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Full Project – Factors affecting the use of ICT in teaching and learning of Biology in Senior Secondary Schools in Edo State

Full Project – Factors affecting the use of ICT in teaching and learning of Biology in Senior Secondary Schools in Edo State

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Full Project – Factors affecting the use of ICT in teaching and learning of Biology in Senior Secondary Schools in Edo State

Click here to Get this Complete Project Chapter 1-5

CHAPTER ONE

INTRODUCTION

  • Background to the Study

The use of Information and Communication Technology (ICT) in teaching and learning has become a significant aspect of modern education. However, several factors affect its use, particularly in the teaching and learning of Biology in Senior Secondary Schools in Edo State. According to a study by Oye, Salleh, and Iahad (2011), these factors can be categorized into two main groups: internal and external factors. Internal factors include teachers’ ICT skills, attitudes towards ICT, and perceived usefulness of ICT. External factors, on the other hand, include school infrastructure, technical support, and school leadership.

Teachers’ ICT skills play a crucial role in the effective use of ICT in teaching and learning. A study by Ertmer (2005) found that teachers with higher ICT skills are more likely to use ICT in their teaching. This is because they are more comfortable with the technology and can integrate it into their lessons more effectively. In contrast, teachers with lower ICT skills may struggle to use the technology effectively, which can hinder their teaching and their students’ learning.

Attitudes towards ICT also significantly affect its use in teaching and learning. According to a study by Teo (2009), teachers who have positive attitudes towards ICT are more likely to use it in their teaching. This is because they see the benefits of the technology and are motivated to use it. On the other hand, teachers who have negative attitudes towards ICT are less likely to use it, as they may see it as a burden or a distraction from their teaching.

The perceived usefulness of ICT is another internal factor that affects its use in teaching and learning. According to a study by Davis (1989), if teachers perceive ICT as useful in enhancing their teaching and their students’ learning, they are more likely to use it. However, if they perceive it as not useful, they are less likely to use it.

School infrastructure is a significant external factor that affects the use of ICT in teaching and learning. According to a study by Pelgrum (2001), schools that have adequate ICT infrastructure, such as computers, internet access, and software, are more likely to use ICT in their teaching. In contrast, schools that lack these resources are less likely to use ICT.

Technical support and school leadership also play crucial roles in the use of ICT in teaching and learning. According to a study by Inan and Lowther (2010), schools that provide technical support for their teachers are more likely to use ICT in their teaching. This is because the support can help teachers overcome technical difficulties that may hinder their use of ICT. Similarly, school leadership that supports the use of ICT can encourage teachers to use the technology in their teaching.

In conclusion, several factors affect the use of ICT in the teaching and learning of Biology in Senior Secondary Schools in Edo State. These factors include teachers’ ICT skills, attitudes towards ICT, perceived usefulness of ICT, school infrastructure, technical support, and school leadership. Therefore, to enhance the use of ICT in teaching and learning, these factors need to be addressed.

  • Statement of the Problem

The problem of integrating Information and Communication Technology (ICT) in teaching and learning of Biology in Senior Secondary Schools in Edo State is a multifaceted issue. Several factors have been identified as barriers to the effective use of ICT in these schools. According to Aduwa-Ogiegbaen and Iyamu (2005), the lack of ICT resources, inadequate training of teachers, and the absence of ICT policy in schools are some of the major factors affecting the use of ICT in teaching and learning.

The lack of ICT resources in schools is a significant problem. Many schools in Edo State do not have enough computers, projectors, and other ICT tools necessary for teaching and learning. This lack of resources makes it difficult for teachers to integrate ICT into their teaching methods (Aduwa-Ogiegbaen & Iyamu, 2005).

Inadequate training of teachers is another major factor. Many teachers in Edo State do not have the necessary skills to use ICT in teaching. This is because they have not received adequate training on how to use these tools. According to Enoch and Soker (2006), teachers’ lack of ICT skills is a major barrier to the integration of ICT in teaching and learning.

The absence of ICT policy in schools is also a significant problem. According to Aduwa-Ogiegbaen and Iyamu (2005), many schools in Edo State do not have an ICT policy. This lack of policy makes it difficult for schools to integrate ICT into their teaching and learning processes.

Furthermore, the high cost of ICT equipment and the lack of regular electricity supply are also significant barriers to the use of ICT in teaching and learning. According to Enoch and Soker (2006), the high cost of ICT equipment makes it difficult for schools to acquire these tools. Similarly, the lack of regular electricity supply makes it difficult for schools to use these tools effectively.

The factors affecting the use of ICT in teaching and learning of Biology in Senior Secondary Schools in Edo State are numerous and complex. These factors include the lack of ICT resources, inadequate training of teachers, the absence of ICT policy in schools, the high cost of ICT equipment, and the lack of regular electricity supply. These factors need to be addressed to enhance the effective use of ICT in teaching and learning in these schools.

