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A
COMPARATIVE ASSESSMENT OF THE USE OF "ICT" IN TEACHING BIOLOGY IN
SOME SELECTED SECONDARY SCHOOLS
ABSTRACT
This study
examines A Comparative Assessment of the Use of "ICT" in Teaching
Biology in Some Selected Secondary Schools in Mushin Local Government Area of
Lagos State. It investigates the use, importance and significance of ICT in
teaching Biology in secondary schools in Mushin LGA of Lagos. The purpose of
this research was to determine students performance in Biology within a non-ICT
equipped secondary school system; to determine students performance in biology
within an ICT equipped secondary school system; to account for the disparity in
students performance within the two contexts of secondary schools if there is
any and indicate the serious need for a comprehensive ICT-aided teaching of
Biology in secondary schools in Nigeria. Two questions were stated for this
study, the research design was comparative research method in nature. The data used was WAEC results of three
public and three private senior secondary schools for three consecutive years
(2013, 2014 and 2015).The data collected
was analysed using simple percentage. Based on this findings from the study the
following conclusions were drawn that if ICT facilities are made available,
accessible and effectively used in relevant topics by the teachers, teaching
and learning would be much easier and effective, Thereby improving the academic
performance of students in the subject.Recommendations were made on the basis
of the findings of this study which include the following: More trained computer teachers should be
employed and those science teachers who are not computer literate should be
mandated to go for computer training; government should make it mandatory for
science and computer teachers to always; attend seminar, workshop, conference
and refresher course in computer;government should provide more jobs for young
unemployed graduates as a measure of security for the nation; There should be a
serious punishment for any individual or group who mismanaged or misappropriate
money meant for education; and government should make it mandatory for science
and computer teachers to always; attend seminar, workshop, conference and
refresher course in computer.
CHAPTER ONE
INTRODUCTION
1.1. Background to the Study
Biology is a
widely studied subject. The knowledge of it calls for a balanced secondary school
education. Biology as a school subject may be a factor in improving the lives
of students and their immediate environment.
In a
developing country like Nigeria, the use of "ICT" in the teaching of
Biology should be promoted in all secondary schools, since the national policy
on education states that "the broad aims of secondary education within
overall National objectives should be preparation or higher education". In
specific terms, secondary education should equip students so that they can be
able to live effectively in our modern age of science and technology.
Information
Communication Technology (ICT) has positively transferred effectively and
efficiently every aspect of human lives such as Education, Aviation,
Agriculture, Manufacturing etc. In Nigeria, it appears that most students and
schools lack facilities such as Information Communication Technology
facilities, the influence of media devices such as projectors, perhaps may
improve the teaching-learning process of the subject, Biology.
ICT is an
acronym Information Communication Technology. They are a diverse set of
technological tools and resources used to communicate, and to create,
disseminate, store and manage information. These technologies include computers, the internet, broadcasting
technologies(radio and television), and telephony(Volman,2005).In recent years,
there has been a groundswell of interest in how computers and the internet can
best be harnessed to improve the efficiency and effectiveness of education at
all levels and in both formal and non-formal settings (www.en.m.wikibooks.org).
But ICTs are more than just these technologies; older technologies such as the
television, radio and telephone which are now given less attention, have a
longer and richer history as instructional tools.
The use of
computers and the internet is still in its infancy in developing countries,
if these are used at all, due to limited
infrastructure and the attendant high cost of access. ICTs are making dynamic
changes in society. They are influencing all aspects of life. The influences
are felt more and more at schools. ICTs provide both students and teachers with
more opportunities in adapting teaching and learning to individual needs,
society is forcing schools to aptly respond to this technical innovation. Tinio
(2002), states the potentials of ICTs in increasing access and improving
relevance and quality of education in developing countries. He further stated
that ICTs greatly facilitate the acquisition and absorption of knowledge,
offering developing countries unprecedented opportunities to enhance
educational systems, improve policy formulation and execution, and widen the
range of opportunities for biology and the poor. One of the greatest hardships
endured by the poor, and by many others, who live in the poorest countries, is
their sense of isolation and ICTs can open access to knowledge in ways
unimaginable not long ago.
