INFLUENCE OF INFORMATION AND TECHNOLOGY (ICT) ON THE TEACHING AND LEARNING OF SOCIAL STUDIES STUDENTS

1.1 Introduction

Social Studies Curriculum as a policy document and academic programme was introduced to educational system in Nigeria with the aim of inculcating positive values and building of better Nigeria. This could be possible only when there is effective implementation of social studies curriculum at all levels of education. Information and communication technology integration in schools is needed in order to accomplish many purposes and improve the quality of lessons in all subject areas including social studies. Information and Communication Technology pervades various aspects of our daily lives such as work, business, teaching, learning, leisure and health.

ICT leads all processes based on information; every individual in the society should become technology competent. By this it means that all school whether primary, secondary school or tertiary institution have to be equipped with necessary information and communication technology (ICT) in order to provide the next generation with the needed tools and resources for access and use and to attain the expected skills.

As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.

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1.2 Background of Study

The role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary education policy (Rosen, 2013). Most experts in the field of education agreed that, when properly used, information and communication technology hold great promise to improve teaching and learning in addition to shaping workforce opportunities. Poole (2014) has indicated that computer illiteracy is now regarded as the new illiteracy. This has actually gingered a new and strong desire to equip schools with computer facilities and qualified personal necessary to produce technologically proficient and efficient students in developed countries of the world. There is no doubt that computer can aid the instructional process and facilitate students’ learning. Many studies have found positive effect associated with technology aided instruction (Burnett, 2012).

In the more advanced industrialized nations, there has been a staggering amount of research and publication related to ICT use for educational purposes during the past decade. Today, nearly everyone in the industrialized nations gained access to ICT and the purchase of computers for school use in such nations as the United States has been increasing in such a pace that is difficult to keep track of how many computer machines are now in American schools (Harper, 2011).

Social studies in several nations of the world are essentially introduced to meet specific needs and aspirations of their existing environment. The Nigerian society is not an exception. As such, social studies can be described as a solution to nation’s problem of integration. This partly explains why social studies have been given a place of pride at all levels of education. The priority of social studies is the teaching of the course as a core subject in primary and Junior Secondary Schools. It is offered as a single-major and double major courses in most Colleges of Education. In various Universities, Social Studies can be studies from the first –degree level to the doctorate level 9Aminu, 2009). However, experts have expressed concern on certain constraints being faced in the teaching of social studies in Nigerian schools. The reason is attributed to lack of professionalism, lack appropriate teaching methods and poor innovative method in the curriculum; this implies that the goals of the curriculum must be restructured along side with the rapid technological age of the society.

In order to move in the same pace with the present technological era, the curriculum must be seen as a reconstruction of knowledge and experience systematically developed with the guidance of the school or relevant agencies which will enable the learner to have better mastering of learning experience for the learners and the society well- being (Akinsola, 2010). Curriculum according to Pamojuro (2011) must be a reflection of what people think, feel, believe or do. Curriculum serve as a mirror of what the goal, perhaps, of education should look like.

Information and communication technology (ICT is one of the subject areas that has witnessed important innovation. Information and Communication Technology (ICT) was formally introduced in the secondary school system in 2004 (FRN, 2004). The purpose of ICT in Junior Secondary School system include access to information development of systematic thinking, team work among students, availability of self training materials, student centered-curriculum makes access to education more equal and construction of instructional materials (Okojie, 2009).

Becker (2012) reported a comprehensive survey of the instructional uses of computers in American public and non-public schools. The report suggested that over one million computers were in American elementary and secondary schools and that more than fifteen million students used them during 1985. The report also says half-a-million teacher used computers during he same period and that half of U.S. secondary schools (about 16,500 schools) owned 15 or more computers.

Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Influence of Information and Technology (ICT) on the Teaching and Learning of Social Studies Students in Junior Secondary School.

