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EFFECT OF ICT ON THE ACADEMIC ACHIEVEMENT OF GEOGRAPHY STUDENTS IN NIGER STATE COLLEGE OF EDUCATION MINNA

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EFFECT OF ICT ON THE ACADEMIC ACHIEVEMENT OF GEOGRAPHY STUDENTS IN NIGER STATE COLLEGE OF EDUCATION MINNA

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EFFECT OF ICT ON THE ACADEMIC ACHIEVEMENT OF GEOGRAPHY STUDENTS IN NIGER STATE COLLEGE OF EDUCATION MINNA

CHAPTER ONE

INTRODUCTION

  • Background of the Study

            ICT increase quality of education. One of the most vital contributions of ICT in the field of education is easy access to Learning (Sharma,S., Gandhar,K., Sharma,S., Seema, 2009) According to the UN Decade of Education for Sustainable Development 2005-2014, geography is really closed with education for sustainable development, and ICT is the first tool that will help both, teachers and pupils. With ICT the lifelong learning will be easier. The role of ICT can be evaluated in many directions. According to Becta 2003, five factor of influence the like hood that good ICT learning opportunities will develop in the schools: ICT resourcing, ICT leadership, ICT teaching, school leadership and general teaching. Becta (2003) also indicates that the success of the integration of new technology and information into education varies from curriculum to curriculum, place to place , and class to class, depending on the way is which it is applied in depended (Bingimla, 2009).

Geography is a broad scientific discipline that brings different information. Geography helps pupils to have information about the world. In geography lesson, pupils learn about the location, distribution, distance, movement, region, scale, spatial association, and spatial interaction and change over time (Reinfried, Schleicher, Rempfler, 2007). Access in information is a very important asset for development and ICT can help to share information. Contemporary learning theory is based on the notion that learning is an active process of constructing knowledge rather than acquiring knowledge and that instruction is the process by which this knowledge construction is supported rather than a process of knowledge transmission (Duffy, & Cunningham, 1996).

Methods of work and research in geography are developed. Currently the realizations of the geographical studies and research and geographical teaching and learning process are connected with ICT. Although the science of geography is influenced very much by ICT, the use of ICT in secondary and high level school is steel low. This is major connected with the lack of hardware’s and software’s. The use of ICT is increasing its role in curricula’s.

According to UNESCO: ICT is a scientific technological and engineering discipline and management technique used in handling information in application and association with social, economic and cultural aspects. The integration of information and communication technologies can help teachers and students (Noor-Ul-Amin, 2009).

Research, though limited, shows key benefits for geography educators in practice when utilizing Information and communication technologies (ICT) (Bowles, 2006). Lehtinen (as cited in Houtsonen, 2003) examined the significance of the impact of modern ICT for teaching and learning in geography. He did it by means of metaanalyses and concluded that learners in classes where ICT was used as a teaching aid generally learned more than those in other classes, performed better on average in cognitive tests, learned faster, enjoyed the lessons more, and were in general happier in their academic work. Therefore, it seems that hypermedia (ICT) environments produce better results than conventional teaching environments.     The interactive, user-centred, and open structure of new ICTs, particularly the Internet and mass storage devices, are ideal for the creation of constructivist learning environments (Sharpe, 2000). Traditional lecture methods in geography, according to Agnew & Elton (1998) and Vander Schee (2003), must be replaced with interactive lectures, resource-based learning, independent learning, practical and project work, etc. Within this interactive learning environment the learners are able to construct their own knowledge to ultimately perform better.

  • Statement of the Problem

            Many African countries envision being industrialized by the year 2030 and Nigeria is no exception. However looking at the way Geography is being taught in higher institutions  especially College of Education in Nigeria, the vision is in doubt because of the theoretical way of teaching bearing in mind that Geography is a practical and bridging subject, KIE (2006). The 2030 vision states that teachers are expected to possess high technical skills so that they can impact on learners if the nation is to be industrialized. Being a visual type of subject, this study puts emphasis on the integration of ICT for good teaching. The improvement in Geography performance in Niger State College of Education is very minimal. Therefore it is the purpose of this study to examine the effects of ICT on the academic achievement of Students in Geography department, and to challenge Geography Lecturers to use a variety of instructional techniques and resources in order to achieve the desired goals.

  • Objective of the Study

     The objective of this study is to find out the effect of ICT on academic performance of NCE II students of Niger State College of Education Minna. It also intend to:

  • Identifying the role of ICT in geographical teaching and learning
  • Identifying the advantage and disadvantages of the use of ICT in teaching and learning Geography
  • Discovering the main barriers of ICT application in curriculum development of learning of geography in tertiary institution level of education.
    • Research Question

     The following research questions are put forward:

  1. Is there any effect teaching of Geography Using ICT has on the Performance of NCE II Students?
  2. What are the barriers to the use of ICT application in Curriculum development of learning of geography in tertiary institution level of education?
  3. What are the advantage and disadvantages of the use of ICT in teaching and learning geography?
    • Research Hypothesis

HO1: There is no relationship between the Teaching of Geography using ICT and Academic Performance of NCE II Students.

HO2: The Lecturers in Niger State College of Education Minna does not adequately use ICT in teaching NCE II Geography Students.

            1.6 Significance of Study

The study will be helpful in the field of education. It is important for students, parents, educators and policy makers and curriculum developers in understanding the effect of ICT on academic achievement student of Geography.

The findings and recommendations of this study are expected to provide a process or framework which should assist Government in making decisions on how to adopt and use ICT in schools. The planners and policy makers are expected to use the findings of this study as a base for revising the current ICT policy in order to overcome the challenges hindering smooth adoption and use of ICT in tertiary institutions in Niger State and Nigeria in general. Geography Lecturers are expected to find the result of this study useful as it highlights challenges they face during adoption and use of ICT in schools. Further, findings of the study are expected to open areas for further study by other researchers and academicians, hence benefiting the whole community.

  • Scope and Limitation of the Study

The scope of the study is based on the effect of ICT on the performance of Geography Students of College of Education in Nigeria (A Study of Niger State College of education Minna). The research work will be limited to the analysis based on the questionnaire administered, and the relevant text (literature). Other limitation of the study is:  inability of the researcher to cover the entire population of the study, money, time and distance.

  • Definition of Terms
  1. Effect: A change which is a result or consequence of an action or other cause
  2. ICT: Information and Communication Technology
  3. Academic Achievement: Evaluation of students’ expected performance on academic activities in the class.

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