mathematics.
2. There is no statistically significant difference in academic performance between students taught by computer-literate mathematics teachers and those who are not.
3. There is no significant difference in the teaching methods of computer literate and non-computer literate mathematics teachers.
4. Due to the use of Information and Communication Technology, there is no gender difference in students’ academic performance in mathematics (ICT).
1.6 Importance of the Research
The following people will benefit from this research:
Students would benefit from the study’s findings and recommendations because they would help them become more aware of information and communication technology in the classroom. Because of the benefits it provides, this study will encourage students to become more involved in the use of information and communication technology.
Teachers: They would benefit from this study because, as a result of its findings and recommendations, teachers would have the opportunity to become involved in the use of information and communication technology, which has numerous benefits. The study also includes information and communication technology and their functions.
Family: This study would benefit parents because it would inform them about the benefits their children/wards received from using information and communication technology in their academic work or activities. Through this study, parents will have the opportunity to learn about the importance of information communication technology, and those who do not use it will begin to do so because it is beneficial to all human activities.
The School Authority: This research would help the school administration learn more about information and communication technology and its applications, particularly in the life of a full-time student. The study’s recommendations would allow the school authority to broaden its policy on the availability and use of information and communication technology in Nigeria’s school system.
The Society: The society would benefit from this study because it will help the society become more information and communication technology friendly due to the benefits it has. This research will allow society to learn more about information and communication technology and its applications in today’s world.
The Study’s Scope
The purpose of this study was to investigate the impact of information and communication technology (ICT) on students’ academic performance in mathematics in selected secondary schools in Lagos State’s Agege Local Government Area.
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