Cover Page

THE IMPACT OF INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) IN THE

TEACHING AND LEARNING OF ECONOMICS IN NIGERIA

BY

MICHAEL OKPOTU ONOJA

NOU146128040

A PROJECT SUBMITTED TO THE, FACULTY OF SCIENCE, DEPARTMENT OF

COMPUTER

NATIONAL OPEN UNIVERSITY OF NIGERIA

JOS STUDY CENTRE

MARCH, 2020
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FLY LEAF

ii
 Title Page

THE IMPACT OF INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT) IN THE

TEACHING AND LEARNING OF ECONOMICS IN NIGERIA

BY

MICHAEL OKPOTU ONOJA

NOU146128040

A PROJECT SUBMITTED TO THE, FACULTY OF SCIENCE, DEPARTMENT OF COMPUTER

SCIENCE, NATIONAL OPEN UNIVERSITY OF NIGERIA. IN PARTIAL FULFILMENT OF THE
REQUIREMENT FOR THE AWARD OF MASTER OF SCIENCE DEGREE INFORMATION AND
COMMUNICATION TECHNOLOGY.

MARCH, 2020.
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 DECLARATION
I, MICHAEL OKPOTU ONOJA with matriculation number NOU146128040 hereby declare
that this project work was carried out by me and every other external work used in this project
has been duly acknowledged.

MICHAEL OKPOTU ONOJA Date

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 APPROVAL

This project has been approved by the examination board in partial fulfillment for the award of
Master of Science Degree (MSC) in the faculty of Science, National Open University of Nigeria,
Jos study center.

DR. GODWIN THOMAS DATE

(SUPERVISOR)

DR. PHILIP S. TACHING DATE

CENTRE DIRECTOR, (JOS STUDY CENTER)

PROF. MONDO SAMAILA DATE

(DEAN. SCHOOL OF POST GRADUATE STUDIES)

EXTERNA EXAMINER DATE

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 DEDICATION

I dedicate this project to God Almighty, my siblings, Mikaela and my Amore

And my Mum I love you guys.

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 ACKNOWLEDGEMENTS
My deep gratitude to God Almighty for enabling me to come this far and making this project a

success. In times of despair, when I was almost giving up, you gave me renewed hope and

insight, granted me the strength and courage to go on. For this, you deserve all the praise and

glory.

I would like to express my very great appreciation to Dr. Godwin Thomas for his valuable and

constructive suggestions during the planning and development of this research work. His

willingness to give his time so generously has been very much appreciated.

Also to my Dad, Late Joseph Agbo Onoja for all the facts of life he taught me during his brief but

accomplish stay on earth. I love you Dad and to my Mum, Mrs Theresa Onoja who has proved to me

beyond all reasonable doubt that a man best friend is his mum.

To all my siblings and my Amore who have been close friends and had added flavor, colour and

encouragement to my life. I say today, the best thing that human-kind has ever seen is you

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 ABSTRACT
The study investigates the Impact of Information and Communications Technology in the
Teaching and Learning of Economics in Nigeria. Information communication technology (ICT)
has no doubt changed the face of teaching and learning globally. The study observed that,
though Nigeria is also making efforts to join the ICT fray, these efforts appear to be ineffective.
Nigeria still experience a lag in its implementation due to general neglect and other factors,
and this continues to be the major challenge facing access to ICT" driven instructional aids
facilities in most secondary schools. The study population comprised of seven (7) selected
secondary schools in Jos North Local Government area of Plateau State, four private senior
secondary schools and three public senior secondary schools. The study concludes that despite
the roles ICT can play in education, so many schools are yet to extensively adopt them for
teaching and learning. Efforts geared towards integration of ICT into the school system have
not had much impact. Problems such as lack of Teachers and Professional knowledge and
technical know-how and poor information infrastructure militate against these efforts. The
study recommends that efforts should be made by government and institutes management to
provide teachers skilled in ICTs to each school in Nigeria as to impact ICT skills to teachers
and students amongst others.

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 TABLE OF CONTENT

COVER PAGE……………………………………………………………………………………i
FLY LEAVE……………………………………………………………………………………..ii
TITLE PAGE…………………………………………………………………………………….iii
DECLARATION .......................................................................................................................... iv
APPROVAL… .............................................................................................................................. v
ACKNOWLEDGEMENTS… .......................................................................................................vi
DEDICATION… ......................................................................................................................... vii
ABSTRACT… ........................................................................................................................... viii
TABLE OF CONTENT… ............................................................................................................ xi
LIST OF FIGURES ....................................................................................................................... x
LIST OF TABLES… .................................................................................................................... xi
CHAPTER ONE: INTRODUCTION
1.1 BACKGROUND TO THE STUDY ......................................................................... 1
1.2 PROBLEM AREA .................................................................................................... 3
1.3 STATEMENT OF THE RESEARCH PROBLEM …………..………… ................ 4
1.4 PURPOSE OF THE STUDY ................................................................................... 4
1.5 RESEARCH QUESTIONS ................................................................................ 4
1.6 RESEARCH HYPOTHESES............................................................................. 5
1.7 AIM AND RESEARCH OBJECTIVES… ......................................................... 5
1.8 SCOPE OF THE PROJECT… ............................................................................ 6

1.9 LIMITATION TO THE STUDY… .................................................................... 6

1.10 SIGNIFICANCE OF THE STUDY .................................................................... 6

1.11 RESEARCH METHODS… ............................................................................... 7

1.12 ORGANIZATION OF STUDY… ..................................................................... 8

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1.13

1.14 CONCLUSION… ............................................................................................... 8

1.15 OPERATIONAL DEFINITION OF TERMS ..................................................... 9

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2.1 THEORETICAL FRAMEWORK…....................................................................11

2.2 CONCEPT OF INFORMATIONAND COMMUNICATION

TECHNOLOGY (ICT) IN EDUCATION… ....................................................... 12

2.3 IMPACT OF INFORMATION AND COMMUNICATION

TECHNOLOGY IN TEACHING ........................................................................ 15

2.4 CHALLENGES OF INFORMATION TECHNOLOGY IN

TEACHING AND LEARNING OF ECONOMICS ........................................... 15

2.4.1 COST… ................................................................................................................. 15

2.4.2 WEAK INFRASTRUCTURE… ........................................................................... 15

2.4.3 LACK OF SKILLS… ............................................................................................16

2.4.4 LACK OF RELEVANT SOFTWARE… .............................................................. 17

2.4.5 LIMITED ACCESS TO THE INTERNET ........................................................... 18

2.5 IMPACT OF INFORMATION TECHNOLOGY ON STUDENT

PERFORMANCE… ...............................................................................................19

2.5.1 ASSIST STUDENTS IN ACCESSING DIGITAL INFORMATION

EFFICIENTLY AND EFFECTIVELY .................................................................. 19

2.5.2 SUPPORT STUDENT-CENTERED AND SELF-DIRECTED

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 LEARNING................................................................................................................ 19

2.5.3 PRODUCE A CREATIVE LEARNING ENVIRONMENT .................................... 20

2.5.4 PROMOTE COLLABORATIVE LEARNING IN A DISTANCE

LEARNING ENVIRONMENT .............................................................................. 20

2.5.5 OFFER MORE OPPORTUNITIES TO DEVELOP CRITICAL

(HIGHER-ORDER) THINKING SKILLS… ......................................................... 26

2.5.6 IMPROVE TEACHING AND LEARNING QUALITY… .................................... 21

2.5.7 SUPPORT TEACHING BY FACILITATING ACCESS TO COURSE

CONTENT… ........................................................................................................... 22

2.6 STRATEGIES IN ENSURING EFFECTIVE OF INFORMATION

AND COMMUNICATION TECHNOLOGY APPLICATION IN

TEACHING AND LEARNING OF ECONOMICS ............................................... ,23

2.7 NATIONAL POLICY ON INFORMATION TECHNOLOGY IN

NIGERIA….............................................................................................................. 25

2.8 REVIEW OF RELATED LITERATURE….........................................................26

2.9 CONCLUSION… .................................................................................................. 28

CHAPTER THREE: RESEARCH METHODOLOGY

3.1 RESEARCH DESIGN ..........................................................................................30

3.2 DESIGN OF THE STUDY ................................................................................... 30
3.3 STUDY AREA… .................................................................................................. 30
3.4 STUDY POPULATION ........................................................................................ 31
3.5 SAMPLING METHOD AND PROCEDURE… ................................................... 32
3.6 SAMPLING TECHNIQUE… ............................................................................... 33
3.6.1 SAMPLING STRATEGIES..................................................................................... 34
3.6.2 INTERVIEW GUIDE… ........................................................................................... 35

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3.6.3 OBSERVATION GUIDE… ..................................................................................... 35

3.7 INSTRUMENT FOR DATA COLLECTION… ................................................... 35

3.8 METHOD OF DATA COLLECTION… ................................................................ 36
3.9 STRUCTURE OF THE QUESTIONNAIRE….......................................................37
3.10 VALIDITY AND RELIABILITY OF INSTRUMENT...........................................37
3.11 METHOD OF DATA ANALYSIS… ...................................................................... 38
3.12 DECISION RULE… ................................................................................................ 38
3.13 RELIABILITY OF THE INSTRUMENT ...............................................................39
3.14 ETHICAL CONSIDERATIONS ............................................................................. 39
3.15 CONCLUSION… ..................................................................................................... 40

CHAPTER FOUR: DATA PRESENTATION, ANALYSIS AND DISCUSSION

4.1 ANALYSIS OF RESPONSE RATE .................................................................... 41
4.1.1 QUESTIONNAIRES ADMINISTERED AND RECEIVED ............................... 42
4.2 PRESENTATION OF DATA ............................................................................... 42
4.3 ANALYSIS OF DATA AND INTERPRETATION ............................................ 43
4.4 SUMMARY OF FINDINGS................................................................................. 52
4.5 DISCUSSION OF FINDINGS .............................................................................. 52
4.6 CONCLUSION ....................................................................................................... 54

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.1 SUMMARY ............................................................................................................ 55
5.2 IMPLICATION OF THE STUDY ......................................................................... 56
5.3 RECOMMENDATIONS ........................................................................................ 57
5.3.1 INTRODUCTION OF E-LEARNING APP TO ENHANCE TEACHING
AND LEARNING OF ECONOMICS IN SCHOOLS… ........................................... 58
5.3.2 FEATURES OF THE RECOMMENDED E-LEARNING APP ............................ 58
5.3.2.1 REPORTING AND DATA ANALYSIS FEATURES ........................................... 59
5.3.2.2 ASSESSMENT MANAGEMENT & LIVE FEEDBACK FEATUR ..................... 59
5.3.2.3 GRADEBOOKS FEATURE… ................................................................................ 59
5.3.2.4 STUDENT INFORMATION MANAGEMENT FEATURES ............................... 59
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 5.3.2.5 GAMIFICATION FEATURES ...............................................................................60
5.3.2.6 FORUMS AND WEBINARS FEATURES ............................................................ 60

5.3.2.7 RESOURCES AND STUDY MATERIALS .............................................................. 60

5.4 REQUIRED EQUIPMENT AND SYSTEM REQUIRMENT ................................... 60
5.4.1 MINIMUM SYSTEM REQUIREMENTS FOR STUDENT AND TEACHER… .... 61
5.5 SUGGESTIONS FOR FURTHER STUDY ................................................................ 62
5.6 CONCLUSIONS ............................................................................................................ 61
REFERENCE
APPENDIX

