The application of information and communications technology in Nigeria and in African countries generally is increasing and dramatically growing. Over the past few years, ict has turned out to be a step by step more imperative to schools at all levels and to the entire education system at large. There exist an extensive variety of researches focused on the investigation of the utilization of ICT in the process of teaching and learning in Nigerian secondary schools. This study aimed to assess how ICT is used in teaching and learning in Nigerian public secondary schools particularly those from the Northeastern States from the viewpoint of students, instructors and administrators. Built on the three central research questions, the objective of this study is to assess the degree of usage of the ICT facilities in teaching and learning practices.
In this study, a mixed-methods approach for data gathering was applied by using questionnaires and interviews to collect data from students, instructors and administrators in the studied states. The responses were then analyzed based on the research questions outlined in chapter one. The result shows that the use of ICT facilities are very low and this is attributed to the poor policy implementation, lack of basic social amenities and insecurity.
1.1 Background of the Study
Nigeria positions as the tenth biggest country on the planet, and by a long shot the biggest country in Africa. Found north of the Gulf of Guinea in West Africa, Nigeria is verged on the east by Cameroon, on the upper east by Chad, on the north by Niger Republic, and on the west by the Republic of Benin. Nigeria is separated geopolitically into six districts: North-Central, North-East, North-West, South-East, South-South and South-West, with the North-East being the most educationally backward and the most vulnerable to insecurity, poverty, illiteracy and lack of social amenities (Falola, 2011).
Enhanced post primary school training is vital to the formation of successful human capital in any nation (Evoh, 2007). In this way, the necessity for ICT in Nigerian post primary institutions can't be overstressed. In this innovation motivated time, everybody needs ICT capability to excel. Institutions are discovering it extremely important to prepare and re-prepare their workers to set up or expand their insight into PCs and other ICT services (Adomi and Anie, 2006). The above assertions appeal for right on time obtaining of ICT talents by students not just in the northeastern part of Nigeria but the whole nation states. The part of innovation in teaching and learning is quickly becoming a standout amongst the most imperative and broadly talked about issues in a modern-day education plan (Rosen and Well, 1995). Majority of the specialists in the area of teaching and learning concurred that, when appropriately utilized, ICT advances hold an incredible potential to enhance educating and learning apart from forming more job opportunities. Poole (1996) has demonstrated that nowadays IT literacy is considered a new literacy and its absence in education is viewed as the new ignorance. This has really gingered a yet another powerful urge to outfit schools with computer gadgets and trained people (educators) important to create mechanically capable and productive students in developing nations of the world. In a quickly changing universe of worldwide labor market rivalry, industrial computerization, and expanding democratization, essential education is important for a person to have the capacity to get to the needed information and to be able to apply it appropriately. This capacity pointed toward the use of ICT as the only solution. It is strongly believed that ICT can facilitate the teaching methods and encourage learners` understanding as can be seen in using softwares like CAI, CAL, CBT etc. Numerous studies have discovered constructive outcome connected with innovation supported teaching and learning (Burnett, 1994, and Fitzgerald and Warner, 1996).
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