Project – Influence of ICT and parental involvement on students performance in computer studies in Akinyele LGA
Project – Influence of ICT and parental involvement on students performance in computer studies in Akinyele LGA
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
In the contemporary era, the integration of Information and Communication Technology (ICT) into the education sector has significantly transformed traditional teaching and learning approaches. With the advent of digital innovations, educational delivery has evolved from being teacher-centered to learner-focused, characterized by increased interactivity, multimedia resources, and real-time access to information. ICT tools such as computers, projectors, e-learning platforms, and simulation software now offer diverse instructional methods that enhance students’ understanding and retention of knowledge. This shift has made education more engaging, personalized, and accessible to learners regardless of location or background.
ICT is particularly important in the teaching of Computer Studies, a subject that is inherently technical and skill-based. The subject requires not only theoretical knowledge but also practical experience with computer hardware, software, and internet-based applications. In this context, ICT serves both as the content and the medium of instruction, making its integration indispensable. Students exposed to consistent and structured ICT-based learning environments are more likely to develop problem-solving abilities, digital literacy, and technical proficiency necessary for 21st-century careers. The absence of adequate ICT tools, however, can significantly hinder students’ ability to fully grasp and apply computer-related concepts.
Beyond the availability of ICT resources, the academic success of students is also strongly influenced by parental involvement. Numerous educational researchers have emphasized that students whose parents are actively engaged in their learning journey tend to exhibit higher levels of motivation, discipline, and academic achievement. Parental involvement can take various forms, including supervising homework, attending parent-teacher conferences, providing educational materials, and encouraging positive attitudes towards schooling. In the realm of Computer Studies, parents can support learning by offering access to digital devices at home, guiding responsible internet usage, and fostering interest in technological skills.
In many Nigerian communities, including Akinyele Local Government Area (LGA) of Oyo State, students’ performance in Computer Studies has remained inconsistent over the years. Several underlying factors contribute to this trend. These include limited availability of ICT infrastructure in schools, a shortage of qualified Computer Studies teachers, and low levels of parental involvement due to socioeconomic and educational limitations. In semi-urban and rural areas like Akinyele, many parents may lack the digital skills necessary to support their children’s learning effectively, while schools may struggle with erratic power supply, outdated equipment, and overcrowded classrooms.
Given these challenges, it becomes essential to explore the dual influence of ICT integration and parental involvement on students’ academic outcomes in Computer Studies. While each of these variables may independently affect performance, their combined influence may be even more significant. For example, a student with access to ICT tools at school but lacking parental guidance at home may underperform compared to a student who benefits from both school-based ICT support and home-based encouragement. Identifying how these factors interact will provide a clearer picture of the interventions needed to improve academic outcomes in the subject.
Therefore, examining the relationship between ICT, parental involvement, and students’ performance in Computer Studies is not only timely but also crucial for shaping effective educational policies and practices in Akinyele LGA. Insights from such a study can assist educators, policymakers, and community leaders in designing context-specific strategies to promote digital inclusion and family-school partnerships. Ultimately, fostering a supportive learning environment both at school and at home can lead to improved academic performance and better preparation of students for a digitally-driven future.
1.2 Statement of the Problem
Despite the global recognition of Information and Communication Technology (ICT) as a critical driver of quality education, many schools in Akinyele Local Government Area (LGA) of Oyo State still struggle with insufficient technological infrastructure. This lack includes inadequate computer laboratories, limited access to internet connectivity, insufficient multimedia instructional tools, and a general shortage of up-to-date computer equipment. These deficiencies hinder the effective teaching of Computer Studies, a subject that is not only practical in nature but also essential in preparing students for future careers in an increasingly digital world.
In addition to infrastructural challenges, the human resource component also poses a significant problem. Many schools lack trained and qualified teachers who can integrate ICT effectively into their instructional delivery. Even where equipment is available, the absence of technical support and instructional expertise limits the utilization of ICT resources. As a result, students are often taught Computer Studies in abstract terms without adequate hands-on experience, reducing their ability to fully understand and apply theoretical concepts in real-life scenarios.
Equally concerning is the low level of parental involvement in the academic lives of students, especially in relation to ICT-oriented subjects. In Akinyele LGA, many parents either lack the formal education required to support their children academically or are constrained by economic demands that limit the time and resources they can devote to their children’s schooling. This disconnect between home and school environments means that students are often left to navigate their academic challenges alone, with little reinforcement or guidance at home, particularly in subjects that require access to digital tools.
The combination of poor ICT integration in schools and minimal parental support creates a learning environment that is not conducive to optimal student performance in Computer Studies. Students not only miss out on practical learning opportunities but also lack the motivation and structure that parental involvement typically provides. This double setback may contribute to the underperformance observed among secondary school students in the subject, as reflected in internal and external assessments.