LIST OF TABLES

TABLE 3.1 SUMMARY OF POPULATION SIZE

TABLE: 4.1. NUMBER OF QUESTIONNAIRES ADMINISTERED AND RETRIEVED
TABLE 4.1: DISTRIBUTION OF RESPONDENTS SEX

TABLE 4.2: AGE DISTRIBUTION OF TEACHERS

TABLE 4.3: ACADEMIC QUALIFICATION OF TEACHERS
TABLE 4.4: WORKING EXPERIENCE OF TEACHERS
TABLE 4.6: SEX DISTRIBUTION OF STUDENTS
TABLE 4.7: CLASS DISTRIBUTION OF STUDENTS
TABLE 4.8 AGE RANGE OF STUDENTS

TABLE 4.9: EFFECT OF INFORMATION TECHNOLOGY IN THE TEACHING OF

ECONOMICS IN SECONDARY SCHOOL IN NIGERIA
TABLE 4.10: CHALLENGES OF INFORMATION TECHNOLOGY IN
TEACHING AND LEARNING OF ECONOMICS IN NIGERIA
Table 4.11: IMPACTS OF ICT ON STUDENTS‟ PERFORMANCE IN
ECONOMICS IN SECONDARY SCHOOLS.
Table 4.12: STRATEGIES THAT COULD BE USED IN ENSURING
EFFECTIVE APPLICATION OF ICT APPLICATION IN THE TEACHING

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AND LEARNING OF ECONOMICS IN SECONDARY SCHOOL

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 LIST OF FIGURES

FIGURE 1: CIPP EVALUATION MODEL

FIGURE 2: SAMPLE SIZE CALCULATOR

xv
 CHAPTER ONE
INTRODUCTION

This chapter explains the background of the study, the problem area, it also

presents the research questions with the aim and objectives that guided the study. The

scope and limitation of the study is also made known as well as the significance of the

study while concluding with the research method that will help in analyzing the findings

that will be carried out during this research.

1.1 Background of the Study

Throughout the globe, several countries have introduced Information and

Communication Technologies (ICT) into schools via different courses of action. The

world technological approach has reduced the world to a global village. As new

concepts of learning have evolved, teachers are expected to facilitate learning and make

it meaningful to individual learners rather than just to provide knowledge and skills

(Peter and Rexwhite 2012). Studies on the application of Information and

Communications Technology (ICT) in the teaching and learning of Economics reveals

major achievements; a study on the use of e-learning software among future teachers in

the teaching profession and leadership reveals that e-learning succeeded in promoting

teaching and learning strategies to a higher degree (Moh‟d et al 2009 in Soneye 2012:

14-15). It‟s imperative therefore to recognize the impact of information and

communications technology and applications of modern technologies in the teaching and

learning of Economics.

According to Oxford Advance Learners Dictionary, Information and

Communication Technology is the use of electronic equipment‟s especially computer for

1
sorting, analyzing and sending out information. The term, information and

Communication technology (ICT), is defined by (UNESCO 2006) as a forms of

technology that are used to transmit, store, create, share or exchange information.

Countries are benefiting enormously from ICT through innovation, communication and

access to global information.

Information and Communication Technology according Ajagun (2003) refers to

a whole range of technologies involved in information processing and electronic

communications. It includes all those electronic devices that are used in broadcasting,

telecommunication and all other electronically mediated information gathering and

communicating systems. Bakpo (2005) viewed Information and Communication

Technology (ICT) as the combination of networks, hardware and software as well as the

means of communication, collaboration, and engagement that enables the processing

management and exchange of data and information.

Achieving a wide range and successful implementation of ICT in teaching and

learning of economics requires better matching the distinctive capabilities of ICT-

enabled education to the needs of students and their future employers. However, the

integration of information and communication technology into business education is by

no means trivial, and it is not simply a matter of providing computer access and training

to faculty and students but involves deep changes into both course design and delivery

(Alavi, and Yoo, 2002). Economics prepare students not only to „do‟ but to know under

what circumstances and in what way the knowledge they have acquired should be

applied, that is effective application of knowledge gained from economic education to

the real world of business (Brown, 2005).

2
 The problem of value creation in ICT-enabled economics is an intriguing one.

Few students engage in economic studies for its own sake, they study in order to gain

employment on terms more favourable than if they had not undertaken such a course of

action (Pfeffer & Fong, 2004). The pedagogical capabilities of ICT have been neglected

in economics. Although the importance of pedagogy has been recognized since the dawn

of the ICT era attention has typically been focused on the novelty of ICT rather than its

capacity to create value (Nwokedi, 2007).

Despite this awareness of the capabilities of ICT, the effect of these new

information communication technologies in the teaching and learning of economics is

yet to be explored. Hence, a fundamental motivation of this research was to provide a

conceptual framework of the impact of ICT in teaching and learning of economics in

secondary schools in Nigeria.

1.2 Problem Area

The opportunities that ICT provides for teaching and learning processes also

come with challenges. Three main issues highlighted namely lack of funds, deterioration

of infrastructure, and shortage of human resources that need to face and solve education

system. Another challenge would be lack of technical support in schools and the limited

access to Internet and ICT facilities that prevent schools from integrating ICT into their

curriculum. It was reported that the basic installation of ICT equipment in schools

neither improves the standard of teaching nor promotes an efficient learning

environment (ESCWA.2005). Other barriers reported also include the lack of in-house

training for teachers, shortage of ICT instructors, shortage of computers, shortage of

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 electricity supply, limited Internet access, and shortage of ICT-equipped classrooms

(ESCWA 2005).

However, not many studies can be found looking at teachers‟ point of view. This

is important as teachers will be the executors in this teaching process. It is believed that

the skills, preference and attitudes of teachers could also affect the decisions in their

curriculum design. Therefore, the ICT skills of teachers and their level of readiness must

be identified before ICT can be used widely in classrooms.

1.3 Statement of the Research Problem

There is currently no study on the impact of ICT in the teaching and learning of

economics in Nigeria secondary schools. This research seeks to carry out a study on the

impact of ICT in the teaching and learning of economics in secondary schools in

Nigeria, case study Jos North Local Government.

1.4 Purpose of the Study

The purpose of the study is to study to determine the impact of ICT in the

teaching and learning of economics in secondary schools in Nigeria and to provide

recommendations for improvement.

1.5 Research Questions

The research will provide answer to the following research questions:

1. How has Information and Communication Technology influence teaching and learning

of economics?

2. What are the challenges and prospects of ICT in teaching and Learning of Economics in

Secondary Schools?
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 3. What recommendation and implementation strategies that can be used to improve and

ensure in effective ICT application in the teaching and learning of Economics in

Secondary Schools?

1.6 Research Hypotheses

Hypothesis tested are classified into:

 Null Hypothesis (Ho)

 Alternative Hypothesis (H1)

1. Ho: There is no significant impact of Information and Communications Technology

(ICT) in the teaching and learning of Economics.

2. H1: There is significant impact of Information and Communications Technology

(ICT) in the teaching and learning of Economics.

1.7 Aim and Research Objectives

The aim of the study is to investigate the Impact of Information and

Communication Technology to the Teaching and Learning of Economics.

The specific aims of this study are as follows:

1. To assess the effect of information technology in the teaching and learning of

Economics in Secondary Schools in Jos.

2. To identify the challenge and prospect of ICT in teaching and learning of Economics in

Secondary Schools in Jos.

3. To identify strategies that could be used to improve and ensure in effective ICT

application in the teaching and learning of Economics in Secondary Schools in Jos.

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1.8 Scope of the Project

The study is aimed at explaining the impact of information and communication

technology in the teaching and learning of Economics in secondary schools in Jos.

This research work would focus its effort towards obtaining information from the

teachers and students of seven secondary School in Jos, which are:-

(1) Government Secondary School Tudun-Wada, Jos

(2) St. Murumba Collage Jos

(3) Government Secondary School Laranto, Jos

(4) Rantya High School, Jos

(5) Olusegun Obasanjo Model School

(6) Ecwa secondary school, Tudun-Wada, Jos

(7) Albakans pre-science school

1.9 Limitation to the Study

This study is restricted to the impact of Information and Communications

Technology (ICT) in the teaching and learning of Economics in Nigeria. However, the

scope of this research work would be limited to an assessment of seven (7) secondary

schools in Jos North Local Government Area of Plateau State. Thus, the term selected

senior secondary schools will include four private schools and three public schools. This

research is conducted within the frame work of the stated objectives.

1.10 Significance of the Study

This study “impact of information and communication technology in the

teaching and learning of Economics in secondary school in Nigeria” is of great benefit to

6
 the following people: Economics Curriculum Planner, Teachers and Students. The use

of Information Technology in Economics Curriculum enhances planners in linking and

enabling global sharing of Knowledge about Economics as it is a subject which deals

with Economic operations. Information Technology help ascertain facts, ideas and

update curriculum planners of methods and principle in curriculum planning. ICT also

provides curricular support in difficult Economics areas. The integration of Information

and Communication Technologies to teaching by Economics teachers would help

revitalize them and develop their ICT skills and competencies which will enhance their

ability to continuously update themselves academically. The use of ICT facilities like

radio, television, computers, overhead projectors, optical fibres, fax machines, CD-Rom,

internet, electronic notice board, slides, digital multimedia, video/VCD machine and so

on makes teaching of Economics real and easier as student get the clear picture of what

the teacher is explaining. ICT can be used to enhance learning of all parts of Economics

curriculum and inter-disciplinary and cross-disciplinary thinking. Learning is more

active when enhanced by Information Technology facilities, it ensures efficiency and

effectiveness of student in learning of Economics. The main impact of ICT to students

consists just in the development of student mental resources, which allow student to both

successfully apply the existing knowledge and produce new knowledge.

1.11 Research Methods

This study was carried out using the survey research method and interviews to

draw out information from the study area through the respondents, as well as books,

online materials, journals, published and unpublished works on the impact of ICT in the

teaching and learning of economics. In other to get the sense of the first set of objectives

7
 and to answer the questions of the study, literature review was carried out to identify

these challenges. This helped us in developing a questionnaire which lead into getting

the information. The questionnaire and the interviewed questions was developed to get

primary data on what was going on as regards the impact of ICT in the teaching and

learning of economics in secondary schools in Jos.

1.12 Organization of Study

This study is structured into five chapters. Chapter one comprises of

introduction, which set the background of the study as well as statement of research

problem, research questions including the aim and objectives of the study. It also

covered the scope, and significance/policy, relevance to the study. Chapter two reviewed

existing literature and identified the gap in the literature while Chapter three addressed

the research methodology. Chapter four dwelled on data presentation and analysis of

findings gotten from the questionnaire. Chapter five presented conclusions and

recommendations.

1.13 Conclusion

This Chapter explains the background to the study of the impact of information

technology to the learning and teaching of Economics in Nigeria, the problem area, it

further shows the research questions with the aim and objectives, the scope of the study

is also made known as well as the significance of this study while concluding with the

research methods.

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1.14 Operational Definition of Terms

Information: - information means processed data or whatever that is capable of

changing an individual‟s opinion about the current states of real world.

Communication: - communication refers to the transfer of information, ideas taught

and messages.

Technology: - technology is a scientific knowledge used in practical ways in industry,

for example in designing new machines like computer, telephone, television, radio etc.

Education: - Education is the form of learning that gives intellectual and moral

instruction to learners.

TEACHING: The facilitation of students learning through importation of knowledge

and skill by arrangement and manipulation of a situation.

LEARNING: This is refers to the process or the act of acquiring a modification in a

behavioral tendency through experience and acquisition of knowledge and skills.

