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IMPACT OF
ICT ON STUDENT ACADEMIC PERFORMANCE IN SECONDARY SCHOOLS
CHAPTER ONE
INTRODUCTION
1.1 Background to the study
During the
last two decades higher education institutions have invested heavily in
information and communication technologies (ICT). ICT has had a major impact in
the university context, in organisation and in teaching and learning methods.
One puzzling
question is the effective impact of these technologies on student achievement
and on the returns of education. Many academic researchers have tried to answer
this question at the theoretical and empirical levels. They have faced two main
difficulties. On one hand, student
performance
is hard to observe and there is still confusion about its definition. On the
other hand, ICT is evolving technologies and their effects are difficult to
isolate from their environment.
There is no
standard definition for student performance. The standard approach focuses on
achievement and curricula, how students understand the courses and obtain their
degrees or their marks. However, a more extensive definition deals with
competencies, skills and attitudes learned through the education experience.
The narrow definition allows the observation of the outcomes of any change in
higher education, while the more extensive definition needs a more complex
strategy of observation and a focus on the labour market. The outcomes of education
are mainly validated in the labour market.
The impact
of ICT on learning is currently in relation to use of digital media, primarily
computers and internet to facilitate teaching and learning. ICTs are the
technologies used in conveying, manipulation and storage of data by electronic
means, they provide an array of powerful tools that may help in transforming
the present isolated teacher-centered and text-bound classrooms into rich,
student-focused, interactive knowledge environments.
To meet
these challenges, learning institutions must embrace the new technologies and
appropriate ICT tools for learning. The relationship between the use of ICT and
student performance in higher education is not clear, and there are
contradictory results in the literature. Earlier economic research has failed
to provide a clear consensus concerning the effect on students’ achievement.
Starting
from this point, the aims of this paper are two-fold: first, we summarise the
main findings of this extensive literature and second, we give two
complementary explanations on the contradictory results. Our first explanation
is that most of the literature has focused on direct effects of ICT while it is
more appropriate to look at the indirect effects through the traditional
channels. Since student performance is mainly explained by a student’s
characteristics, educational environment and teachers’ characteristics, ICT may
have an impact on these determinants and consequently the outcome of education.
The differences observed in the performances of students are thus more related
to the differentiated impact of ICT on the standard determinants.
The direct
link between ICT use and students’ performance has been the focus of extensive
literature during the last two decades. Several studies have tried to explain
the role and the added value of these technologies in classrooms and on
student’s performances. The first body of literature explored the impact of
computer uses. Since the Internet revolution, there has been a shift in the
literature that focuses more on the impact of online activities: use of
Internet, use of educative online platforms, digital devices, use of blogs and
wikis, etc.
Looking at
the link between ICT and student performance seems nowadays a misunderstanding
of the role and nature of these technologies. In fact, since ICT is general
purpose technology (GPT), it needs to be specified in order to meet the needs
expressed by students and to be adapted to the local context and constraints
(Antonelli, 2003; Ben Youssef, 2008). A variety of models of usages can be
identified leading to the same outcome. ICT brings widened possibilities for
the learning processes that are independent from place and space. ICT also
allows more flexible (asynchronous) and more personalised learning. It offers
new methods of delivering higher education. Taking advantage of these
opportunities needs a profound change in the organisation of the higher
education system.
Economic
literature in the last decade has shown that technological change, on its own,
does not lead to any change in economic performance. Among the most popular
explanations of this paradox – huge investment in ICT without any economic
performance – the complementarity thesis seems to be the most accepted nowadays
(Greenan and Mairesse, 2004). Old methods need old educative technologies and
new technologies need new organizational innovations. There is an agreement
between researchers that the usage of ICT requires the usage of new
organizational designs and a shift in organisation. Higher education is not an
exception and needs a huge organisational change.
1.2 Statement of problem
For many
years, educational researchers have maintained an interest in the effective
prediction of students’ academic achievement at school. The prediction and
explanation of academic achievement and the examination of the factors relating
to the academic achievement are topics of greatest importance in different
educational levels. Studies have shown that prior academic performance is an
important predictor of performance at other levels of education. Similarly,
cognitive ability was found as the strongest predictor of academic performance.
However, some studies confirm that the correlation between cognitive ability
and academic performance tends to decline as students progress in the
educational system.