  • Aim and Objectives of the Study

The aim of the study is to examine factors affecting the use of ICT in teaching and learning of Biology in Senior Secondary Schools in Edo State.

  1. To identify the extent to which ICT is utilized in the teaching and learning of Biology in Senior Secondary Schools.
  2. To examine the factors that hinder the effective use of ICT in teaching and learning Biology in Senior Secondary Schools.
  3. To assess the impact of ICT on the performance of students in Biology in Senior Secondary Schools.
  4. To evaluate the level of ICT literacy among Biology teachers in Senior Secondary Schools.

  • Research Questions

The research questions are buttressed below:

  1. To what extent is ICT utilized in the teaching and learning of Biology in Senior Secondary Schools?
  2. What are the factors that hinder the effective use of ICT in teaching and learning Biology in Senior Secondary Schools?
  3. What is the impact of ICT on the performance of students in Biology in Senior Secondary Schools?
  4. What is the level of ICT literacy among Biology teachers in Senior Secondary Schools?

  • Research Hypothesis

The hypothetical statement of the study is buttressed below:

HO: ICT has no significant impact on the performance of students in Biology in Senior Secondary Schools.

H1: ICT has significant impact on the performance of students in Biology in Senior Secondary Schools.

  • Significance of the Study

The significance of the study on the factors affecting the use of Information and Communication Technology (ICT) in teaching and learning of Biology in Senior Secondary Schools in Edo State is multi-faceted. Firstly, it provides an in-depth understanding of the current state of ICT usage in biology education within the region. This includes the extent of ICT integration in the curriculum, the types of technology used, and the frequency of use. The study also identifies the specific areas of biology education where ICT is most and least utilized, providing a comprehensive picture of the current landscape.

Secondly, the study identifies the barriers that hinder the effective use of ICT in biology education. These barriers could be infrastructural, such as lack of adequate ICT facilities or unreliable power supply; institutional, such as lack of funding or policy support; or individual, such as teachers’ lack of ICT skills or negative attitudes towards technology. By identifying these barriers, the study provides a roadmap for addressing them, thereby facilitating the more effective use of ICT in biology education.

Thirdly, the study explores the potential benefits of using ICT in biology education. These benefits could include improved student engagement and learning outcomes, increased teacher efficiency, and enhanced collaboration among students and teachers. By highlighting these benefits, the study provides a compelling case for the increased use of ICT in biology education.

Fourthly, the study provides recommendations for improving the use of ICT in biology education. These recommendations could include investing in ICT infrastructure, providing training for teachers, and integrating ICT into the biology curriculum. These recommendations are based on the study’s findings and are tailored to the specific context of Senior Secondary Schools in Edo State.

Fifthly, the study contributes to the body of knowledge on ICT in education. It adds to the growing literature on the subject and provides a unique perspective from the context of biology education in Edo State. This makes it a valuable resource for researchers, policymakers, and educators interested in ICT in education.

Lastly, the study has implications for policy and practice. Its findings can inform the development of policies and strategies aimed at promoting the use of ICT in biology education. It can also guide teachers and school administrators in their efforts to integrate ICT into their teaching and learning processes. In this way, the study can have a significant impact on the quality of biology education in Senior Secondary Schools in Edo State.

  • Scope of the Study

The study examines the factors affecting the use of ICT in teaching and learning of Biology in Senior Secondary Schools in Edo State.

Operational Definition of Terms

  1. Use: This term refers to the act of utilizing something for a particular purpose. In the context of your study, it refers to how ICT is employed in the teaching and learning process.
  2. ICT: Information and Communication Technology (ICT) is an umbrella term that includes any communication device or application, encompassing: radio, television, cellular phones, computer and network hardware and software, satellite systems and so on, as well as the various services and applications associated with them, such as videoconferencing and distance learning.
  3. Teaching: Teaching is the process of imparting knowledge or skills to others. In the context of your study, it refers to the methods and techniques used by educators to facilitate learning for students.
  4. Learning: Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences. It involves the processing and assimilation of new information and the ability to apply this information in different contexts.
  5. Biology: Biology is a natural science that studies life and living organisms, including their physical structure, chemical processes, molecular interactions, physiological mechanisms, development and evolution.
  6. Senior Secondary Schools: In the context of the Nigerian education system, Senior Secondary Schools are the final stage of secondary education, typically for students aged 15 to 18. This stage prepares students for the West African Senior School Certificate Examination (WASSCE) and for post-secondary education.

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Full Project – Factors affecting the use of ICT in teaching and learning of Biology in Senior Secondary Schools in Edo State

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