ELECTRONIC LEARNING (E-Learning): Is an electronic delivery and

administration of learning opportunities and support via computer network and web-
based technology.

Economics: - Economics is the social science that studies how individuals,

organizations, and societies manage the scarce resources under their control for the

satisfaction of their needs and desires. Economics focuses on the behavior and

interactions of economic agents and how those interactions work particularly and as a

whole.

9
 E - Library: - An electronic library where library facilities or services can be assessed
on line (through the internet).

1.8 Abbreviations

ICT: - Information and Communication Technology

TV: - Television

10
 CHAPTER TWO
REVIEW OF RELATED LITERATURE

This chapter highlights the core issues that princely mark the main theme of the

study and assess the study. This study also provides an important statements to validate

the research arguments.

2.1 Theoretical Framework

This part discusses the theoretical framework employed in this research. The

Stufflebeam‟s CIPP evaluation model. The CIPP Evaluation Model is a comprehensive

framework for guiding evaluations of programs, projects, institutions, and systems

particularly those aimed at effecting long-term, sustainable improvements (Stufflebeam,

2002). The acronym CIPP corresponds to context, input, process, and product

evaluation. In general, these four parts of an evaluation respectively ask: What needs to

be done? How should it be done? Is it being done? Did it succeed?

The product evaluation in this model is suitable for impact studies like the present one

on the impact of ICT in teaching and learning of Economics (Wolf, Hills and/ Evers,

2006). This type of study is a summative evaluation conducted for the purpose of

accountability which requires determining the overall effectiveness or merit and worth of

an implementation (Stufflebeam, 2003). It requires using impact or outcome assessment

techniques, measuring anticipated outcomes, attempting to identify unanticipated

outcomes and assessing the merit of the program. It also helps the institution to focus on

achieving important outcomes and ultimately to help the broader group of users gauge

the effort‟s success in meeting targeted needs (see Figure 1).

11
 The first element, “impact”, assesses whether the use of ICT facilities in teaching

and learning of Economics has a direct effect on the teachers and students, what the

effects are and whether other aspects of the system changed as a result of this use?

Effectiveness checks whether the programme achieves intended and unintended benefits,

or is it effective for the purpose of improved teaching and learning for which it is

provided? Transportability measures whether the changes in teaching and learning and

its improved effects can be directly attributed or associated to the deployment of ICT

facilities. Lastly, sustainability looks into how lasting the effect of the IcT impacts will

be on the students and teachers and how well they utilize and maintain it for teaching and

learning purposes (Stufflebeam, 2007).

Impact

Effectiveness
Inputs
Product
Transportability

Context
Sustainability

Figure 1: CIPP Evaluation Model

2.2 Concept of Information and Communication Technology (ICT) in

Education

Information and communication Technology according to Unagha (2006)

encompasses computer and telecommunication. It is concerned with the technology used

in handling, acquiring, processing, storing and dissemination of information.

12
 Thus Information Technology is any technology used in producing, organizing

and passing information through. Similarly, Oxford Advanced Learners „Dictionary sees

ICT as electronic media used in processing, analyzing, storing and sending out

information. Evey et al (2010) observed that ICT is innovative device that can carry out

such functions as receiving, storing, computing, analyzing, transmitting and retrieving

information presented to them and allowing for one-to-one or group communication

among humans. Obashoro (2007) identified ICT infrastructure to include multi-media

CD-ROMs, MP3 players, websites, discussion boards, emails, computer-aided

assessments, learning management software, blogs, etc. In the same vein, Folorunso,

Longe and Ijere (2003) identified ICT infrastructure to include internet, World Wide

Web (www), Electronic Data Interchange (EDI), Local Area Network (LAN), Wide

Area Networks (WAN), Protocols, Content Management and Meta Data Standard

(MDS). Lomark (1997) defines information Technology as the use of electronic

equipment especially the computer for storing, analyzing and distributing information of

all kinds including words, numbers and pictures. The computer has actually come to

enable students to tap knowledge when and how they want.

2.3 Impact of Information and Communication Technology in Teaching.

Nwoji(2003) stressed the impact of ICT based on the finding of her study on the

application of ICT to the teaching and learning by recommending that government at all

levels should provide facilities such as computers and softwares that are related social

science analysis and process. She also advocated that the content of teachers‟ or

students‟ education programmes should be technologically and ICT oriented.

13
 Nevertheless, computer technology is fast changing the lifestyle of people since

education prepares the learners to cope with the changes in the society hence people

cannot shy away from using this technology (Gallo and Nenno, 1985). Computer

technology serves as a powerful tool narrow the gap between the skillful and non-

skillful students by stretching their creative inventive abilities. Akinyemi 1988 declared

that computer is the most suitable and versatile medium for individualizing institutions.

ICT helps students to be more active in learning. Its contribution to learning includes

fastening various sensors, less mental drudgery, and learning independently.

Consequently, Rowtree (1990, p.262) summarized the positive impact of using the

computer in education to include the following.

i. ICT makes it possible for students to store considerable amount of information which

can be retrieved at any time when they are needed for analysis or for reference.

ii. ICT provides the teachers and students with varieties of options to select on a specific

task to be performed and at a great speed including scientific experiment or research.

iii. ICT can present the learner with print and animated diagram options, example, and the

drill-and-practice interactive software.

iv. The interactive nature of software provides the learners with opportunities to learn a

particular aspect of their subject area continuously without much difficulties; therefore,

accommodating individuals with different learning rate.

v. ICT enhance the teaching and learning process by giving immediate feedback to

individual teacher or learner.

14
 vi. ICT has the capacity to deal with different learner because some learning materials are

in the form of compound Disk Read Only Memory (CDROM) which students (leaners)

can use anytime they want.

vii. It can be used for different activities such tuition, simulations and data crunching.

2.4 Challenges of Information Technology in Teaching and Learning of

Economics.

There are several impediments to the successful use of information technology in

secondary schools in Nigeria. These are: cost, weak infrastructure, lack of skills, lack of

relevant software and limited access to the Internet.

2.4.1 Cost

The price of computer hardware and software continues to drop in most

developed countries, but in developing countries, such as Nigeria, the cost of computers

is several times more expensive. While a personal computer may cost less than a

month‟s wages in the United State, the average Nigeria worker may require more than a

year income to buy one. Nigeria has over 6,000 public secondary schools. Majority are

short of books, paper and pencils. Many of the schools lack adequate infrastructure such

as classrooms and only few are equipped with television or radio. Apart from the basic

computers themselves, other costs associated with peripherals such as printers, monitors,

paper, modem, extra disk drives are beyond the reach of most secondary schools in

Nigeria. The schools cannot also afford the exorbitant Internet connection fees.

2.4.2 Weak Infrastructure

In Nigeria, a formidable obstacle to the use of information technology is

infrastructure deficiencies. Computer equipment was made to function with other

15
 infrastructure such as electricity under “controlled conditions”. For the past fifteen years

Nigeria has been having difficulty providing stable and reliable electricity supply to

every nook and cranny of the country without success. Currently, there is no part of the

country, which can boast of electricity supply for 24 hours a day except probably areas

where government officials live. There have been cases whereby expensive household

appliances such as refrigerators, deep freezers and cookers have been damaged by

upsurge in electricity supply after a period of power outage. Electronics equipment such

as radio, television, video recorder and even computers has been damaged due to

irregular power supply. When electricity supply is not stable and constant, it is difficult

to keep high-tech equipment such as computers functioning, especially under extreme

weather conditions as obtained in Nigeria. The high levels of dust during the dry season

in Nigeria also make electronic equipment to have short live span.

In rural Nigeria most inhabitant do not have access to electricity, thereby

denying rural secondary schools opportunity to benefit from the use of electronic

equipment such as radio, television, video recorders and computers. The few Internet

access available in Nigeria is found in urban centers. These environmental realities are

difficult to manage because fans, sealed rooms and stable electricity are lacking in many

urban homes and rural areas.

2.4.3 Lack of Skills

Nigeria does not only lack information infrastructure, it also lacked the human

skills and knowledge to fully integrate ICT into secondary education. To use

information and communication technology (ICT) in secondary schools in Nigeria, the

need for locally trained workers to install, maintain and support these systems cannot be

16
 over emphasized. There is acute shortage of trained personnel in application software,

operating systems, network administration and local technicians to service and repair

computer facilities. Those who are designated to use computers in Nigeria do not receive

adequate training, at worst, do not receive any training at all (Okebukola, 1997). In

Nigeria also, most secondary school teachers lack the skills to fully utilize technology in

curriculum implementation hence the traditional chalk and duster approach still

dominates in secondary school pedagogy. Information transfer using ICT is minimal or

non-existence in secondary schools in Nigeria (Anao, 2003). Secondary school teachers

in Nigeria need to be trained on educational technologies and the integration of

computers into classroom teaching. According to Carlson and firpo (2001), “teachers

need effective tools, techniques, and assistance that can help them develop computer

based projects and activities especially designed to raise the level of teaching in required

subjects and improve student learning (P.109)

2.4.4 Lack of Relevant Software

There is no doubt that the ultimate power of technology is the content and the

communication. Though, software developers and publishers in the developed countries

have been trying for long to develop software and multimedia that have universal

application, due to the differences in education standards and requirements, these

products do not integrate into curriculum across countries. Software that is appropriate

and culturally suitable to the Nigerian education system is in short supply.

There is a great discrepancy between relevant software supply and demand in

developing countries like Nigeria. According to Salomon (1989), there are clear

indications from many countries that the supply of relevant and appropriate software is a

17
 major bottleneck obstructing wider application of the computer. Even if Nigeria tries to

approach this software famine by producing software that would suit its educational

philosophies, there are two major problems to be encountered. First, the cost of

producing relevant software for the country‟s educational system is enormous. Second,

there is dearth of qualified computer software designers in the country. To overcome

this, people need to be trained in instructional design.

2.4.5 Limited Access to the Internet

In Nigeria there are few Internet providers that provide Internet gateway services

to Nigerians. Such Internet providers are made up of Nigerians who are in partnership

with foreign information and communication companies. Many of these companies

provide poor services to customers who are often exploited and defrauded. The few

reputable companies, which render reliable services, charged high fees thus limiting

access to the use of the Internet. The greatest technological challenge in Nigeria is how

to establish reliable cost effective Internet connectivity. Secondary schools in Nigeria

are not given adequate funds to provide furniture, requisite books, laboratories and

adequate classrooms let alone being given adequate funds for high-tech equipment

(computers) and Internet connectivity.

Again, due to the lack of adequate electricity supply, especially in rural areas in

Nigeria, secondary schools located in those areas have no access to the Internet and are

perpetually isolated and estranged from the world‟s information superhighway. Nigeria

in lagging behind other African countries such as Uganda, Senegal and South Africa

who are already helping secondary school students in those countries to become better

information users. All Internet service providers in Nigeria are based in the urban areas.

18
 For many years, the Nigerian government had a monopolistic control of telecom

service, which does not allow for the competitive environments that reduce telephony

rates. Paltridge (1996) asserted that the penetration of Internet hosts is five times greater

than in monopoly markets and that Internet access in countries with telecommunication

competition enjoyed a growth rate five times higher than the monopoly environments.

All that may change for Nigeria now as the government had invited private participation

in the telecom industry and many investors are already in the Nigeria markets but it will

take many years to know their full impact on Nigeria education system.