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1.3 Statement of Problems

Investigation revealed that the educational sector is faced with series of changes and reforms; it is good to reflect on matters concerned with social studies and the dissemination of social studies knowledge and lessons. Numerous teaching strategies have been developed which correspond to the accommodation of students' need and diverse learning method. One of such strategy involves the use of Information and Communication Technology (ICT).

The use of ICT in teaching is a relevant and functional way of providing education to learners that will assist in imbibing in them the required capacity for the worth of work. Information and Communication Technology (ICT) is the use of technology in managing and processing information with the use of electronic computer system and computer soft ware to convert, store, protect, process, transmit and retrieve information. Social Studies on its own requires observation and knowledge to solve natural problems.

Oshodi (2009) stales that awareness towards the use of communication technology is increasing in the classroom in the developing world such that mere verbalization or over verbalization of words alone in the room to communicate ideas, skills and attitude to educate learners is futile.

Angaye (2005) noted that the problem of information technology illiteracy was a serious one among teachers in the country as it cuts across primary, secondary schools and tertiary institutions. He said that many teachers in the country did not have basic computer skills and noted that the problem was a hindrance to efforts at achieving the use of computers for educational purposes in schools.

Busari (2006) is of the view that poor reading skills of social studies and technology students, the state of laboratory facilities, death of social studies text books affect effective teaching and learning of social studies subjects. If social studies teachers and students in Junior Secondary Schools are exposed to video and computer usage in classroom teachings, it would bring about an impact in teaching and learning of social studies.

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1.4 Aim and Objectives of Study

The aim of the study is to investigate the Influence of Information and Technology (ICT) on the Teaching and Learning of Social Studies Students in Junior Secondary School. In achieving this aim, the following specific objectives were laid out as follows:

1. To investigate the Factors affecting the teaching and learning of ICT in Junior Secondary Schools;
2. To examine the users ability of ICT resources and student’s learning in Junior Secondary Schools; and
3. To determine the availability and accessibility of ICT resources in teaching and learning of Social Studies.

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1.5 Research Questions

The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:

• To what extent does ICT resources affects students’ learning in Junior Secondary Schools?
• To what extent does availability and accessibility of ICT resources enhance teaching and learning of Social Studies?
• What factors are affecting the teaching and learning of ICT in Junior Secondary Schools?

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1.6 Research Hypothesis

In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.

• H₀1: There is no significant difference on the confidence of teachers using ICT in the Social Studies teaching and learning process.
• H₀2: There is no significant difference on the prospects of ICT in the classroom teaching and learning of Social Studies.
• H₀3: There is no significant difference on the factors are affecting the teaching and learning of Social Studies using ICT in Junior Secondary Schools.

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1.7 Significance of Study

It is considered that the research is potentially of considerable importance, for a number of reasons:

1. It will help to support policy makers in the Ministry of Education in Nigeria and also teachers in developing ICT use within schools.
2. It will provide an opportunity to compare the views of teachers, students, and policy-makers on ICT use in Nigerian schools.
3. It will support educational administrators and policy makers in choosing the appropriate methods of managing changes associated with ICT use in the educational system.
4. It will be considered to be the first study in Nigeria which takes into consideration the different aspects of the application of ICT in the educational system.

This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.

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1.8 Scope of Study

The scope of the research is focused on the Influence of Information and Technology (ICT) on the Teaching and Learning of Social Studies Students in Junior Secondary School using Okpe Local Government Area of Delta State as a case study.

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1.9 Limitations of the Study

During the course of this study, many things militated against its completion, some of which are:

1. Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
2. Research material: availability of research material is a major setback to the scope of the study.
3. Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
4. Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).

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1.10 Definition of Terms

Academic Performance: can be defined as the outcome of education, the extent to which a student, teacher or institution has achieved their educational goal. Academic achievement is commonly measured by examination or continuous assessment.

Social Studies: is the "integrated study of the social sciences and humanities to promote civic competence. Social studies is most commonly recognized as the name of a course or set of courses taught in primary and secondary schools or elementary, middle, and secondary schools, but may also refer to the study of aspects of human society at certain post-secondary and tertiary schools around the globe.