APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY AS TOOL FOR ENHANCING TEACHERS’ EFFECTIVENESS IN PRIMARY SCHOOLS IN SABON GARI LOCAL GOVERNMENT, KADUNA STATE, NIGERIA

ABSTRACT

The study investigated application of information and communication technology (ICT) as tool for enhancing teachers’ effectiveness in primary schools, Sabon gari local government area, Kaduna State, Nigeria. Four objectives were formulated in the study which are to: find out if the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; determine whether the use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; investigate if the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; and ascertain if the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State. The study adopted descriptive survey research design. The target population of the study was made up of 28 head-teachers and 439 teachers. A sample size of 14 head-teachers and 219 teachers were sampled from Sabon gari local government area, Kaduna State, making the total of 233 respondents, used in the study. The instrument tagged “Information Communication Technology and Teachers’ Effectiveness Questionnaire (ICTTEQ)” was used for data collection in the study. The instrument was pilot tested in order to determine the reliability co-efficient. The reliability co-efficient was determined using Cronbach Alpha statistics and a reliability coefficient of 0.84 was obtained. The data collected was coded into a computerized database using Statistical Package for Social Sciences (SPSS) version 21.0. The descriptive statistics of frequency, mean and standard deviation were used to answer the research questions, while Chi-square (c²) was used to test the hypotheses at 0.05 level of significance. The study established that the use of computers enhanced teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; effective use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; while the use of palm tops does not enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; and the use of digital cameras enhanced teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State. The study recommended among others that Kaduna State government should make fund available for the provision of ICT media in schools and that teachers should be trained on the use of ICT media through organized seminar and conferences. This would go a long way in check-mating underutilization of ICT resources in primary schools.

CHAPTER ONE

INTRODUCTION

1.1     Background to the Study

Information and communication technology (ICT) is increasingly becoming part of our everyday lives and is certainly a major aspect of organisational life. Much has been claimed for the contribution ICT can have upon the educational practices. There is substantial evidence that, in the right hands and used appropriately for specific purposes in specific contexts, ICT can be an effective tool in supporting teaching and learning. However, it is now firmly established that its introduction into schools does not by itself improve the quality of education or raise attainment. Encouragingly, there is growing and widespread awareness that the pedagogical and technical expertise of the teacher is absolutely critical here. Kaduna State Government, as elsewhere, are emphasising teacher development as the key to effectively implementing policy and curricula, to using ICT to enhance teaching and learning, and to raising educational standards. In Sabon gari local government area, Kaduna State, however, a major impediment is the lack of qualified teachers. This problem is further exacerbated by growing poverty and lack of funding for their salaries, and the exponential rise in student population in the last two decades (Afe, 2002; Olakulehin, 2007).

Information and communication technology (ICT) offers the potential to meet the learning needs of individual learner, to promote equal opportunity, to offer material and also promote independence of learning among learners. For teachers, ICT is not only an essential tool, but it offers opportunities for professional development. It can be used for linking and networking to other educational establishement. Cuban (2001) is critical about the developments in the use of ICT in schools claiming that the overhead projector and video made little impact on teaching styles and so computers should not be treated differently. Computers are totally different from other technologies, because the internet can provide information about everything in the world and also enable unique forms of interactivity.

More so, with the use of ICT, profound changes to the learning process are also taking place. ICT can change the role of learners, as students as opposed receivers of information from the teacher in the classroom. Students can take responsibility for their own learning (student-centre approach). The teacher’s role has changed from standing as an authority in front of the class to the one of managing and facilitating learning, moving around to different groups helping, suggesting, encouraging and learning along with the learners (Alasoluyi, 2015). With the kind of ICTs, learners and teachers utilised their knowledge networks to teach and train each other. Evidence suggests that knowledge has been transferred from all the participants. It is also evident that the effective use of ICT, and planned activities was embraced by all that were involved.

Effectively introducing technology into schools is also largely dependent upon the availability and accessibility of ICT resources (such as hardware, software and communications infrastructure). Clearly if technology cannot be accessed by the teacher, then it will not be used. Also, the state funding for such resources is scarce, and that ICT resources tend to be more available in urban than rural areas. Extensive review of the literature on developing use of ICT in Kaduna State to enhance teaching and learning shows that while the process has previously been painfully slow (Sadiku, 2006; Liverpool, 2002), the situation has been improving in the last few years. Schools are increasingly being equipped with computers for teaching, learning and administrative purposes, connectivity is improving and students are enthusiastic about using computers for learning, despite the lack of equipment available.

However, there is an almost universal emphasis on teaching basic skills for software use and information gathering, whereas research indicates that integrating ICT into subject learning is far more effective for students. The skills emphasis is reinforced by the lack of technology located in classrooms and a corresponding concentration on purpose-built computer labs. Furthermore, many teachers are working in conditions that are not conducive to supporting ICT use. Hence, the main challenge is to develop future teachers who know how to use the modern technology to improve student learning. Given the fact that most of the teachers are computer illiterate, teachers are required to understand the application of ICT within the education and training system. This further requires an understanding of the technology, its application to various learning areas and the ability to manage information and knowledge.