2.5 Impact of Information Technology on Student Performance

The impact of ICT in Teaching and Learning of Economics have been extolled in

the literature. The impact of ICT has been found to:

2.5.1 Assist Students in Accessing Digital Information Efficiently And Effectively

ICT is used as a tool for students to discover learning topics, solve problems, and

provide solutions to the problems in the learning process. ICT makes knowledge

acquisition more accessible, and concepts in learning areas are understood while

engaging students in the application of ICT.

2.5.2 Support Student-Centered and Self-Directed Learning

Students are now more frequently engaged in the meaningful use of computers

(Castro Sánchez and Alemán 2011). They build new knowledge through accessing,

selecting, organizing, and interpreting information and data. Based on learning through

ICT, students are more capable of using information and data from various sources, and

critically assessing the quality of the learning materials.

19
2.5.3 Produce a Creative Learning Environment

ICT develops students‟ new understanding in their areas of learning (Chai, Koh

and Tsai 2010). ICT provides more creative solutions to different types of learning

inquiries. For example, in a reading class, e-books are commonly used in reading aloud

activities. Learners can access all types of texts from beginning to advanced levels with

ease through computers, laptops, personal digital assistants (PDAs), or iPads. More

specifically, these e-books may come with some reading applications, which offer a

reading-aloud interface, relevant vocabulary-building activities, games related to reading

skills and vocabulary acquisition, and more. Therefore, ICT involves purpose designed

applications that provide innovative ways to meet a variety of learning needs.

2.5.4 Promote Collaborative Learning in a Distance-Learning Environment

Koc (2005) mentioned that using ICT enables students to communicate, share,

and work collaboratively anywhere, any time. For instance, a teleconferencing

classroom could invite students around the world to gather together simultaneously for a

topic discussion. They may have the opportunity to analyze problems and explore ideas

as well as to develop concepts. They may further evaluate ICT learning solutions.

Students not only acquire knowledge together, but also share diverse learning

experiences from one another in order to express themselves and reflect on their

learning.

2.5.5 Offer More Opportunities to Develop Critical (Higher-Order) Thinking Skills

Based on a constructive learning approach, ICT helps students focus on higher-

level concepts rather than less meaningful tasks (Levin and Wadmany 2006).

McMahon‟s study (2009) showed that there were statistically significant correlations

20
 between studying with ICT and the acquisition of critical thinking skills. A longer

exposure in the ICT environment can foster students‟ higher critical thinking skills.

Thus, schools are strongly advised to integrate technology across all of the learning

areas and among all learning levels. Where this is done, students are able to apply

technology to the attainment of higher levels of cognition within specific learning

contexts.

2.5.6 Improve Teaching and Learning Quality

As Lowther et al. (2008) have stated that there are three important characteristics

are needed to develop good quality teaching and learning with ICT: autonomy,

capability, and creativity. Autonomy means that students take control of their learning

through their use of ICT. In this way, they become more capable of working by

themselves and with others. Teachers can also authorize students to complete certain

tasks with peers or in groups. Through collaborative learning with ICT, the students

have more opportunity to build the new knowledge onto their background knowledge,

and become more confident to take risks and learn from their mistakes.

Further, Serhan (2009) concluded that ICT fosters autonomy by allowing educators to

create their own material, thus providing more control over course content than is

possible in a traditional classroom setting. With regard to capability, once students are

more confident in learning processes, they can develop the capability to apply and

transfer knowledge while using new technology with efficiency and effectiveness. For

example, in an ESL listening and speaking class, students may be asked to practice their

pronunciation using an online audio dictionary. They are required not only to listen to

21
 the native pronunciation from the dictionary, but also to learn the definitions and

examples of a new vocabulary item.

They then have to make a recording of their own pronunciation and provide

examples of how this new word is used in context. Before completing this task, they

have to know which browser to use in order to search a suitable online audio dictionary.

They will have to browse several online dictionaries, and select the one that best meets

their learning needs. In addition, finding good software to record their voice is another

prerequisite for these learners. Therefore, the whole learning process enriches students‟

learning skills and broadens their knowledge beyond what they already know. By using

ICT, students‟ creativity can be optimized. They may discover new multimedia tools and

create materials in the styles readily available to them through games (Gee 2007, 2011),

CDs, and television. With a combination of students‟ autonomy, capability, and

creativity, the use of ICT can improve both teaching and learning quality.

2.5.7 Support Teaching By Facilitating Access to Course Content

Watts-Taffe et al. (2003) found that teachers can act as catalysts for the

integration of technology through ICT. If the encouragement, equipment, and necessary

technological support are available from institutes for the teachers, developing an ICT

class will be easier for them. The main responsibilities of these teachers will be

changing their course format, creating and explaining the new assignments, and

arranging for the computer lab through their technology learning specialists or assistants.

In sum, as Reid (2002) has indicated, ICT offers students more time to explore beyond

the mechanics of course content allowing them to better understand concepts. The use of

ICT also changes the teaching and learning relationship. Based on the findings of Reid‟s

22
 study, teachers reported that the relationship between teacher and learner is sometimes

reversed with regards to information technology. This relationship boosts students‟

confidence when they are able to help teachers with technical issues in the classroom.

Therefore, ICT changes the traditional teacher centered approach, and requires teachers

to be more creative in customizing and adapting their own material.

While ICT is changing teaching and learning for the better in several ways, the

existing literature has also identified some barriers. In the following sections, these

barriers are classified into four categories based on the perspectives of students,

teachers, administrators, and ICT infrastructure. A variety of strategies for addressing

these barriers is also discussed.

2.6 Strategies in Ensuring Effective of Information and Communication Technology

Application in Teaching and Learning of Economics

Westera and Sloep (2001) in Peter and Rexwhite (2012) stipulated that “Efficient

delivery mechanisms is an important component of overall school management”. As

such, ICT Application can provide the efficiency of delivery mechanisms of Economic

education by supplementing conventional delivery mechanisms or strategies in the

following manners:

 Technology‟s capacity to reach learners in any place and at any time has the potential to

promote revolutionary changes in the educational paradigm. This means eliminating the

premise that learning time equals classroom time. Students can be encouraged to revisit

the lessons topics to reinforce learning without active intervention by teachers

 Another illustration of efficiency is the domain of virtual laboratories. All school

systems want to provide labs because science is empirical. But few schools have

23
 furnished them with equipment and supplies and fewer yet are willing to risk using

them. Technology allows for video and digital demonstrations as well as digital

simulation of laboratory activities in a very real manner; but without the risks and costs

associated with laboratory experiments.

 Multimedia – enable learning modules can be developed by a group of master teachers

and instructional designers, which can then be shared with all schools to assure quality

standard of learning delivery.

 Concerns about costs are always raised in discussions related to technology. Depending

on the technology used, startup costs can be high but economics of scale are significant.

That is, the more the technology is used that is, when more students use the product, the

unit costs of producing educational content ware decrease proportionately. Trade-offs

must be considered as well when evaluating technology‟s initial costs. Since over two

decades ago, ICT was introduced into classroom practice and it has gained much

attention and ever growing confidence in its effectiveness.

 ICT is believed to be more than the core of the information society. It is supposed to be

paramount to the education of knowledge workers (Pel-grum, 2001). Although benefits

of ICT use in education have been acknowledged, teachers do not seem to integrate it

into their teaching activities, the use of digital learning materials (DLMS). Failure to

motivate teachers to use DLMs could make the development of such materials seem less

rewarding or attractive. The lack of newly developed materials could in its turn lead to

an increased underuse of DLMs, hereby completing a vicious circle.

24
2.7. ICT Integration Enhance Teaching and Learning

The application of ICT is creating significant changes in the teaching and learning

process. The traditional approach in teaching has stressed on content. For decades course

materials were designed around textbooks. Teachers taught the content through lecture method

and the activities were designed to enforce the content knowledge. Present day teachers need to

create relevant and intriguing learning experiences for their student‟s. Technology provides a

remarkable role in making education inclusive since it has the potential to improve educational

performance of students. Furthermore, utilization of ICT facilitates learner-centered approach

rather than conventional teacher-centered pedagogy.

The present day curricula promote aptitude and performance of the learners, emphasizing

on the application of the information rather than factual knowledge. ICT facilitates the

dissemination of knowledge based on the contemporary curricula As a result, incorporating ICT

in teaching helps both teachers and students since it has the potential to impart quality education

if it is used effectively. ICT-enhanced learning stimulates augmented learner involvement. The

constructivist method views learning as realistic and learner-centered.

ICT is an effective tool in constructivist approach of learning, where teachers can layout

simulated and tailor-made learning conditions to students. In this regard, applying educational

technology as a constructivist device can help students to display their ideas, express their

knowledge, examine, exploit, and process information, in a collaborative learning environment.

For instance, software applications like databases and excel sheets foster inquiry-based learning

activities. Multimedia is a powerful tool that assists thinking activities of learners and also helps

them to share and express their knowledge. These software applications help students in

understanding the concept by doing. It also facilitates in developing an independent approach

25
towards problem -solving. In that sense computers help students in developing high order

thinking also went in the same direction by stating that ICT integration helps in Constructivist

learning where students interact with other learners, the teacher, sources of information, and

technology. Such an atmosphere provides the learner with direction and settings to build their

knowledge and skills. It also gives a rich collaborative learning condition providing the learner to

mull over different perspectives in dealing with issues and solve problems. ICT also facilities

collaborative learning. Points out that "the flexible time-space accounted for by the integration of

ICT into teaching and learning processes contributes to increasing the interaction and reception of

information. Such possibilities propose changes in the communication models and the teaching

and learning methods used by teachers, giving way to new scenarios which favour both individual

and collaborative learning‖. Teachers play a crucial role in integrating ICT.

The present day teachers should know not only the content of their subject but also the

pedagogy to impart the knowledge effectively by integrating technology. According to in order to

integrate ICT in teaching teachers must recognize the usefulness of technology, they should

believe that the application of technology does not disrupt the classroom climate. Moreover, they

should also have the confidence to manage technology. Nevertheless, research studies indicate

that majority of the teachers do not take advantage of the potential of ICT to promote the quality

of learning, even though they have a favorable attitude towards it. Aver that the ICT‟s potential

can be exploited only if confident teachers are ready to make use of the opportunities for

transforming their classroom practices by utilizing ICT effectively. Thus, "ICTs are exerting

impacts on pedagogical approaches in the classrooms. Their contribution to changes in teaching

practices, school innovation, and community services is considerable.

26
2.8. ICT enhances accessibility to learning

Education is not just teaching students based on prescribed syllabus in the four walls of a

classroom. It has much border objectives, goals as well as other concepts. Hence, Classrooms

without borders needs to be the concept of the contemporary education system. ICT is an answer

to this concept. It helps to deliver education anytime and from anywhere. It also affects the way

knowledge is imparted and students learning process since learning will be effective if only the

strategies are learner driven rather than by the teacher. ICT provides a great flexibility in

education to ensure that learners are able to access knowledge regardless of space and time. As a

result, it can foster the educational needs of special needs students since it can be utilized at their

own pace. Observed that using ICT helps students to communicate, share ideas, and work as a

team anywhere, anytime. This includes teleconferencing classroom where students around the

world are invited to meet together for discussion related to a specific topic. Under such

circumstances students besides acquiring knowledge collectively, also share their learning

experiences, which enable to express themselves and contemplate on their learning. ICT also

helps to involve the students in a global collaborative learning.

