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

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CHAPTER ONE

INTRODUCTION

1.1 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.

1.2 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.

1.3 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.

1.4 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?

1.5 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.

1.6 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.

1.7 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 

Academic Achievement: Evaluation of students’ expected performance on academic activities in the class.

 

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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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Date :Tuesday, September 6, 2022

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Impact of Social media sites usage on Academic performance of Secondary School Students in Eti-Osa Local Government Area of Lagos State, Nigeria

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CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND OF THE STUDY

Internet is a very essential part of life from shopping to electronic mails and education Tariq et al (2012). Using computers and the Internet is becoming more and more important in the learning and teaching processes Heyam (2014).

Internet is used for educational purpose by a large community but unfortunately we have a large community including majority of youth and teenagers who use Internet for only social media sites Boyd (2006).

These social media sites are so numerous but a few would be mentioned, which include, 2go, friend finder, e-buddy, Facebook, Instagram, Nimbuzz, Orbit, fubar, classmates, Naijapals, Netlog, Nigerian social network, blackberry messenger, twitter, MySpace, Whatsapp and so on. There are no limitations or restriction as to which social media sites one should belong; one can be a member of as many as possible Anthonia and Aduba (2014).

However, students most times abuse the use of these very socializing tools by neglecting the informative and educating benefits they offer as observed by Ibrahim(2012) that the neglect of educational benefits has endangered students to becoming victims of sexual predators, cyber bullying and harassment, posting or downloading of inappropriate pictures and other materials. Students skip the time for studies and engage in long hours of social media this in turn may be affecting them in variousways. Ibrahim (2012) posited that most students prefer being on the site than reading their books.

Udosen (2009) asserted that the Internet chatting (social media) are widely utilized by secondary school students both male and female in Nigeria. Some research works found out that gender interests differ in social media activities. According to Anthonia and Aduba (2014), girls (female students) are more likely to use social media sites than male. For girls, social media sites are places to reinforce pre-existing friendships while for boys who use the sites, the networks provide opportunities for flirting and making new friends. In terms of knowledge gained from social media sites, Khan (2010) is of the view that quite a number of male students use social media sites for knowledge more than their female counterparts. He opined that gender or not, students are addicted to social media. According to Ibrahim (2012), this addiction tends to take their time and keep them from doing other activities such as studying or socializing offline. He buttressed further that most of these students hardly read their books because of technological advancement which is believed to be largely responsible for the poor outings in most examinations taken by these students. He further stressed that they devote much time to activities that add little or nothing to their lives. For example, students employ the use of short hand style of writing in their social network interactions in writing tests which according to reports, attributed to mass failure in English language at most public examinations. Even at leisure time and late at night, the students keep pressing their phones which have adverse effect on their learning process Anthonia and Aduba (2014).

Social media with its numerous benefits should not be allowed to drift away the minds of students where in lies the development of Nigeria. Reading empowers everyone, it prepares the mind for societal challenges, therefore there is need to ensure it is back in line in order to develop and move the Nation forward Liccardi et al (2007).

1.2     STATEMENT OF PROBLEM

Social media brought many positive implications to human life such as making the connection of millions of people from all over the world possible.

However, there may be some evil characteristics within this medium that required further study. These students become distracted because of the amount of time and attention being devoted to these social media. Often times, they are observed using their mobile phones to communicate and do other social activities even during school hours when they are expected to be engaged in meaningful activities. Thus this valuable time is fitted away on social media, especially on activities that add w value to them Ibrahim (2012). The resultant effect of which has led to poor academic performance.

1.3     OBJECTIVES OF THE STUDY

The general objective of the study was to investigate the impact of Social media sites usage on Academic performance of Secondary School Students in Eti-Osa  Local Government Area of Lagos State, Nigeria. The specific objectives of the study are;

    1)            Find out the extent to which gender differences influence the use of Social media

    2)            Identify the most visited websites by students

    3)            Determine the students’ purpose for using various websites

    4)            Find out the amount of time students invest into Social media

    5)            Identify the Information Communication Technologies mostly used by students for social media

    6)            Ascertain the influence of social media on students

1.4     SIGNIFICANCE OF STUDY

The study will be of immense benefits to students, Parents/Guardians and School Teachers. The students will enjoy the lion’s share of the benefits. Students will learn to manage and balance their time. In the same vein, they will learn to explore the Social media potential benefits as it will boost their creativity and technical skills but at the expense of their primary responsibility which is reading.

It will equally benefit parents and guardians as they need to wake up to their roles of monitoring their children and wards.

This study will also serve as a guide to school teachers in order to teach the students’ mi the need to develop good reading habit and best ways to maximize the benefits of internet usage.

1.5     RESEARCH QUESTIONS

The following research questions was formulated to guide the proposed study.

    1)            To what extent do gender differences influence the use of social media?

    2)            Which social media sites do students visit the most?

    3)            To what extent do students use social media sites for various purposes?

    4)            What is the amount of time students invest into social media?

    5)            Which Information Communication Technologies are mostly used by students for social media?

    6)            What are the influences of social media on students?

1.6     RESEARCH HYPOTHESES

    1)            There is no significant difference in academic performance of students who are exposed to social media and those who are not exposed to the use of social media sites

    2)            There is no significant difference in the academic performance of boys and girls who are exposed to the use of Social media sites.

    3)             There is no significant difference in the academic performance of students who ‘ended Government and Private owned schools who are exposed to the use of Social media sites.

    4)            There is no significant difference in the academic performance of students who spent those who spent short time online making use of Social media sites.

1.7     LIMITATION OF THE STUDY

The study was limited to some selected schools in Eti-Osa Local Government. This is so because of financial constraints, problems that were encountered when administering the questionnaire to students and time constraint.

1.8     SCOPE OF THE STUDY

The scope of this study was on the impact of Social media usage on Academic performance of Secondary School Students in Eti-Osa Local Government Area of Lagos State, Nigeria. It focused on determining the extent to which male and female students make use of Social media, the websites sites mostly visited, the various purposes for using the sites, the time students invest into use of Social media. It focused on the Information Communication Technologies used by these students to access the internet.

Internet users showed that people who uses social media sites more in terms of time spent on it were perceived to be less involved with real-life connections to peers and hence a negative social identity tend to use social media more in order to compensate for this. This however could also be the case with students who invest a lot of their time into social media. They relented further that adolescents who received predominantly negative feedback had low self-esteem which in turn led towell-being. Banquil et al (2009) lamented that social media is the cause of damage in students’ chances of being well-off in the future.

1.9     DEFINITION OF TERMS

1.     Internet is a massive “network of networks”, a media infrastructure which connects millions of computers together globally, forming a network in which any computer can communicate with each other as long as they are both connected to internet.

2.     Social Media- They are forms of electronic communication which facilitate interactive base on certain interests. Social media include web and mobile technology. Kaplan and Helen (2010) defined Social Media as a group of internet based application that allows the creation and exchange of user generated content.

3.     Socia1 Media- The use of internet to make information about yourself available to other people especially people you share an interest with to send messages to them.

4.     Media - Are all those media technologies that are intended to reach a large audience by mass communication. “They are messages communicated through a mass medium to a number of people.

5.     Academic - It is concerned with Studying from books as opposed by a practical work.

6.     Students - Someone who is Studying at a University or School. Someone who is very interested in a particular subject. 

7. Computer - A computer is a machine that receives or stores or process data quickly according to a stored program.

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Impact of Social media sites usage on Academic performance of Secondary School Students in Eti-Osa Local Government Area of Lagos State, Nigeria

Posted by : Osofowora Oluwatobi (Surest)

Date :Saturday, September 3, 2022

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