1.2     Statement of the Problem

Information and communication technology has become a very important part of the educational delivery and management processes. ICT to a great extent facilitates the acquisition and absorption of knowledge, and hence can provide extraordinary opportunities to developing teachers for enhancing their educational systems thereby raising the level of quality of instructional delivery (Blok, Oostdam, Otter & Overmaat, 2002). Learning is all about information gathering. This can best be achieved if teachers can access, store, process, retrieve and apply this information in the learning process. The ability of teachers to manipulate information and communication apparatus will aid in tapping from its vast resources, as a result, enhance student’s learning activities.

The field of education has been affected by ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf, 2005). Information is central to the development of a nation or a people. Yet, teachers are not provided with current information that will enhance their effectiveness in primary schools in Sabon gari local government area, Kaduna State and research activities, such as; equipping the school e-library with modern computer and large reading space to enhance teachers effectiveness and efficient utilization of library resources. Also, teachers do not have adequate access to internet facilities within the primary schools in Sabon gari local government area, Kaduna State as a result of constant power failure.

More so, the basic problem of this research is that, teachers in Kaduna State, especially, those in Sabon gari local government area who are the focus of this study, are not proficient and or conversant with Information and Communication Technology; therefore, do not possess the essential skills to use it in order to take the enormous advantage of its resources. This study therefore investigated application of information and communication technology (ICT) as tool for enhancing teachers’ effectiveness in primary schools, Sabon gari local government area, Kaduna State.

1.3     Objectives of the Study

The study was carried out with the objectives to:

1. find out if the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State;
2. determine whether the use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State;
3. investigate if the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State; and
4. ascertain if the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

1.4     Research Questions

The study posed the following research questions:

1. To what extent does the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?
2. How effective is the use of overhead projector and video in enhancing teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?
3. To what extent does the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?
4. To what extent does the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State?

1.5     Research Hypotheses

The following hypotheses were raised and tested in the study at 0.05 level of significance:

H0₁:     There is no significant difference in the opinions of head-teachers and teachers on the extent to which the use of computers enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

H0₂:     There is no significant difference in the opinions of head-teachers and teachers on the effective use of overhead projector and video in enhancing teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

H0₃:     There is no significant difference in the opinions of head-teachers and teachers on the extent to which the use of palm tops enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

H0₄:     There is no significant difference in the opinions of head-teachers and teachers on the extent to which the use of digital cameras enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

1.6     Basic Assumptions

The study was carried out with the assumptions that:

1. The use of computers enhances teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.
2. Effective use of overhead projector and video enhance teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.
3. When palm tops are effectively used has the tendency of enhancing teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.
4. Appropriate use of digital cameras enhances teachers’ effectiveness in primary schools in Sabon gari local government area, Kaduna State.

1.7     Significance of the Study

This study would be significant in a number of ways to Ministry of Education, policy makers, school administrator, principals, students, teachers, parents and students on research. Findings from the study stands out in the sense that it will provide necessary and useful information needed by government to aid policy formulation on the use of ICT in the educational sector, particularly primary school. It would reveal to the government on the need to providing necessary and adequate ICT facilities not only to the study area but in all educational sector or institutions of learning in the country for the use of staff and students to enhance effective performance in teaching and learning activities to various disciplines.

It also indicates how the findings can be applied to solving the problems in teaching and learning with ICT. As for now, the primary schools in Sabon gari local government area, Kaduna State was fairly introduced to ICT in the aspect of teaching and learning. Hence, findings from this study would make an impact that will enable the system improved to some level of standards of an exploitation of ICT for effective performance of teaching and learning.

Expectantly, teachers who are less confident using ICT to promote the development of more complex teaching and learning processes, such as strategies of analysis, synthesis, evaluation and organisation would benefit from the study. The findings of the study will reveal to them the importance of these skills for navigating the net and for taking advantage of the enormous amount of information available. This means that the role of the teacher would be fundamental to contributing to the growth of these skills and for orienting a useful application of ICT. Similarly, this study however, will serve as an eye opener for teachers on the great advantage of using ICT infrastructures in teaching and learning.

The findings will be important to both state and federal ministry of education and other stakeholders, on the need to conceptualize, adopt, build up ICT capabilities, implement ICT, and take the advantage of enjoying the great resources of ICT. The study will essentially be significant, because the result of findings will help supply information for planning ICT resources, such as expanded internet access, training, and utilization of ICT by all stakeholders.

To curriculum planners, the study will provide bases to integrate ICT into the curriculum in all facets of the general educational content, which will be in consonance with the present challenges of globalization. The study will also contribute to the depth of literature on ICT use among teachers in primary schools. Finally, the study will serve as a reference document that will provide a stepping stone for further studies in the area of ICT use by future researchers.

1.8     Scope of the Study

This study entitled “application of information and communication technology (ICT) as tool for enhancing teachers effectiveness in primary schools, Sabon gari local government area, Kaduna state” was carried out with the view of enlightening on how the use of computers, overhead projector and video, palm tops, digital cameras enhance teachers’ effectiveness in primary schools. This study was delimited to only public primary schools in Sabon gari local government area, Kaduna State. Head-teacher and Teachers were used as respondents in the study.

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