The Machinto Project, a K–12 literature-based iEARN program of Backley and Takagi is

a good example in this regard. The facilitators of this program use ICT, such as Web

conferencing and wikis, to connect students to their peers in other countries and cultures. This

also helps in establishing connections and achieving true and meaningful learning. Moreover, it

lends purpose to lessons and drives "just-in-time" learning for teachers as well as students as they

become co-learners. Distance education programmes, which are very popular these days gained

momentum because of ICT. Mobile technologies and immaculate communications technologies

support 24/7 teaching and learning process. The time duration will be utilized within the 24/7

time frame which will be a challenge that educators face in future. Hence, the ICT empowered
27
 education system will eventually result in the democratization of education, predominantly in

developing countries like India. Effectual utilization of ICT for the educational purpose will be

able to bridge the digital divide that exists in the nation today.

The need for spreading education in developing countries like India has gained impetus

since education remains an important platform of social, economic and political mobility of

individuals. According to, there are several impediments exist in India, such as socio- economic,

physical, linguistic and infrastructure, for individuals who wish to access quality education. The

Same scenario can be seen in most of the developing countries where there is a lack of learning

resources, poor educational facilities, lack of teachers and high rate of dropouts. ICT can be a

solution to these problems since it has the potential to overcome the barriers of lack of teachers,

lack of quality education, as well as geographical hindrances.

Since technology is changing constantly, Individuals should have to keep pace with the

recent developments in order to access information through ICT. ICT helps to reduce

communication obstacles like space and time. ICTs also make it easy for the development of

electronic resources such as electronic libraries where the students, teachers and experts are able

to access research information and study materials from anywhere at their own pace. Such

conveniences provide exposure of academics and research scholars in sharing scholarly material.

2.9 ICT Enhancing the Learning Environment and Motivation ICT

Is a powerful tool for promoting educational opportunities. It is transforming the

processes of teaching and learning environment by including elements of vitality to the learning

milieu. Present day education system insists on research, critical thinking, and evaluation skills

since students have access to large variety of sources to get information. Hence, the learning

environment provided should follow an effective application of knowledge that students are
28
required to master, in order to avoid the attained knowledge being passive. Furthermore, teachers

need to encourage students to be active learners so as to engage in active knowledge construction.

This entails open-ended learning situations rather than a learning condition which focus on the

sheer transmission of facts. ICT has the potential to create powerful learning environments in

various ways. It has the potential to access numerous information using various sources.

It also helps in examining information from different perspectives, thus promoting the credibility

of learning environments. Furthermore, ICT may also help to understand complex concepts

through simulations, contributing to an authentic learning environment. Consequently, ICT

functions as a facilitator of active learning and high-order thinking. Moreover, ICT can also

function as an instrument of curriculum differentiation .It promotes opportunities to modify the

learning material and activities to the requirements and capabilities of every individual learner,

particularly by giving personalized feedback. As emphasize, ICT might appeal to an array of

educational techniques, ranging from traditional to ingenious. ICTs are also transformational

devices, if used effectively, can shift the classroom atmosphere to a learner-centered environment

[Therefore, It is necessary to equip the classroom with computers in order to enhance the learning

opportunities for students through different curriculum activities.

ICT environment develops the experience of both teachers and students so that they can utilize

the learning time effectively. Hence, ICT-enriched learning is a motivating factor for both

teachers and learners. ICT can strengthen the quality of education in different ways. It can boost

up the learner motivation and involvement, by providing the opportunity to gain basic learning

skills. Multimedia computer software can be used to provide an audio visual effect which helps to

create interest and engage students in the learning process. Interactive software applications can

also help students to get engaged in the lesson activities. Research prove that students using ICTs

for learning purposes are engaged in the process of learning.

29
 Since ICT can alter the learning tasks and nature of problems, it acts as a mediator of

cognitive development, augmenting the acquisition of basic cognitive competencies which are

essential in a knowledge society. Stated that students utilizing ICTs for educational purposes get

immersed or involved in the process of learning. As a greater number of students utilize

computers as a source of information and as an intellectual device the impact of the technology

on promoting student learning will develop constantly .Computers with Internet access can

enhance learner motivation since it incorporates the media opulence and interactivity of different

ICTs. It gives an opportunity to connect with real people and to get involved in real life

situations. This is often stated as a reason influencing "ready adaptors of ICT". Consequently, the

application of ICT in teaching and learning will not only improve the learning environments but

also help next generation for their future lives and careers.

2.10 ICT Enhancing Academic Performance

The relation between ICT integration and student performance has been the topic of

research and discussion for the last two decades. Believe that ICT improves the performance of

students since technology helps to improve teacher student‟s interaction. Meta-analysis study

pointed out that, in general, students who used computer-based learning scored higher than

students who learned without computers. ICT integrated learning helps students to grasp the

concept better and also retain it for a longer period of time. ICT also help students to develop a

positive attitude towards learning since they are engaged in the learning process. Analyzed the

international data from the Programme for International Student Assessment (PISA). The findings

revealed that there is a significantly positive correlation exist between the availability of ICT and

students „performance. However, the correlation becomes weak and insignificant when other

student environment factors are taken into consideration. Similarly, studied the correlation
30
 between having a home computer and students' academic performance. Approximately 64,300

students in the United States took part in the study. The results revealed that students who have

access to a computer at home for educational purposes have performed well in reading and math.

Likewise, in a study conducted by on 75 students in the United States divulge that students who

used computer tutorials in Mathematics, Science and Social Studies performed very well in the

test. The author also stated that computer tutorials on reading helped elementary students to

improve their reading skills. Opined that ―first, web-based instruction presents information in a

non-linear style, allowing students to explore new information via browsing and cross-referencing

activities. Second, web-based teaching supports active learning processes emphasized by

constructivist theory. Third, web-based education is enhanced understanding through improved

visualization and finally, the convenience, it could be used anytime, at any place‖. Thus, ICT

helps to intensify students „content knowledge, involving them in building their own knowledge

of the topic, and also help them in the development of high order thinking skills. ICT-enhanced

learning is student directed and homiletic. Unlike inert, text books or any other printed course

material, ICT-enhanced learning identifies that there are different learning techniques and types

of knowledge. Several studies have recognized that ICT helps in developing constructivist

learning techniques which changes students' approach towards learning as well as the content

material. Encourage the utilization of asynchronous CMC devices to enhance student self-

efficacy which improves their academic performance also illustrates the potential of tablets to

enrich mathematics instruction. Therefore successful integration of ICTs facilitates collaborative

and constructive learning, which promotes the academic performance of students.

2.11 Raising children’s attainment

There is a substantial body of research that has examined the impact of digital tools and

resources on children‟s attainment in a range of areas. Higgins et al (2012) provide a summary of

31
research findings from studies with experimental and quasi-experimental designs, which have

been combined in meta-analyses to assess the impact of digital learning in schools. Their search

identified 48 studies which synthesised empirical research of the impact of digital tools and

resources on the attainment of school age learners (5-18 year olds). They found consistent but

small positive associations between digital learning and educational outcomes. For example,

Harrison et al (2004) identified statistically significant findings, positively associating higher

levels of ICT use with school achievement at each Key Stage in English, maths, science, modern

foreign languages and design technology. Somekh et al (2007) identified a link between high

levels of ICT use and improved school performance. However, Higgins et al note that while these

associations show, on average, schools with higher than average levels of ICT provision also have

learners who perform slightly higher than average, it may be the case that high performing

schools are more likely to be better equipped or more prepared to invest in technology or more

motivated to bring about improvement. Higgins et al report that in general analyses of the impact

of digital technology on learning, the typical overall effect size is between 0.3 and 0.4 - just

slightly below the overall average for researched interventions in education (Sipe & Curlette,

1997; Hattie, 2008) and no greater than other researched changes to teaching to raise attainment,

such as peer tutoring or more focused feedback to learners. The range of effect sizes is also very

wide (-0.03 to 1.05), which suggests that it is essential to take into account the differences

between technologies and how they are used.

Table below: Summary of meta-analyses published between 2000 and 2012 (in Higgins et
al 2012)

32
Focus No of Overall Study Impact on
studies Effect (ES)

General 7 0.24-1.05 Academic success; academic outcomes;

learner achievement; school achievement;
cognitive outcomes
Mathematics 4 0.33-0.71 Mathematics; mathematics performance.

Mathematics 1 0.01-0.38 Mathematics; computer tutorials in science;

and Science science simulations; live „labs‟

Science 3 0.19-0.38 Lower order outcomes; higher order

outcomes; retention follow up test;
science academic achievements
Literacy 12 -0.03-0.55 Reading skills and comprehension; writing
quantity and quality; accelerated reader;
standardised reading tests; spelling; word
processing on writing; ICT on spelling;
computer texts on reading
Other Focus 6 0.07-0.46 Academic achievement; individual
achievement; learning outcomes;
mathematics achievement; cognitive
gains.

In an earlier meta-analysis, Liao et al (2007), considered the effects of digital tools and

resources on elementary school learners‟ achievement in Taiwan. Synthesizing research

comparing the effects of digital learning (equipment, tools and resources) with traditional

instruction on elementary school learners‟ achievement, they considered quantitative and

qualitative information from 48 studies including over 5,000 learners. Of the 48 studies, 44

(92%) showed positive effects in favour of a computer assisted intervention, while four (8%)

were negative and favoured a traditional instruction method. Nearly 60% of the studies

examined the effects of computer aided instruction for teaching mathematics or science.

Another 11% of the studies concentrated on the teaching of reading and language. They found

an overall positive effect size across all the studies of 0.45 (study-weighted grand mean),
33
 which is considered to be a moderate effect, with a wide range of effect sizes (from 0.25 to

2.67). No significant differences were found between subject areas, and the authors suggest

that digital learning has the potential to be implemented in many different subject areas. They

found that the two subjects that showed the highest effects were reading and languages, which

had a high positive effect size of 0.7. Studies using computer simulations also had higher

effects. The authors suggest this may be because simulations can provide learners with the

opportunity to engage in a learning activity which could not be replicated in a classroom.

More qualitative studies have identified how improvements in attainment are achieved.

From a wide study of primary and secondary schools in England that were early adopters in

using digital learning and teaching, Jewitt et al (2011) concluded that:

 Using digital resources provided learners with more time for active learning in the

classroom;

 Digital tools and resources provided more opportunity for active learning outside the

classroom, as well as providing self-directed spaces, such as blogs and forums, and access to

games with a learning benefit;

 Digital resources provided learners with opportunities to choose the learning resources;

 The resources provided safer spaces for formative assessment and feedback.

The sections below focus on specific key areas of attainment: literacy, numeracy, and

science learning.

34
 There is a large body of research that has examined the impact of digital equipment, tools and

resources on children‟s literacy. The effects are generally positive, though not as large as the

effects found where digital learning is used to improve numeracy, and consistent in finding that

ICT helps improve reading and writing skills, as well as developing speaking and listening

skills.

2.12 Effect of context

Archer and Savage (2014) undertook a meta-analysis to reassess the outcomes

presented in three previous meta-analyses considering the impact of digital learning on

language and literacy learning: Slavin et al (2008 and 2009) and Torgenson and Zhu (2003).

Overall they found a relatively small average positive effect size of 0.18, with a few of the

studies having a negative effect and three studies showing moderate to large effect sizes. The

authors found that programmes with a small number of participants tended to show larger

effect sizes than larger programmes but that not all were statistically significant.

Archer and Savage sought to understand whether the context within which the digital tool or

resource was used has an impact on outcomes. In particular, they examined whether training

and support given to the teachers or other staff delivering the programme had an impact. The

authors found that training and support could be identified in around half of the studies and

that it did appear to have a positive impact on the effectiveness of the literacy intervention,

with the average effect size rising to 0.57. The authors conclude that this indicates the

importance of including implementation factors, such as training and support, when

considering the relative effectiveness of digital learning and teaching.