Thus, many
researchers have emphasized the need to include non-
cognitive
factors such as personality, motivation, learning strategies and beliefs in
investigations of individual differences in academic achievement. In other
words, contemporary researchers are interested in whether or not other
individual differences than cognitive ones (for example; intelligence, cognitive
ability) may be used to predict academic achievement. The present study aims at
determining the predictors of academic achievement of student ICT teachers
(formerly called computer teachers) with different learning styles.
The direct
link between ICT use and students’ and academic performance has been the focus
of extensive literature during the last two decades. Some of them help students
with their learning by improving the communication between them and the
instructors (Valasidou and Bousiou, 2005). Leuven et al. (2004) stated that
there is no evidence for a relationship between increased educational use of
ICT and students’ performance. In fact, they find a consistently negative and
marginally significant relationship between ICT use and some student achievement
measures.
In support
to these, some students may use ICT to increase their leisure time and have
less time to study. Online gaming and increased communication channels do not
necessarily mean increased achievement.
On the other
hand, Abdulla Y. Al-Hawaj, Wajeeh Elali, and E.H. Twizell (2008), state that
ICT has the potential to transform the nature of education: Where and how
learning takes place and the roles of students and teachers in the learning
process.
Karim and
Hassan (2006) noted the exponential growth in digital information, which
changes the way students perceive study and reading and in how printed
materials are used to facilitate study.
Based on the
extended usage of ICTs in education the need appeared to unravel the myth that
surrounds the use of information and communication technology (ICT) as an aid
to teaching and learning, and the impact it has on students’ academic
performance in …………..L.G.A of …….. State.
1.3 Purpose of the study
The main
purpose of this study was to find out the influence of ICT on students’
academic performance in Secondary Schools in ………….L.G.A of ……. State.
Specifically, the study is aim at findings out whether;
ICT has any
direct effect on students academic performance.
ICT as a
tool for learning and students’ academic performance.
ICT as a
tool for teaching and students’ academic performance
1.4 Research questions
The
following research questions were posed to guide the study.
How does ICT
relate with students academic performance?
How does ICT
as a tool for learning influence students academic performance?
How does ICT
as a tool for teaching influence students academic performance?
1.5 Statement of hypotheses
In order to
carryout the research effectively, the under listed hypotheses were tested.
There is no
significant relationship between ICT and students academic performance.
There is no
significant relationship between ICT as a tool for learning and students
academic performance
There is no
significant relationship between ICT as a tool for teaching and students
academic performance
1.6 Research assumptions
This study
is based on the assumption listed below:
The sample
population is a true representative of the study population.
The
variables under study are measurable.
The variable
under study are normally distributed.
The
instrument used for data collection is valid and reliable.
1.7 Significance of the study
The outcome of this study aims at
determining whether or not the use of ICT has any significant influence on the
academic performance of students.
More over
education is the bedrock of any society. Nigeria as a developing nation needs a
standard secondary schools that has available learning resources, that teachers
can improvise learning resources easily and more often also where teachers and
students utilize learning resources on a regular basis. It could be a guide
line for incoming students and be educative to them when writing and studying
similar problems in school.
This study
has made me to explore into the topic influence of ICT usage on the academic
performance of students. It is also a requirement I must be produce for the
award of a degree in curriculum and teaching, faculty of education.
1.8 Delimitation of the study
The study
was carried out in ……………L.G.A of …… State only. This study intend to study the
influence of ICT on students academic performance in secondary schools.
Only
secondary schools within …………L.G.A are studied with a sample of only six (6)
selected out of all the others in the study area.
The study is
limited to a population of twenty (20) students’ from each of the schools.
1.9 Limitation of study
In the
course of the study the researcher encountered certain problems. Due to limited
time and funds, the study was restricted to a particular section of ……….L.G.A
of …. State.
At the time
this research was being carried out, schools were on frequent breaks. The
researcher had to make use of the little times, met with the pupils and the
school heads.
Finance was
another issue that disturbed the execution of this project. The biting economic
situation could not allow the researcher carryout the work as fast as it had to
be done.
1.10 Definition of terms
In order to
assist an understanding of this piece of work, the researcher have defined the
following terms in the sense of they are each used in this project.
ICT:
Performance:
An action in which excellence or superiority depend primarily on abstract
mental ability. Any action requiring the manipulation of abstracts, concepts or
mental manipulation of any sort.
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