COMPARATIVE ASSESSMENT OF THE USE OF ICT FACILITIES IN TEACHING BIOLOGY BETWEEN PUBLIC AND PRIVATE SECONDARY SCHOOLS

Abstract

This study was on Comparative Assessment of the use of ICT facilities in teaching Biology between public and Private secondary schools in Mkpat Enin LGA. Three objectives were raised which included:  Is there a difference in the number of ICT resource materials available  for teaching biology in public and private schools­­, to what extent do teachers used ICT in teaching biology, Is there a difference in the use of ICT between male and female teachers and Is there a difference in the availability of ICT materials for teaching biology in public and private. A total of 77 responses were received and validated from the enrolled participants where all respondents were drawn from selected secondary schools in Mkpat Enin local governmnet. Hypothesis was tested using Chi-Square statistical tool (SPSS).

 Chapter one

Introduction

1.1Background of 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. 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.

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, and 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 student’s performance in Biology with the increased wave of computer based education system in Nigeria in public and private school  

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 public and private secondary schools in Mkpat Enin local government of Akwa Ibom state.

The specific objectives are:

1. Is there a difference in the number of ICT resource materials available  for teaching biology in public and private schools­­
2. To what extent do teachers used ICT in teaching biology
3. Is there a difference in the use of ICT between male and female teachers
4. Is there a difference in the availability of ICT materials for teaching biology in public and private

1.4. Research Hypotheses

    The following research hypotheses will be formulated;

H0: there no difference in the number of ICT resource materials available for teaching biology in public and private schools­­

H1: there a difference in the number of ICT resource materials available for teaching biology in public and private schools­­

H0: there is no difference in the use of ICT between male and female teachers

H2: there is difference in the use of ICT between male and female teachers

Significance of the study

Researches in the area are few when compared to other discipline. In view of this, the finding of the study will contribute immensely and be of great value to stakeholders such as the government, principals, teachers, students and management of schools. It will also be of important to other researchers in similar area of study. The study is aim at having knowledge on available ICTs facilities and how teachers use the technological instrument (laptops, desktops computers, PowerPoint presentation etc.) for effective teaching and learning of biology in schools. The outcome of the study is expected to give foresight to the government and management of schools to possess ICTs facilities and use it to improve the standard of teaching in schools

Scope and limitation of the study

The scope of the stud covers Comparative Assessment of the use of ICT facilities in teaching Biology between public and private secondary schools. The study will be limited to selected secondary schools in Mkpat Enin LGA

Limitations/constraints are inevitable in carrying out a research work of this nature. However, in the course of this research, the following constraints were encountered thus:

1. Non-availability of enough resources (finance): A work of this nature is very tasking financially, money had to be spent at various stages of the research such resources which may aid proper carrying out of the study were not adequately available.

Time factor: The time used in carrying out the research work is relatively not enough to bring the best information out of it. However, I hope that the little that is contained in this study will go a long way in solving many greater problems.

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