THE IMPACT OF INFORMATION TECHNOLOGY IN TEACHING AND LEARNING OF HOME ECONOMICS IN TERTIARY INSTITUTIONS
ABSTRACT
The study looked at the use of information technology in home economics teaching and learning at the University of Lagos in Akoka, Lagos State. The questionnaire was used to assess the respondents’ opinions using a descriptive research survey. A total of 100 (one hundred) respondents were chosen at random to represent the entire population of the study.
The findings revealed that ICT has a significant influence on students’ moral behavior in school, that there is a significant relationship between the cost of ICT and students’ academic performance in school, that there is a significant gender difference in delinquent behavior of students due to ICT use in school, and that there is a significant relationship between ICT use and adolescents’ social adjustment in school.
Based on the findings, it is suggested, among other things, that teaching and learning home economics be handled by experts who understand how to use information technology to teach the subject-matter.
In addition, the use of information technology in teaching and learning processes should be incorporated into the University’s curriculum, particularly in teaching and learning home economics.
CHAPTER ONE
1.1The Study’s Background
Introduction
The use of information technology has greatly improved the lives of people in all areas of human endeavor, particularly education. Computers and other aspects of information technology are now used in education to monitor students’ progress, teach students, and as instructional media to aid in classroom teaching, particularly in home economics (Adeyonju, 2004).
The teaching process is regarded as crucial, particularly when we consider teaching and learning as the acquisition of knowledge and skills by individuals who become useful members of society. Indeed, teaching can both convey and actualize the educational goals of students. It entails deliberate activities aimed at developing the less matured and inexperienced (Ekwueme, 1996).
According to Olorundare (2006), teaching encompasses forms of process, behavior, and activity that cannot be explained by a single theory. It is also argued that in educational institutions such as the University of Lagos, teaching cannot take place without the students (learners), the teacher, and the curriculum, content, and instructional materials.
According to Adeleke (2005), the preceding judgment cannot withstand the test of information. This is due to the fact that teaching imposes content, learner freedom in teaching is limited, and information technology relies on independent judgment in decision-making.
In this gravely deteriorating teaching situation, the teacher’s sole responsibility is to create an enabling environment conducive to desired behavioral change (Ukweebu, 2005). According to Mohammed, classroom teachers are expected to use IT resources such as computers, the internet, visual aids, audio-visuals, and so on to instill relevant knowledge in students.
Any classroom teacher with adequate and professional ICT utilization skills will undoubtedly have his or her students perform better in classroom learning, particularly in home economics.
The instructional process is critical for curriculum implementation. The most relevant home economics education curriculum may be rendered ineffective if the wrong instructional process is used. Multiple methods, such as the project method, problem-solving method, demonstration, field trip, and so on, must be used.
The extent to which teachers do this is unknown; today, many schools lack the necessary equipment and materials, so they substitute alternative to practical for real practical exercise (Anyakoha, 2005).
According to Nwaokolo and Ekwue (2001), when computers and other forms of information technology are used to teach home economics, teaching and learning in the classroom will be more effective. Teaching aids such as charts, diagrams, posters, and maps, as well as textbooks and workshops, are examples of instructional materials.
Non-print materials such as films, film strips, model work-ups, slides, pictures audio and audio tapes, records, transparences globes and boards, as well as hardware such as science apparatus and video machines, are included. Chemicals and chalks are also included as software (Ayomide, 2000).
There are three types of instructional media. They are as follows: audio, audio-visual, and visual. The audio-visual materials combine sight and social content, whereas the audio-visual materials only have audio content. The visual materials are those that only have visual content; they are divided into two categories: non-projected visual materials and projected visual materials.
While non-project visuals do not require any power source to operate, projected visuals cannot function without electricity (Nwagbara, 1997). Home economics is taught and learned using these instructional materials. Their use in the classroom improves the teaching and learning of home economics.
