CHAPTER ONE

INTRODUCTION

The global shift toward digital learning has made the integration of Information and Communication Technology (ICT) into classroom instruction indispensable for achieving educational effectiveness and relevance (UNESCO, 2018). ICT provides innovative tools that improve the teaching and learning process, encourage active participation, and facilitate access to global knowledge networks (Aduwa-Ogiegbaen & Iyamu, 2020).

In Nigeria, Social Studies is designed to develop responsible citizenship, promote national unity, and enhance civic competence. However, despite policy emphasis on ICT integration, many Social Studies teachers still rely on traditional lecture-based methods (Okam, 2019). The incorporation of ICT in Social Studies could transform teaching from teacher-centred to learner-centred approaches, encouraging collaboration, problem-solving, and critical thinking (Ogunjemilua, 2019).

This study therefore investigates the use of ICT in the teaching of Social Studies in selected secondary schools in Ikorodu, Lagos State, focusing on availability, teacher attitudes, and instructional practices.

BACKGROUND TO THE STUDY

ICT has become a major driver of change in educational systems worldwide. The Federal Republic of Nigeria (FRN, 2014) recognizes ICT as a crucial component of its National Policy on Education, stressing that all teachers should be trained to integrate ICT into their subjects. However, the extent of ICT use in Nigerian classrooms varies widely due to infrastructural, financial, and pedagogical constraints (Ezekoka, 2020).

In Social Studies, ICT can be used to display maps, simulate civic processes, and access current affairs, making the subject more engaging and relevant (Bakare & Olanrewaju, 2023). Studies have shown that teachers who use ICT effectively often report improved student interest and participation (Atubi, 2022). Nonetheless, the actual level of ICT integration in many schools remains low due to inadequate facilities, unreliable electricity supply, and lack of training (Ogunjemilua, 2019).

In a study conducted in Delta State, Atubi (2022) found that teachers agreed ICT improved lesson delivery, yet less than half of them used digital tools regularly because of poor access to devices. Similarly, Bakare and Olanrewaju (2023) reported that while most teachers had positive attitudes toward ICT, their use was limited to basic PowerPoint presentations due to lack of internet connectivity and technical skills.

Given Ikorodu’s semi-urban status within Lagos State — with a mix of well-resourced and under-resourced schools — it is essential to investigate how Social Studies teachers in the area are adopting ICT. This will provide insight into the realities of ICT use at the grassroots level in Nigerian schools.

STATEMENT OF THE PROBLEM

Despite government efforts and numerous training workshops aimed at promoting ICT integration in schools, ICT use in Social Studies classrooms remains minimal in many Nigerian secondary schools (Okam, 2019; Ezekoka, 2020). Many teachers are either untrained or reluctant to use ICT tools effectively due to perceived difficulty, time constraints, or inadequate facilities (Aduwa-Ogiegbaen & Iyamu, 2020).

The problem is particularly evident in semi-urban areas like Ikorodu, Lagos, where infrastructure varies significantly between public and private schools. It is uncertain whether teachers possess adequate ICT competence, whether facilities are accessible, and whether attitudes toward ICT are favourable. Without empirical data on these factors, educational policymakers cannot accurately plan interventions to enhance ICT integration.

Therefore, the study seeks to determine how ICT is being used in the teaching of Social Studies, the challenges faced by teachers, and how availability and teacher attitude influence ICT utilization in Ikorodu’s secondary schools.

PURPOSE OF THE STUDY

The purpose of this study is to examine the use of ICT in the teaching of Social Studies in selected secondary schools in Ikorodu, Lagos State. Specifically, the study seeks to:

1. Determine the availability of ICT resources for teaching Social Studies.

2. Examine the attitudes of Social Studies teachers toward ICT use in teaching.

3. Assess how ICT is being used in Social Studies instructional practices.

4. Identify challenges hindering ICT integration in the teaching of Social Studies.

RESEARCH QUESTIONS

1. What is the level of availability of ICT facilities for teaching Social Studies in Ikorodu secondary schools?

2. What are the attitudes of Social Studies teachers toward ICT use in teaching?

3. How do teachers utilize ICT in teaching Social Studies?

4. What challenges do Social Studies teachers face in integrating ICT into their teaching?

SIGNIFICANCE OF THE STUDY

The findings of this study are expected to contribute to knowledge in several ways. Theoretically, it expands the discourse on ICT integration within Social Studies education in Nigeria (Renner, 2023). Practically, it provides Social Studies teachers with insights into effective ICT-based teaching methods that enhance classroom interaction and student participation.

For policymakers and education planners, the results may help in designing teacher-training programs and ICT resource allocations that are responsive to real classroom needs (Aduwa-Ogiegbaen & Iyamu, 2020). Furthermore, the study will benefit curriculum developers by showing how ICT can be embedded in Social Studies syllabi to promote civic competence and digital literacy among students.

SCOPE AND DELIMITATION OF THE STUDY

This study will be conducted among selected secondary schools in Ikorodu Local Government Area of Lagos State. It will focus on Social Studies teachers and examine their use of ICT in lesson preparation, delivery, and evaluation. The study will not cover other subjects or students’ academic performance outcomes. The focus is strictly on the availability, attitude, utilization, and challenges of ICT integration in Social Studies teaching.

DEFINITION OF KEY TERMS

• Information and Communication Technology (ICT): The range of digital tools—computers, projectors, mobile devices, and internet applications—used for teaching, learning, and communication (UNESCO, 2018).

• Social Studies: A subject that integrates social sciences to help students understand human relationships and develop civic responsibility (FRN, 2014).

• ICT Integration: The systematic use of digital technologies in lesson delivery to improve learning outcomes (Ezekoka, 2020).

• Teacher Attitude: The beliefs and dispositions of teachers regarding the usefulness and ease of using ICT in their teaching (Davis, 1989).

• Instructional Practice: The methods and techniques teachers apply when teaching Social Studies, including lesson planning, presentation, and assessment.

THEORETICAL FRAMEWORK

This study is based on the Technology Acceptance Model (TAM) proposed by Davis (1989). The model asserts that two key factors perceived usefulness (PU) and perceived ease of use (PEOU)—determine whether individuals accept and use new technology. In educational contexts, teachers are more likely to adopt ICT when they perceive it as beneficial to teaching and easy to implement (Isah, 2018).

Accordingly, the TAM helps explain how Social Studies teachers’ beliefs, attitudes, and access to ICT resources influence their adoption of technology in classroom instruction. The model also highlights the importance of institutional support, training, and infrastructure in shaping teachers’ behavioural intentions toward ICT use.

RESEARCH HYPOTHESIS

H₀: There is no significant relationship between the availability of ICT resources and the extent of ICT utilization by Social Studies teachers in selected secondary schools in Ikorodu, Lagos.
H₁: There is a significant positive relationship between the availability of ICT resources and the extent of ICT utilization by Social Studies teachers in selected secondary schools in Ikorodu, Lagos.