Project – Relationship between ICT usage and academic achievement of social studies students

CHAPTER ONE

INTRODUCTION

• Background to the Study

The integration of Information and Communication Technology (ICT) in education has significantly influenced teaching and learning processes across disciplines, including Social Studies. ICT tools such as computers, interactive whiteboards, educational software, and internet resources have been shown to enhance instructional delivery and student engagement (Tondeur et al., 2017). In Social Studies, which emphasizes critical thinking, civic responsibility, and socio-cultural understanding, ICT provides access to current events, virtual tours, and interactive simulations, which can deepen students’ learning experiences and support better academic outcomes.

A growing body of research highlights a positive correlation between ICT usage and academic performance in Social Studies. For instance, Yusuf (2005) found that students exposed to computer-assisted instruction performed significantly better than those taught using traditional methods. Similarly, Aduwa-Ogiegbaen and Iyamu (2005) reported that students who frequently used ICT tools demonstrated improved understanding and retention of Social Studies concepts. These findings suggest that ICT can facilitate more effective learning by offering diverse instructional strategies tailored to different learning styles.

Despite these positive findings, the effectiveness of ICT in enhancing academic achievement largely depends on how it is implemented. Factors such as teacher ICT competence, infrastructure availability, and access to digital resources can influence the impact of ICT on student performance (Buabeng-Andoh, 2012). In many developing countries, challenges such as limited access to computers, unreliable internet connectivity, and lack of technical support hinder the optimal use of ICT in classrooms (Tella et al., 2007). These limitations can create disparities in learning outcomes, especially in under-resourced schools.

Moreover, some studies have pointed out that the mere presence of ICT does not guarantee improved academic outcomes. It is the pedagogical use of technology that makes the difference (Higgins, Xiao, & Katsipataki, 2012). When ICT is integrated into the curriculum through student-centered and inquiry-based methods, it fosters higher-order thinking and collaborative learning, which are essential for success in Social Studies. Therefore, professional development for teachers and effective curriculum design are crucial in maximizing the benefits of ICT.

Another important consideration is the digital divide among students, which can affect equitable access to ICT resources. Students from higher socioeconomic backgrounds often have greater exposure to ICT at home, giving them an advantage in using technology for academic purposes (Warschauer, 2011). To bridge this gap, schools must adopt inclusive ICT policies and provide equitable learning opportunities for all students regardless of their background.

In conclusion, ICT usage in Social Studies education holds great promise for enhancing academic achievement. However, its effectiveness is influenced by a combination of factors including teacher preparedness, infrastructure, pedagogical approaches, and equitable access. Future research should focus on longitudinal studies to evaluate the sustained impact of ICT integration, as well as interventions that can support both teachers and students in effectively using technology for academic improvement.

• Statement of the Problem

In the 21st century, Information and Communication Technology (ICT) has become a central element in the education sector, influencing how knowledge is delivered and received. Social Studies, as a subject that emphasizes civic knowledge, cultural understanding, and critical thinking, stands to benefit significantly from the incorporation of ICT tools. These tools offer students access to real-time information, interactive content, and diverse learning resources that can enhance their understanding of complex social issues. Despite this potential, the actual impact of ICT usage on students’ academic achievement in Social Studies remains inconsistent and under-researched in many contexts, particularly in developing countries.

Many schools have adopted ICT tools with the expectation that they will automatically improve student learning outcomes. However, evidence suggests that the presence of ICT does not always lead to better academic performance. Some students show significant improvement in understanding and applying Social Studies concepts, while others display minimal or no progress, even with the same level of access to technology. This variation raises questions about the effectiveness of ICT in achieving the desired educational outcomes, especially in subjects that require critical reflection, discussion, and contextual understanding like Social Studies.

Furthermore, several barriers continue to hinder the effective use of ICT in Social Studies classrooms. These include inadequate infrastructure, limited access to ICT devices, lack of teacher training, and poor internet connectivity. In many public schools, particularly in rural and low-income areas, students and teachers are unable to fully utilize ICT tools due to these limitations. Consequently, the gap between potential and actual ICT usage continues to widen, contributing to disparities in academic achievement among students.

Teacher competence and pedagogical strategies also play a crucial role in determining the success of ICT integration. Many Social Studies teachers lack the necessary training or confidence to effectively incorporate ICT into their lesson plans. Instead of using technology to foster interactive and student-centered learning, ICT is often underutilized or misapplied in ways that do not align with curriculum goals. This misalignment can undermine the educational value of technology, making it difficult to assess its true impact on student achievement.

Another dimension of the problem is the unequal access to ICT resources among students. Socioeconomic differences often determine whether students have access to computers, tablets, or internet connections at home. Students from well-resourced families are more likely to be familiar with digital tools and to use them effectively for academic purposes. This digital divide can result in unequal learning outcomes, even within the same classroom, and further complicate efforts to measure the effectiveness of ICT in improving academic performance in Social Studies.

Given these challenges, there is a pressing need to investigate the relationship between ICT usage and academic achievement in Social Studies. Understanding how, when, and under what conditions ICT contributes to student learning can help educators, policymakers, and school administrators make informed decisions. It is essential to identify the factors that enhance or hinder the effectiveness of ICT in Social Studies education and to develop strategies that ensure equitable and impactful use of technology in the classroom.