35
2.13 Effect on specific literacy skills

In their meta-analysis, Higgins et al (2012) found that digital learning has a greater impact on

writing than on reading or spelling. For example, Torgenson and Zhu (2003) reviewed the

impact of using digital technology on the literacy competences of 5-16 year-olds in English

and found effect sizes on spelling (0.2) and reading (0.28) much lower than the high effect

size for writing (0.89).

In their meta-analysis of studies investigating the effects of digital technology on primary

schools in Taiwan, Laio et al (2007) considered studies over a range of curriculum areas; 11

of which addressed the effects of using digital learning in one or more literacy competence.

They found no significant differences in effect size between the different subject areas,

suggesting the potential for digital technology to raise outcomes is equal across different

subjects. However, they did note that the two areas that showed the highest effect sizes (over

0.7) were reading and comprehension.

2.14 Effect of the amount and quality of digital technology use

The uses of digital technology and access to it appear to be critical factors. Lee et al (2009)

analysed how in the US 15-16 year-old learners‟ school behaviour and standardised test scores in

literacy are related to computer use. Learners were asked how many hours a day they typically

used a computer for school work and for other activities. The results indicated that the learners

who used the computer for one hour a day for both school work and other activities had

significantly better reading test scores and more positive teacher evaluations for their classroom

behaviours than any other groups. This was found while controlling for socio-economic status,

which has been shown to be a predictor of test scores in other research. The analysis used data

from a national 2002 longitudinal study, and it is likely that learners‟ usage of computers has

36
 increased and changed since that time.

Biagi and Loi (2013), using data from the 2009 Programme for International Student Assessment

(PISA) and information on how learners used digital technology at school and at home (both for

school work and for entertainment), assessed the relationship between the intensity with which

learners used digital tools and resources and literacy scores. They examined uses for: gaming

activities (playing individual or collective online games), collaboration and communication

activities (such as linking with others in on- line chat or discussion forums), information

management and technical operations (such as searching for and downloading information) and

creating content, knowledge and problem solving activities (such as using computers to do

homework or running simulations at school). These were then compared to country specific test

scores in reading. The authors found a positive and significant relationship between gaming

activity and language attainment in 11 of the 23 countries studied. For the other measures, where

relationships existed and were significant, they tended to be negative. The more recent PISA data

study (OECD, 2015, using 2012 results) also found a positive relationship between the use of

computers and better results in literacy where it is evident that digital technology is being used by

learners to increase study time and practice. In addition, it found that the effective use of digital

tools is related to proficiency in reading.

2.15. Reducing inequalities between learners

The groups of learners for whom the literature provides evidence from studies with comparative

groups and/or testing learners before and after digital learning can be broadly divided between

those where the digital learning provides assistance to close gaps in attainment, and those who

have additional support needs where digital learning provides assistance to overcome learning

problems.

37
2.16 Closing the gap

Clas et al (2009) found that digital tools could help secondary school learners who had relatively

lower literacy, many of whom were learning the language of instruction. Tests of knowledge and

understanding (in social studies) before and after the use of an online thesaurus and online

dictionary showed that both improved their subject knowledge and their understanding, and that

the online dictionary made a bigger difference, most probably because it was easier to use. Reed

et al (2013) found that digital resources could help learners over the age of 8 who were 6-12

months behind their age group in their reading age to catch up. The phonics programme which

was followed in class helped most learners to improve both their reading and spelling in standard

tests. Murphy and Graham (2012) found from a wider review of studies that word processing

generally had a positive impact on the writing skills of weaker writers. This was related to help

with revision and spelling before assessment.

Zheng et al (2014) found that providing a laptop to access digital resources, in order to improve

disadvantaged lower secondary learners‟ science learning, was effective in reducing the gap in

knowledge and understanding, as well as increasing their interest in science subjects. They

attributed this to the more individualised learning that was possible. Jewitt and Parashar (2011)

found that providing a laptop and internet connection to low income families in two local

authority areas in England increased the completion/quality of homework, the time spent on it

and the extent of independent learning.

2.17 Providing assistance to overcome learning challenges

There is promising evidence that digital equipment can support learners with learning disabilities.

O‟Malley et al (2013) found that among a small number of learners the majority benefited from

using an iPad to increase numeracy. While Gonzalez-Ledo et al (2015) found that literacy among

38
 a group of learners with learning difficulties increased when they were provided with a computer

graphics organiser (they wrote more words and included more story elements in their

composition). Seo and Bryant‟s (2009) review of 11 studies of using digital tools with learners

with learning disabilities for maths found no conclusive evidence, though most of the studies had

a positive effect on addition skills. Having digital resources can improve numeracy skills such as

subtraction. Peltenberg et al (2009) found that, among 8-12 year-old learners in some special

schools in the Netherlands, the approach to learning and practising subtraction in the e-learning

resources had a positive effect on their competence (measured by comparing their scores on

online tests using the tool and using pen and paper). They argued that the learners were better

able to see their mistakes and to better understand what went wrong.

2.17. 1 Improving engagement

Selwyn et al assessed improvements to parental communications in a small sample of primary

and secondary schools in England that had made good progress in using digital tools within

the school for learning and teaching. They found that:

 Direct communications increased the probability that parents had a better understanding of

information and had received it. This was reflected in teachers‟ perceptions of greater

compliance with requests for learners to change their behaviour and complete work and a

better response from parents for information which indicated that more parents had acted on

the communication;

 Feedback could reach parents who were not normally seen for face to face feedback about

their children. Teachers were able to customise feedback and showcase good work and

progress. This was reflected in teachers‟ perception that they were able to establish some

relationship with parents they did not see.

39
Parents in these schools felt that they were better informed, while teachers felt that they had easier

and more effective means to provide information which was beneficial to parents and children‟s

behavior and willingness to learn. The authors concluded that digital tools were „a technical fix to

some of the problems of communication with parents rather than reconfiguring relationships.

Condie and Monroe (2007) found that reporting to parents is enabled by digital tools. To teachers

it meant that the same information could be provided to all parents and customized for parents

and learners. Johannesen (2013) found that in several secondary schools in Norway where

teachers had adopted online assessment which was made available to parents and learners (as

opposed to oral reporting at a parents evening) the teachers felt that this encouraged better

reflection (self-assessment) by the learners and improved their communication to parents. Grant

(2011) studied several secondary schools where digital tools were being introduced for direct,

more customised communication with parents. He found that teachers believed that they could

speed up communication, do it more easily/regularly and avoid the problems of using learners

(i.e. that messages were not always conveyed or conveyed accurately).

Jewitt et al (2010) found that digital tools enabled teachers to post homework and message

parents about relevant tasks which they could use to assist with homework completion. Some

parents appreciated being able to access this information, although only a few parents took up the

opportunity to do so. Jewitt and Parashar (2011) found that providing low income families with a

laptop and internet connection appeared, from learners‟ feedback, to „help to make visible what

they are learning‟ and „to create and support opportunities for parents and learners to talk about

what they were learning‟ in households where this was not usual. Several studies which have

examined parental involvement in digital learning (coaching) found that it made no difference to

learner outcomes (Black, 2009, Cavanaugh et al, 2014).

40
2.17.2 Ingredients for success

Successful implementation depends not just on teachers‟ proficiency in using digital tools for

communication but the proficiency of school managers and school administrators. Blau and

Hameiri (2010) found a relationship (in 10 secondary schools in Israel) between teachers‟

understanding and frequency of use of a digital learning management system in the school and

their use of it for parent and learner communications. Those who were the lowest users of the

system were least likely to use it for communication with learners or parents. Infrastructure

and school systems to collect information for parental communications are prerequisites.

2.18 Review of Related Literature

Sepehr & Harris (1995) carried out a small-scale study to explore primary teachers‟ use

of software in supporting students‟ learning. The study used questionnaires for 56

teachers and interviews for nine of those teachers who had responded. The teaching

approach used by the teachers was related to the type of software that they used (64

programs were identified). The software was categorised into drill and practice and

content free groups. Sepehr & Harris argued that the „holistic‟ and „active learning‟

approaches to reading have been closely associated with content-free software and the

findings of this study confirm this. The teachers who used whole book approaches to

teaching preferred content-free software. The whole book approach represents the

„holistic‟ and „active learning‟ approaches to teaching reading, where children are taught

to read whole words rather than words being segmented into phonemes. Teachers

preferring structured phonetic approaches preferred drill and practice programs.

In 1996, the British Educational Communications and Technology Agency (Becta)

41
 (Youngman & Harrison, 1998) carried out a study that sought to develop teacher

competence and confidence in the use of ICT with portable computers. Approximately

1150 teachers in 575 primary and secondary schools were provided with a multimedia

portable computer together with two Internet subscriptions, core software and a number

of CDROM titles. The evaluation of the project made use of three sources of data: the

databases which held records on the teachers and their schools, including self-ratings of

initial self-confidence and competence with ICT; a detailed questionnaire administered

at two points, 3 months and 8 months into the academic year; and case study data. It was

found that a very high proportion of teachers (98%) made effective use of their

computer; a very high proportion made use of desktop publishing software; over 94% of

teachers attempted to use the CD-ROM, and 91% were successful. The use of e-mail

(62%) and the Internet (76%) was high. The degree of computer literacy of many

teachers and students increased to the extent that even relatively inexperienced teachers

were quickly able to use their computer‟s power to evaluate a variety of software

packages, and to filter, import and export information in order to better suit their own

curriculum purposes. Teachers‟ confidence and competence changed for the better; they

felt that their knowledge of IT had increased „substantially‟, teachers changed their ways

of working and their enthusiasm for their work increased. The most significant benefit to

students was indirect, through the teachers‟ more expert use of tools for creating high-

quality classroom materials and improved access to resources. The study showed that

four conditions contributed to the success of the project:

 Initial and immediate success with the technology through the hands-on demonstration

and the provision of user-friendly hardware and software.

 Personal ownership and exclusive use of a machine over an extended period.

42
  The portability of the equipment so it could be moved between work areas and between

home and school.

 Formal and informal support – the combination of the ownership and portability

provided teachers with a greater variety of support from peers and other sources.

It was concluded that this Multimedia Portables for Teachers Pilot was very

successful in leading to a significant enhancement of the ICT skills of the great majority

of teachers who took part.

2.19 Conclusion

The impact of ICT in teaching and learning using CIPP model discussed is conceived as

a theoretical framework for the study ICT impact assessment. The CIPP Evaluation

Model is a comprehensive theoretical framework for guiding evaluations of programs,

projects, institutions, and systems particularly those aimed at effecting long- term,

sustainable improvements. The acronym CIPP corresponds to context, input, process,

and product evaluation. In general, these four parts of an evaluation respectively ask:

What needs to be done? How should it be done? Is it being done? Did it succeed?

Information and Communication Technology (ICT) is regarded as the use of electronic

gadgets to facilitate information dissemination i.e. the strategy of processing, analysis

and distribution (transmission) of information. ICT is also linked to a super-highway

which means the system that involves the use of telecommunication infrastructure to

connect homes, business, schools etc. for the purpose of sharing information. However,

considering the importance of ICT and the role it plays in societal development.