1.2Statement of the Issue
The significance of utilizing or applying information technology in the teaching and learning of home economics cannot be overstated. This is due to the fact that information technology is a current event in the world today. Most schools in Nigeria, including various tertiary institutions, do not use computers, audio-visual, or other forms of information technology to teach the content of home economics in the classrooms.
This has hampered effective home economics learning in tertiary institutions. For example, many teachers have no idea how to operate these information technology devices, let alone how to use them to teach students. To make matters worse, most students have no idea how to access relevant information from the internet, let alone learn home economics through the use of a computer.
All of these factors have hampered the study of home economics in schools; the aforementioned issues prompted the University of Lagos to investigate the impact of information technology on the teaching and learning of home economics.
1.3 The Study’s Objective
The primary goal of this research is to look into the impact of information technology on home economics teaching and learning in tertiary institutions in Lagos State.
The study’s sub-objectives include the following:
1. Determine whether information technology has an impact on home economics teaching and learning in tertiary institutions.
2. Determine whether or not there is a significant relationship between information technology and students’ academic performance in home economics.
3. Determine whether there is a link between ICT utilization and students’ overall home economics outcomes.
4. Determine whether students’ perceptions of information technology differ from their home economics practical work.
5. Determine whether full-time students use ICT more frequently than part-time students.
1.4Research Issues
In this study, the following research questions were raised:
1. Will information technology have a significant impact on home economics teaching and learning?
2. Is there a link between information technology and students’ academic performance in home economics?
3. Will there be a significant relationship between students’ performance in home economics and their use of information technology?
4. Will students’ perceptions of information differ from their practical work in home economics?
5. Do full-time students use information technology more frequently than their part-time counterparts?
1.5Analysis of Research Hypotheses
In this study, the following hypotheses were tested:
1. There will be no significant relationship between information technology and home economics teaching/learning.
2. There will be no statistically significant relationship between information technology and students’ academic performance in home economics.
3. There will be no significant difference in academic performance between students who are taught home economics with ICT and those who are not.
1.6The Study’s Importance
The following people will benefit from this research:
Students will benefit from the study’s findings and recommendations because they will help them become more aware of information technology in the classroom. Because of the benefits it provides, this study will encourage students to become more involved in the use of information technology.
Teachers will benefit from this study because the findings and recommendations will provide them with the opportunity to become involved in the use of information technology due to the numerous benefits that can be derived from it. The study would also make the public aware of information and communication technology and their functions.
Family: This study will benefit parents because it will inform them about the advantages that their children/wards gain from using information technology in their academic work or activities. Through this study, parents will have the opportunity to learn about the importance of information 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 will help the school authority learn more about information technology and its applications, particularly in the lives of full-time and sandwich students. The study’s recommendations will 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: This study will benefit the society because it will help the society to be more information technology friendly due to the benefits it has. This research will allow society to learn more about information technology and its applications in today’s world.
1.7Scope of the Research
This study looked into the impact of information technology on home economics teaching and learning at the University of Lagos in Akoka, Lagos.
1.8Terms Definition
In this study, operational terms were defined as follows:
The application of scientific knowledge is referred to as information technology. The acquisition, processing, storage, and dissemination of vocal, pictoal, textual, and numerical information via a micro-based combination of computing and telecommunication is referred to as information communication technology. Dear Asiobie (1989).
Full-time Studentship – This refers to students who are enrolled in classes full-time. Students accepted through the Joint Admission and Matriculation Board (JAMB).
Utilization – The act of putting something to use or utilizing it.
Accessible – This refers to being able to get into, to, or at something. Persuaded or influenced easily.
Acquiring – The act of obtaining something or someone.
Home Economics: This is the study of knowledge in order to improve one’s life. It draws knowledge from various fields of study, synthesizes that knowledge, and applies it to equip individuals for effective self and family management.
Sandwich Studentship: This is a program designed for individuals who are unable to enroll as full-time students due to employment as teachers, civil servants, or other circumstances.
THE IMPACT OF INFORMATION TECHNOLOGY IN TEACHING AND LEARNING OF HOME ECONOMICS IN TERTIARY INSTITUTIONS
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