Given the vital role of both ICT and parental involvement in enhancing academic performance, there is a pressing need to investigate their influence on students’ achievement in Computer Studies in Akinyele LGA. An empirical study is required to examine how the availability and use of ICT tools, along with the level of parental engagement, correlate with student performance outcomes. Such a study will provide evidence-based insights that can inform targeted interventions and policy recommendations aimed at improving teaching and learning in Computer Studies within the local context.
1.3 Objectives of the Study
The general objective of this study is to examine the influence of ICT and parental involvement on students’ performance in Computer Studies in Akinyele Local Government Area of Oyo State.
The specific objectives are to:
- Investigate the extent to which the availability and use of ICT facilities affect students’ performance in Computer Studies.
- Examine the level of parental involvement in the academic life of students and its impact on their performance in Computer Studies.
- Determine the combined influence of ICT integration and parental involvement on students’ academic performance in Computer Studies.
- Identify challenges that hinder effective ICT use and parental involvement in Computer Studies education.
1.4 Research Questions
The study seeks to answer the following research questions:
- How does the availability and use of ICT tools influence students’ performance in Computer Studies in Akinyele LGA?
- What is the level of parental involvement in students’ learning of Computer Studies?
- What is the combined effect of ICT usage and parental involvement on students’ academic performance in Computer Studies?
- What are the challenges facing ICT integration and parental involvement in Computer Studies education in Akinyele LGA?
1.5 Research Hypotheses
The following null hypotheses will guide the study:
- H₀₁: There is no significant relationship between ICT availability/use and students’ performance in Computer Studies.
- H₀₂: There is no significant relationship between parental involvement and students’ performance in Computer Studies.
- H₀₃: ICT availability/use and parental involvement do not jointly predict students’ performance in Computer Studies.
1.6 Significance of the Study
The importance of this study lies in its potential to inform a broad range of stakeholders within the educational ecosystem. For school administrators and education policymakers, the findings will provide empirical evidence that can guide strategic decisions regarding resource allocation, curriculum development, and policy implementation. With concrete data on how ICT and parental involvement impact student performance in Computer Studies, decision-makers can justify investments in technology infrastructure and parent-involvement initiatives. This is particularly vital in Akinyele LGA, where limited resources require evidence-based prioritization to improve educational outcomes.
Teachers stand to benefit significantly from the outcomes of this research. By gaining insights into the effectiveness of ICT tools in enhancing learning, teachers can adapt their instructional strategies to better engage students and improve comprehension, especially in practical subjects like Computer Studies. Furthermore, understanding the value of parental involvement will encourage educators to actively seek collaboration with parents through regular communication, progress reports, and home-learning activities. This dual approach can foster a more holistic and supportive learning environment for students.
Parents, as key partners in the education process, will also gain from the insights this study provides. Many parents, particularly in rural and semi-urban areas like Akinyele LGA, may not fully realize the extent to which their involvement can shape their children’s academic success. This research will highlight practical ways in which parents can support their children’s learning, such as by encouraging responsible ICT use at home, providing access to digital resources, and maintaining regular contact with teachers. Raising awareness of these roles can lead to a stronger partnership between home and school.
Students themselves are at the center of this research. By identifying the key factors that support or hinder their success in Computer Studies, the study contributes to creating an environment that enables them to thrive academically. Improved ICT access and active parental engagement can increase student motivation, digital competence, and overall academic performance. These improvements not only enhance outcomes in Computer Studies but also prepare students with the digital literacy skills necessary for higher education and future employment in an increasingly technology-driven world.
Education researchers and academic scholars will also find this study valuable. It adds to the growing body of literature on the intersection between technology integration, parental involvement, and student academic performance. The study’s findings can serve as a basis for further investigations, particularly in other rural and under-resourced regions of Nigeria. Comparative studies, longitudinal research, or experimental interventions may evolve from this work, thereby contributing to the advancement of educational research in Nigeria and beyond.
Finally, non-governmental organizations (NGOs), donor agencies, and private sector players interested in educational development may use the results of this study to identify gaps in ICT delivery and parental engagement in education. With this knowledge, they can tailor their programs and funding initiatives to directly address the most critical needs. Whether through the donation of ICT tools to schools or parental training workshops, such interventions can significantly influence learning outcomes and help bridge the educational inequality gap in Akinyele LGA.
1.7 Scope of the Study
This study focuses on junior and senior secondary school students in Akinyele LGA of Oyo State. It investigates how ICT facilities and parental involvement influence students’ performance in Computer Studies. The study covers selected public and private secondary schools within the LGA.
1.8 Operational Definition of Terms
ICT (Information and Communication Technology): The tools and resources used to communicate, create, disseminate, store, and manage information, such as computers, internet, projectors, and educational software.
Parental Involvement: The participation of parents in the academic affairs of their children, including supervision of homework, attendance at school meetings, and provision of learning materials.
Students’ Academic Performance: The measurable achievement of students in Computer Studies, as reflected by test scores or examination results.
Computer Studies: A secondary school subject that focuses on the theoretical and practical aspects of computing, including computer hardware, software, and programming.
Project – Influence of ICT and parental involvement on students performance in computer studies in Akinyele LGA