Effect of Ict on the Academic Performance of Students

1 January 2017

Background of the Study Information and communication technology (ICT) is an instructional technology to enhance teaching and learning in pre schools, it is the application of organized or scientific knowledge to practical tasks of teaching and learning in pre-schools. According to Akinola and Aremu, (2000) instructional technologies incorporate the tools and making present support to reinforce teaching and learning on pre schools pupils.

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Technology is this respect involves broad based technology including it methods, management and it applications, that support the creation, storage, manipulations and communication of information on pre-school pupils. An information and communication technology (ICT) tool includes the following; i. Computer i. e. keyboard ii. Audio visual i. e. television, video games, telephone, radio cassette. iii. Internet printed materials i. e. ictures, chat, all this tools play a vital and central role in information technology on pre-school pupils. Modern day instructional materials strategies, therefore, it enables preschool learner to acquire desirable quality and technical competence on their academic achievements (Odewunmi; 1993) research done on internet and technology in the classroom has shown that it increases the amount of interactive activities and collaboration in the classroom.

Teacher and pupils collaboration is a requirement of the constructive view point, since we are trying to have the pupils to construct their own world view of their surroundings and information that we give them, having the figurative key to the ICT will open them to more building blocks to construct their own world. As a teacher I’m suppose to provide building blocks as opposed to the force seeding, lecture style of chalk and talk and traditional used. Since these will be use to scaffold the pupils into better understanding of the world around them.

The information communication technology (ICT) is valuable in the pupils’ academic achievement. The pupils becomes the main agent in learning taking care more instructive and collaborating with other pupils to make learning a social interaction instead of traditional way of transfer of pre package information (Hassan and Stephen 2000) i. e. the chalk and talk method. The pupil’s role changes from passive listeners and note talker to active participant in discussion.

When new technologies are used in the classroom this seems to be a fairly predictable pattern of technology used instead of traditional classroom which can be framed in modes adapted. Using information and communication technology (ICT) tools is a source of obtaining information and knowledge to assist pre school pupils on their academic achievement, these tools is used to enhance teaching and learning in a modern way instead of traditional way of teaching. The use of ICT tools is to solve the pupil’s academic problem in the classroom.

A study was done with West Virginian teachers, and 40% of the teachers said that the technology tools was the key way to reform teachers result in their higher achievement in the areas of communication with the pupils. Finding in this research compliment, found that, technology tools counts 98, a joint project done by Milken exchange and education achievement. The study said that information and communication technology (ICT) tools and internet help were related to the higher grades it help in problem solving skills and critical thinking skills.

This implementation of technology also levied the social and economic difference of pupils in classroom. Pupils who don’t have their ICT tools at home such as computer i. e. keyboard, audiovisual such as computer i. e. television, telephone, radio cassette and DVD player and internet printed materials is chat and pictures. ICT tools placed inside of the actual programme use with the various subject areas, was much more affective in the process of teaching and learning on pre school pupils. The technology tools make more effect on pupil’s scholastic achievement and gave confidence to the teachers on using this new technology tools method.

Overall from these studies done, the researcher found that having a technology tools in the classroom increase greatly the pre-school pupil’s achievement as long as there were a lot of interactive activities in the classroom. 1. 2. Statement of the Problem The issue of information and communication technology (ICT) tools, such as audio visual, computer, internet printer, materials, as a technology of instruction, as efficient tools to teachers chalk and talk method has been a problem in the academic field. This study is aimed at working into the following:

The attitude of pupils towards ICT tools such as audio visual, computer and internet printed materials. This technology instruction is inadequate and it hinders their flow of scientific concept in school classrooms. 1. 3Purpose of the Study The purpose of this study is to; i. Find out the significance of ICT tools such as internet printed materials, audio visual and computer in instruction technologies as an alternative to teachers chalk and talk method. ii. Determine the problems associated with the use of ICT tools such as computer audio visual and internet printed materials as instructional technologies in the classroom.

Provide suggestion and recommendation of ICT tools and it use as instructional technologies in teaching and learning process. 1. 4Research Questions The research questions are as follow; i. Is there any significance difference between the academic achievement of pupils exposed to ICT tools and pupils expose to chalk and talk method? ii. Is there any significance difference between pupils expose to instructional technologies with ICT tools and pupils exposed to chalk and talk method?

Is there any difference between ICT tools to literate pupils and non ICT tools to non literate pupils? 1. 5Research Hypotheses The following hypotheses were tested; i. There is no significant difference between the academic achievement of pupils exposed to ICT tools such as audio visual, computer and internet printed materials and pupils exposed to chalk board and talk method. iiThere is no significant difference between pupils exposed to ICT tools such as audio visual, computer and internet printed materials and pupils exposed to chalk board and talk method.

There is no significant difference between ICT tools literate pupils and non ICT tools literate pupils. 1. 6Significance of the Study The important of this study cannot be over emphasized. The pupils, teachers and educational planners will benefit a lot from this finding; in addition, it enables teachers to have a deep interest in the teaching. Also technologies in the classroom increase the chances of pupils constructed learning. Also, it enables curriculum planners to include the teaching of computer as an ICT tools in pre and primary school curriculum.

The study shall finally be of significance to the government as it will create in them the awareness of ICT challenges and strategies of implementing its effective use in schools. 1. 7Scope of the Study This study was restricted to cover some selected primary schools in Alimosho Local Educational District Area of Lagos State. The study was limited to pupils in pre primary schools who are randomly selected from four schools.

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