Economics‟ teachers and students are not supposed to be left out in the process of

43
globalization hence teacher and students need to be ICT (information) literate to further

enhance their abilities to teach and learn effectively. So also, ICT plays a significant role

in improving the quality of education in Nigeria Secondary Schools, thus, making access

to instructional materials, textbooks much easier. And for the nation to able to catch up

with the rest of the world in the new millennium i.e. the 21st century,

the national policy on ICT education was proposed. In addition, the various theories of

learning support the use of computer assisted instruction to improve the quality of

classroom activities (i.e. the teaching and learning processes) at the secondary school

level.

44
 CHAPTER THREE
RESEARCH METHODOLOGY

This chapter outlines the contents of the methodology used in the course of

collecting data as well as other related issues. It contains data collections, method

adopted and characteristics of population of study, sampling and data analysis.

3.1 Research Design

The research design outlines the procedures and methodology used in data

collection. An outline of such enables adequate evaluation of the cogency of the data in

the study. The chapter discussed the research design, sample size and technique, study

population, study location; method of data collection, method and tools for data analysis.

It describes how the researcher intends to ensure validity and reliability and the ethical

considerations that is made. Also described in the research methodology is how the

strategy for data analysis is done and dissemination of the research findings.

3.2 Design of the Study

The study used the survey research design and interview. These methods were

used in the study because it was considered appropriate for collecting data from a given

population with an intention to determine the opinion, attitudes and perception of

personnel considering the variable wider study.

3.3 Study Area

The study was carried out in Jos North Local Government Area of Plateau state,

the study area was strategically chosen. Although the state is best known for its mining

production, agriculture is the major occupation of the people. The state is bounded by
45
 the states of Kaduna and Bauchi on the north, Taraba on the east, and Nasarawa on the

south and west. The mining industry has attracted European, Igbo (Ibo), and Yoruba

immigrants into the state. Jos North has a population of around 3.5 million people. For

this and other reasons the study area has been experiencing influx of businesses due to

the growing population in this location. It is a busy and a densely populated area as far

as the state is concern.

3.4 Study Population

The target population used for this study comprised of public and private

secondary economics teachers and students in Jos, Plateau State. The study was carried

out in the seven (7) selected secondary schools in Jos, to find out the impact of ICT in

the teaching and learning of economics. The total population of the 7 schools is 5000,

this is as a result of addition of the total number of teachers, admininistrative staff and

students from the selected schools, which consist of a total of 210 teaching staff, 33

administrative and support staff, with a total student enrolment of 4784. The total

number population presented by each school is summarized in the table 3.1 below.

Table 3.1 Summary of population Size

S/N NAME OF LOCATION OF NUMBERS NUMBERS OF NUMBERS

o SCHOOLS SCHOOL OF ADMINISTRATIVE/S OF STUDENT
TEACHERS UPPORT STAFF

1. Government Tudun-Wada Jos 43 5 1021

Secondary School
Tudun-Wada Jos
2. St. Murumba Zaria Road, Jos. 37 7 741
Collage Jos
3. Government Busa Buji, Jos 42 6 1020
Secondary School
Market Laranto, Jos

46
4 Zaria Road, Jos 23 5 410
Rantya High School,
Jos

5 Olusegun Obasanjo Hwolshe, Jos 41 6 1045

Model School

6 Albakans pre-science Tudun-Wada ring 24 4 520

school road

Total 210 33 4784

Source: Field Survey, 2019/2020

Using the population calculator (https://www.checkmarket.com/sample-size-

calculator/) to determine the sample size, with a margin error of 5% at 95% confidence

level, the required sample size is 357, and the total number of respondents to be invited

stands at 447 with 80% estimated response rate. In other to accommodate the 447

invites, a total of 470 questionnaire were administered and two hundred and ninety nine

(299) returned valid. The questionnaire was distributed to one hundred and

twenty teachers (120) and three hundred and fifty students (350) in the seven

selected secondary schools in Jos.

68 questionnaires were distributed to each of the 7 selected schools. The

researcher personally visited the population for the administration of the

questionnaire. Permission was taken from the school authority before

administering the questionnaire. All completed questionnaire were collected

from the teachers and students for analysis.

3.5 SAMPLING METHOD AND PROCEDURE

The random sampling technique was used in selecting three public secondary

schools and four private secondary schools in Jos North Local Government Area of

47
 Plateau State, Nigeria. Questionnaires were administered proportionately to teachers and

student in the schools.

To calculate the confidence level of the study, the margin of error for a 95% was

calculated. The sample size was determined using Yaro Yamane equation.

N
n=
1 + N (e)2

n = sample size
e = error margin = 0.05
N = sample frame

Source: Sample size calculator

3.6 Sampling Technique

Simple random sampling method was adopted and applied in the process of

selection of the respondents. This technique was used so as to arrive at a

48
 representative population that will permit generalization on the entire population.

The selection of few schools Jos which we believe provides a cross section of the

entire schools in Nigeria. Using simple random sampling technique Seven (7)

schools were selected out of the ten (15) using a fishbowl method; this method

entails putting numbers on slips of paper or marbles and depositing them in a

large container. The numbers identify and stand for specific elements in the

populations and presumably the selected population of elements have been

numbered and represented in the bowl. After mixing it thoroughly, the

investigator selects one number at a time blindfolded until the desired sample size

was obtained.

3.6.1 Sampling strategies

Because the study population was big, sampling was used to come up with a

small size which was representative of the study population. The study employed

stratified, purposeful and convenient sampling strategies. Stratified sampling was

used to identify the stratum in the population. The researcher identified students

and teachers as the relevant stratum and their actual representation in the

population. Sufficient number of subject from each stratum was then selected.

Stratified sampling ensured equal representation in an event where one or more

strata in the population had a low incidence relative to the other strata. Purposeful

sampling was used to acquire the appropriate number of student‟s representative in

the study. The students represented the widest variety of perspective on the impact

of ICT in teaching and learning in economics. Convenient sampling was used to

identify the teachers that formed part of the

49
 study. This was because the teachers were relatively few in number and most

times available.

3.6.2 Interview Guide

Interview guide was used to collect primary data. Semi-structured face-to-

face interview guide were set up with sets of outlined questions about issues to be

explored. The outlined questions were meant to guide and make sure that all the

relevant topics are covered. Interview guides permitted the researcher to probe

and guide the respondents for detailed information and help keep interaction

focused. Interviews were suitable for administrators since they had limited time

to respond to questionnaires and verbal interaction with them helped in detecting

biased answers.

3.6.3 Observation guide

Observation of participants in the context of a natural scene was made.

Observation provided knowledge of the context in which events occurred, and

enabled the researcher to see things that participants themselves were not aware

of.

3.7 Instrument for Data Collection

The questionnaire method of data collection was adopted to elicit information

from the target population of the study. The questionnaire as a data collection tool was

chosen and used. The process of gathering information for the purpose of investigation

or enquiry can be said to be data collection. Both quantitative and qualitative data was

employed for the study. Quantitative data was derived from primary sources using a
50
 structured questionnaire module. The questionnaire was in such a way that the

confidentiality of the respondent was guaranteed. The first section of the research

instrument deals with socio demographic characteristics of the respondents such as age,

educational background, sex, and among others. Other sections are arranged based on

the research objectives of the study. Detailed explanations will be given to the

respondent at the beginning of the exercise, providing a comfortable environment which

would affect the quality of the data to be received. Qualitative data was used based on

the analysis of secondary sources accessible from journals, the internet, textbooks,

interviews, newspapers and other materials that were of help to the study was used to

either affirm or reject information collected through the questionnaires. The questions

were structured according to questions raised in the study so as to be within the focus.

3.8 Method of Data Collection

This study will adopt the survey method. All the necessary information for data

is obtained through the use of structured questionnaires, Questionnaires and In-depth

Interview to clarify issues and to seek the views of teachers and other stakeholders that

are relevant to the study. More so the study will make use of data and information

elicited from secondary sources like books, journals, newspapers, magazines and the

internet. The researcher personally visited the population for the

administration of the questionnaire. Permission was taken fro m the school

authority before administering the questionnaire. All completed questionnaire

were collected from the teachers and students for analysis.

51
3.9 Structure of the Questionnaire

The instrumentation used for the collection of data is a two set structured

questionnaire for teachers and students titled “Impact of Information and

Communication Technology in teaching and learning of economics in secondary schools

in Nigeria” designed by the researchers. The questionnaire is divided into two sections.

Section A consists of the demographic data of respondents while section B consists of

statement to elicit information on the impact of ICT in teaching and learning of

economics in Nigeria.

The response mode is Likert scale of measurement which consists of the following:

Strongly Agree - SA - 4

Agree - A - 3

Disagree - D - 2

Strongly Disagree - SD - 1

The respondents were required to tick each item in the appropriate column that mostly

represents their opinion based on their degree of agreement or disagreement with the

statement.

3.10 Validity and Reliability of Instrument

In order to ascertain the content and construct validity of the instrument for the

study, the researcher ensured that the questionnaire covered the research

questions of the study and then subjected the initial draft to the scrutiny of the expert in

52
 the department and the project supervisor. Some items were modified based on expert

advice before the researcher produced the final copy of the instrument which was used

for the study.

3.11 Method of Data Analysis

The data collected from the study would be analyzed using frequency counts,

percentage and mean statistics.

Any mean that is lower than 2.50 is rejected while any mean of 2.50 and

above is accepted i.e. SA = 4, A= 3, D=2 SD=1

The hypotheses were all tested at 2.50 level of significance using the mean statistic. The

mean was used to answer the research questions.

The formula used is shown below:

X = ∑fx
f
Where: X = mean score

f = frequency of response
X = the numeric value
∑ = summation

3.12 Decision rule

The mean value of 2.50 was used as the decision rule, the mean value of 2.50 and

above was accepted and those with mean below were rejected. The mean value was arrived

at 2.50 by adding the score and dividing them by number of occurrences. For example.

53
4 +3+2+1 = 10 = 2.50
4

3.13 Reliability of the Instrument

The research instrument is questionnaire, it is reliable because the questionnaire

items were well constructed to suit the topic and also it deals with the impact of

Information and Communications Technology in the Teaching and Learning Economics.

Thus, with the responses of the teachers and students from the selected secondary

schools, it is assumed that the impact of Information and Communication Technology in

the teaching and learning of Economics will be adjudged.

3.14 Ethical Considerations

Since educational research does not occur in vacuum, educational researchers are

constantly interacting with a complex and demanding socio-political environment that

influences their research decisions both formally and informally (Nsugba, 2008). To

cope with such influences the researcher followed the research guide lines of Hawassa

University School of Education and Training department of Educational Leadership and

Management. Among others the researcher protect the right of the respondents from

harm, either emotional or physical when Researcher posed questions and when reporting

the findings.

The researcher also ensure the respondent‟s confidentiality to provide accurate

information relevant to the objective of the research was also considered. No minimizing

or exaggerating of the demands of the research took place and the researchers

consequently were not misleading the involved participants about the benefits of the

54
 investigation. The researcher also got permission from the school Leadership and

Management to gain access to the schools to achieve the objective of the study. The

officially writing permission paper to the principals of the selected schools and other

concerned bodies was used to get access in negotiating and effectively communicate

with the schools and the teachers.

3.13 Conclusion

This chapter highlights research methodology used to carry out the study, the

method observed a systematic scientific process. The methodology discussed the study

design, study area, population of the study, sample size of the study, the sampling

technique used, instrument for data collection, the method of data collection, validation

of the instrument, reliability test, method of data analysis, limitation of the study and

ethical consideration.