• Aim and Objectives of the Study

The aim of the study is to examine the relationship between ICT usage and academic achievement of social studies students in Keffi local government area of Nasarawa State. The specific objectives of the study are:

1. To assess the level of ICT usage among social studies students.
2. To examine the academic achievement of social studies students in relation to their ICT usage.
3. To identify any correlations between the frequency of ICT usage and academic performance.
4. To explore the attitudes of social studies students towards ICT and its impact on their academic achievement.

 

• Research Questions

The research questions are buttressed below:

1. What is the level of ICT usage among social studies students?
2. How does the academic achievement of social studies students relate to their ICT usage?
3. Is there a correlation between the frequency of ICT usage and academic performance among social studies students?
4. What are the attitudes of social studies students towards ICT and how does it impact their academic achievement?

 

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Level of ICT usage will not affect the academic performance of social studies students

H1: Level of ICT usage will affect the academic performance of social studies students

• Significance of the Study

This study is significant as it contributes to the growing body of knowledge on how Information and Communication Technology (ICT) influences student learning, specifically within the context of Social Studies. In a world increasingly driven by digital information and global interconnectivity, understanding the impact of ICT on academic achievement is crucial for shaping effective teaching strategies. The findings of this research will help clarify the role ICT plays in enhancing students’ academic performance and how it can be better utilized to promote deeper learning in Social Studies classrooms.

For educators, this study provides valuable insights into how technology can be integrated into Social Studies instruction to improve student engagement and comprehension. Teachers will benefit from an understanding of the specific ICT tools and approaches that are most effective in fostering critical thinking, civic awareness, and analytical skills among students. The study may also encourage more professional development initiatives aimed at improving teachers’ digital literacy and their confidence in using ICT for teaching Social Studies.

School administrators and education policymakers will find this study relevant as it sheds light on the infrastructural and pedagogical gaps that affect the successful implementation of ICT in Social Studies. The study’s findings could inform policy decisions regarding investment in educational technology, equitable resource distribution, and curriculum development. By identifying key barriers and success factors, this research can guide efforts to create a more ICT-inclusive and supportive learning environment in schools.

For students, the significance lies in the potential to enhance their academic achievement through more engaging and interactive learning experiences. By understanding how ICT supports learning in Social Studies, students can become more motivated, independent, and competent in using technology for academic purposes. The study may also help address the digital divide by emphasizing the need for equitable access to ICT tools across diverse student populations.

Additionally, this study is important for researchers and scholars in the field of education technology and social science education. It adds to the existing literature by focusing on a subject area that often receives less attention compared to STEM disciplines in ICT studies. The research can serve as a foundation for further studies exploring the long-term effects of ICT on learning outcomes, especially in humanities and social sciences.

Overall, the significance of this study lies in its potential to influence practice, policy, and further research in education. By exploring the relationship between ICT usage and academic achievement in Social Studies, the study addresses a critical area of concern in modern education and aims to contribute solutions that enhance learning effectiveness, bridge educational gaps, and promote digital equity in schools.

1.7. Scope of the Study

The study examines the relationship between ICT usage and academic achievement of social studies students in Keffi local government area of Nasarawa State. The study is limited to social studies students in Keffi local government area of Nasarawa State

1.8. Operational Definition of Terms

1. Relationship: In this context, the term “relationship” refers to the connection or correlation between two or more variables or factors. Specifically, it is the link or association between ICT usage and academic achievement. In research, this could be understood in terms of how one factor (ICT usage) influences, supports, or impacts the other (academic achievement), either positively or negatively.
2. ICT Usage: ICT usage refers to the employment or application of Information and Communication Technology tools and resources, such as computers, tablets, internet, software, and digital devices, in educational settings. In this context, it specifically pertains to how these technologies are utilized by both teachers and students to support teaching, learning, and knowledge acquisition in the classroom. ICT usage may involve activities such as researching online, using educational apps, engaging in virtual learning environments, and collaborative learning through digital platforms.
3. Academic Achievement: Academic achievement refers to the level of success a student attains in their educational pursuits, typically measured through grades, test scores, or overall performance in coursework. It is an indicator of how well a student has understood the material taught and can be used as a measure of learning outcomes in various subjects, including Social Studies. Academic achievement is often used to assess the effectiveness of instructional strategies, such as the incorporation of ICT in the learning process.
4. Social Studies: Social Studies is a multidisciplinary subject that explores human society, its history, geography, politics, economics, and cultures. The primary aim of Social Studies education is to foster an understanding of social, political, and historical events and their impact on individuals and societies. It encourages students to develop critical thinking skills, civic awareness, and an understanding of their roles as global citizens. Topics typically include history, geography, government, economics, and sociology, among others.
5. Students: Students are individuals engaged in formal education, typically attending a school or an educational institution. In this context, the term refers to learners enrolled in Social Studies courses who are the subjects of study in relation to ICT usage and academic achievement. Students may range from various age groups, from elementary through secondary education, and may have varying levels of access to technology and academic performance.

 

Project – Relationship between ICT usage and academic achievement of social studies students