In Watson’s
(2001) description, ICTs have revolutionized the way people work today and are
now transforming education systems. As a result, if schools train students with
yesterday’s skills and technologies, they may not be effective and fit in
tomorrow’s world. This is a sufficient reason for ICTs to win global
recognition and attention. For instance, ICTs are dependable tools in
facilitating the attainment of one of the Millennium Development Goals (MDGs),
which is achievement of Universal Basic Education by the year 2015. Kofi Anan,
the former United Nations Secretary General, points out that in order to attain
the goal of Universal Primary Education by 2015; we must ensure that
information and communication technologies unlock the door of education
systems. This indicates the growing demand and increasingly important place
that ICTs could receive in education. Since ICTs provide greater opportunities
for students and teachers to adjust learning and teaching to individual needs,
society is forcing schools to give appropriate response to this technical
innovation.
The uses of
ICT is making major differences in the learning of students and teaching
approaches. Schools in the western world invested a lot for ICT infrastructures
over the last 20 years, and students use computers more often and for a much
larger range of applications (Volman, 2005). Several studies reveal that students
using ICT facilities mostly show higher learning gains than those who do not
use.
ICT offers
an array technical tools that improve the academic experience, creating a
potential for variety, diversity and better organization in education. Like all
other courses of study, Biology Education offers a creative field on which the
opportunities offered by ICT can be explored.
Scientific
research especially in the 21st century has greatly increased the understanding
of the world around us. This has brought a lot of changes in different areas of
human endeavor, like in the area of Education, Health, Power, Industry,
Environment etc. It has promoted better living and good practices. There has
been tremendous increase in research which led to a lot of discoveries in
science and technology. All these innovations and developments are interrelated
and dependent on each other. Natural science has witnessed a lot of improvement
recently and science in this century had displayed a lot in the area of
innovation and technology and has shown a great potential in transforming human
life and the world around him. The development of science and technology is of
paramount importance to the society and the nation at large, that is why a lot
of emphasis is being placed on it recently in our schools.
It is no
gainsaying that biology cannot thrive in this modern day without the
informative and communicative edge neither can biology education graduates be
globally competitive without having being imbued with ICT skills. It is against
this background that this researcher investigates the regularity and
effectiveness of ICT use among biology
education students.
1.2.
Statement of the Problem
There is a
need for steady evaluation of the impact of ICT in the teaching of essential
subjects such as Biology.
It has fully
come to the attention of biology education stakeholders, the invaluable
importance of ICT tools such as computers, audio-visual equipment, internet
facilities etc. to the course. They are however not sure whether this
technological opportunity is being most effectively and optimally exploited and
explored. Information Communication Tools are an integral part of biology and
biology education and their extensive use, especially in recent years, is
gradually being implemented in undergraduate training. Furthermore, many
universities and their libraries across Nigeria are rapidly incorporating ICT
tools such as computer and internet into their programmes for the use of
students. The problem of this study is therefore to investigate the
effectiveness and regularity of ICT use among biology education students.
This is with
a view to ascertaining the level of success recorded in terms of students
performance in Biology with the increased wave of computer based education
system in Nigeria.
1.3. Aim and Objectives
The aim of
the present study focuses on the impact of ICT in the teaching and learning of
Biology in secondary schools.
The specific
objectives are:
i. To determine students performance
in Biology within a non-ICT equipped secondary school system;
ii. To determine students performance
in biology within an ICT equipped secondary school system.
iii. To account for the disparity in
students performance within the two contexts of secondary schools if there is
any and
iv. Indicate the serious need for a
comprehensive ICT-aided teaching of Biology in secondary schools in Nigeria.
1.4.
Research Question
i. How relevant is the use of ICT in
teaching Biology as a secondary school subject?
ii. Do students perform better when
they are taught Biology by the means of information communication technology
(ICT).
1.5 Scope of the Study/Delimitation
Six
secondary schools in Mushin Local Government Areas of Lagos State were used for this study as
time and cost did not permit examining all schools within the selected local
government areas.
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