55
 CHAPTER FOUR
DATA PRESENTATION, ANALYSIS AND DISCUSSION

Chapter three highlighted the research methodology for the study, which

followed the due scientific process. This chapter is concerned with the data presentation

analysis and interpretation under the following subheading. The chapter also discusses

the major finding of the Impact of Information Technology in Teaching and Learning of

Economics in Secondary School in Nigeria. Every data presented, analysed and

interpreted are based on the outcome of the respondents using questionnaire.

4.1 ANALYSIS OF RESPONSE RATE

Using the population calculator (https://www.checkmarket.com/sample-size-

calculator/) to determine the study population, with a margin error of 5% at 95%

confidence level, the required sample size is 357, and the total number of respondents to

be invited stands at 447 with 80% estimated response rate. In other to accommodate the

447 invites, a total of 470 questionnaire were administered and two hundred and ninety

nine (299) returned valid. The questionnaire was distributed to one hundred and

twenty teachers (120) and three hundred and fifty students (350) in the seven

selected secondary schools in Jos. 68 Questionnaires were distributed to each

of the 7 selected schools. The researcher personally visited the population for

the administration of the questionnaire. Permission was taken from the school

authority before administering the questionnaire. All completed questionnaire

were collected from the teachers and students for analysis.

56
4.1.1 Questionnaires Administered and Received

Table: 4.1. Number of Questionnaires Administered and Retrieved

S/N Questionnaires Quantity Percentage
1 Questionnaires Retrieved 299 64.0%
2 Questionnaires Not retrieved 171 36.0%
Total 470 100

Out of the 470 questionnaires distributed, over 60 percent returned. Out of the total

questionnaires received back, only 299 were completed correctly. The rest were discarded and

excluded from the analysis.

Sample Distributed Retrieved Retrieved

Questionnaires Questionnaires Questionnaires
Teachers 120 99 82%

Sample Distributed Retrieved Retrieved

Questionnaires Questionnaires Questionnaires
Students 350 200 80%

4.2 PRESENTATION OF DATA

Presentation of data was on the report of the research findings based on the data

collected from teachers and students. The data was made available through the research

instrument (Questionnaires) which is Section A and B. The first set of data (Section A)

was presented in tables of frequencies and percentages on Bio-data of the respondents.

The second set of (Section B) which is the research questions were presented in Likert

57
 scale of measurement which consist of frequencies and Measuring rate that is the

Strongly Agree, Agree, Strongly Disagree and Disagree with relevant items. The

decision was based on any mean lower than 2.50 will be rejected while mean of 2.50 and

above will be accepted.

4.3 Analysis of Data and Interpretation

Section A: Bio- Data of Respondents teachers
Table 4.1: Distribution of Respondents Sex
Sex Frequency Percentage (%)

Male 41 41%

Female 58 59%

Total 99 100(%)

Source: Field Survey, 2019/2020

Table 4.1 above shows that 41(41%) of the respondent were males teachers while

58(59%) were female teachers from the secondary schools that served in the study.

Table 4.2: AGE DISTRIBUTION OF TEACHERS

Age Frequency Percentage (%)

19-30 58 59%

31-50 41 41%

Total 99 100%

Source: Field Survey, 2019/2020

Table 4.2 above shows that 58 respondent which represent 59% were age between 19-30

while 41 respondent which represent 41% were age between 31 -50.

58
Table 4.3: ACADEMIC QUALIFICATION OF TEACHERS

Academic qualification Frequency Percentage (%)

N.C.E 29 29.5%

B.Sc.(Ed) / B.A(Ed) 41 41%

Masters 29 29.5%

Total 99 100%

Source: Field Survey, 2019/2020

Table 4.3 shows that 29 of the Respondents representing 29.5% have NCE, 41 of the

Respondents which represents 41% have B.sc (Ed)/ B.A (Ed) and 29 of the respondents

representing 29.5% have Master‟s Degree Qualification. This shows that the majority of

the Respondents have B.Sc. (Ed)/B.A(Ed).

Table 4.4: WORKING EXPERIENCE OF TEACHERS.

Working Experience Frequency Percentage (%)

1-5years 30 30.3

6-8years 41 41.4

9 years and above 28 28.3

Total 61 100

Source: Field Survey, 2019/2020

Table 4.4 shows that 30 respondent which represent 30.3% have their working

experience within 1-5 years, 41 respondents which represent 41.4% also have their

working experience within 6-8 years while 28 respondents which represent 28.3% have

9 years and above as working experience.

59
4.5 Marital Status of Teachers

Marital Status Frequency Percentage (%)

Single 45 45

Married 54 55

Total 99 100

Source: Field Survey, 2019/2020

Table 4.5 reveals that 45 of the respondents which represent 45% are still single while 54 of the

respondents which represent 55% are married.

Students’ Demographic Data

Table 4.6: SEX DISTRIBUTION OF STUDENTS

Sex Frequency Percentage (%)

Male 109 55%
Female 91 45%
Total 200 100(%)
Source: Field Survey, 2019/2020

From table 4.6 above, 109(55%) of the respondent were males while 91(45%) were
female from the secondary schools that served in the study.

Table 4.7: CLASS DISTRIBUTION OF STUDENTS

Class Frequency Percentage (%)

SS1 69 35%
SS2 66 33%
SS3 65 32%
Total 200 100(%)
Source: Field Survey, 2019/2020
Table 4.7 above shows that 69(35%) respondent were in Senior Secondary School One

(SS1), 66(33%) respondent were in Senior Secondary School Two (SS2) and 65(32%)

respondent were in Senior Secondary School Three (SS3).

60
Table 4.8 AGE RANGE OF STUDENTS

Class Frequency Percentage (%)

11-14 56 28%
15-17 76 38%
18 and above 68 34%
Total 104 100(%)
Source: Field Survey, 2019/2020

Table 4.7 above shows that 56(28%) respondent were between the ranges of 11-14 years
of age, 76(38%) respondent were between the range of 15-17 years of age and 68(34%)
respondent were between the range of 13years and above.

SECTION B: ANSWERING THE RESEARCH QUESTIONS

Research Questions 1: What are the positive impact of Information Technology in
the teaching and Learning of Economies in Secondary School in Nigeria?
Table 4.9: Effect of Information Technology in the teaching of Economics in Secondary

school in Nigeria.

S/No Statement SA A D SD Decision

1. ICT with the use of Internet facilities 90 96 78 35 2.80 Agree

enable effective teaching and
learning of Economics in schools.

2. ICT facilities like computer, 55 84 98 62 2.44 Disagree

projectors, slides etc. Makes learning
of Economics looks real.

3. Application of ICT in teaching and 95 105 57 42 2.85 Agree

learning of Economics has improved
the quality of Education in Nigeria.

4. E-learning has been introduced into 56 69 114 60 2.40 Disagree

the teaching and learning of
Economics.

5. ICT has made teaching and learning 130 79 50 40 3.00 Agree

of Economics interesting.

61
 Overall Mean 2.70 Agree

Source: Field Survey 2019/2020

Mean score = 2.80 + 2.44 + 2.85 + 2.40 + 3.00 = = 13.49 = 2.70

5 5

The result on 4.9 expressed that the mean score of item 1, 3 and 4 were respectively

greater than 2.5. This applied that the respondents admitted that internet facilities are

available for effective teaching of Economics in school, application of ICT in teaching

and learning of Economics has improved the quality of Education in Nigeria and

teachers uses computers and projectors during teaching and learning of Economics.

While the means of item 2 and 4 were respectively less than 2.5. This implies that

respondents did not admit that software‟s has been introduced to enhance understanding

of Economics concepts in Schools and e-learning has been introduced into the teaching

and learning of Economics but less than the criterion. The overall mean score of 2.70

signifies the overall acceptance that ICT pose positive impact on the teaching and

learning of Economics.

Research Questions 2: What are the challenges of Information Technology in the Teaching

and learning of Economics in Nigeria?

Table 4.10: CHALLENGES OF INFORMATION TECHNOLOGY IN TEACHING AND

LEARNING OF ECONOMICS IN NIGERIA.

62
S/No Statement SA A D SD Decision

6. Lack of fund to Introduce modern 94 155 31 19 3.08 Agree

ICT facilities in teaching and
learning of Economics

7. Lack of skilled teachers to use ICT 115 102 49 33 3.00 Agree

facilities in teaching and learning of
Economics

8. Students do not enjoy Economics 54 68 125 52 2.41 Disagree

class without the use of ICT
facilities.

9. Teachers and Students lack proper 115 103 45 36 2.99 Agree

orientation when ICT facilities are
not properly used in teaching and
learning of Economics

10. Improper maintenance and service 148 86 44 21 3.21 Agree

culture of ICT facilities in the school
setting.

Overall Mean 2.89 Agree

Source: Field Survey 2019/2020

Mean score = 3.08 + 3.00 + 2.41 + 2.99 + 3.21 = = 14.69 = 2.93

5 5

The result on table 4.10 expressed that the mean score of item 6, 7, 9 and 10

were respectively greater than 2.5. This applied that the respondents admitted that the

lack of fund to Introduce modern ICT facilities in teaching and learning of Economics,

lack of skilled teachers to use ICT facilities in teaching and learning of Economics,

teachers and Students lack proper orientation when ICT facilities are not properly used

in teaching and learning of Economics and that Improper maintenance and service

63
 culture of ICT facilities in the school setting are the challenges of ICT in teaching of

Economics. While the mean of item 8 is less than 2.06. This implies that the respondent

did not admit that Students do not enjoy Economics class without the use of ICT

facilities. The overall mean score of 2.89 signifies the overall acceptance that the

challenge of teaching of ICT in teaching and learning of Economics is effective.

Research Questions 3: What are the impacts of ICT on students’ performance in

Economics in Secondary Schools?

Table 4.11: IMPACTS OF ICT ON STUDENTS’ PERFORMANCE IN ECONOMICS IN

SECONDARY SCHOOLS.

S/No Statement SA A D SD Decision

11 ICT has provided easy access to 127 108 41 23 3.13 Agree

internet facilities for the students to
enhance learning.

12 ICT facilities bring about effective 133 100 44 22 3.15 Agree

learning outcome.

13 Students enjoy the use of projectors 99 98 68 34 2.88 Agree

and other ICT facilities in learning
of Economics

14 Students perform better in 98 146 28 27 3.05 Agree

examination as a result of the
introduction of ICT facilities.

15 Easy access to information on Social 102 98 52 47 2.67 Agree

issues of the country.

64
 Sectional Mean 2.97 Agree

Source: Field Survey, 2019/2020

Mean score = 3.13 + 3.15 + 2.88 + 3.05 + 2.67 = = 14.88 = 2.97

5 5

The result on table 4.11 expressed that the mean score of item 11-15 were respectively

greater than 2.5. This implied that the respondents totally admitted that students enjoy

the use of projectors and other ICT facilities in learning of Economics, ICT facilities

bring about effective learning outcome, ICT has provide easy access to internet facilities

for the students, Students perform better in examination as a result of the introduction of

ICT facilities and easy access to information on Economics issues of the country. The

overall mean score of 3.09 signifies the overall acceptance that the impact of ICT on

student‟s performance in Economics is effective.

Research Questions 4: What are the strategies that could be used in ensuring effective

application of ICT application in the teaching and learning of Economics in Secondary

School?

Table 4.12: STRATEGIES THAT COULD BE USED IN ENSURING EFFECTIVE

APPLICATION OF ICT APPLICATION IN THE TEACHING AND LEARNING OF

ECONOMICS IN SECONDARY SCHOOL

S/No Statement SA A D SD Decision

16. Government should provide ICT 151 89 50 9 3.28 Agree
facilities in Secondary school for
65
 effective teaching and learning of
Economics and other subjects.
17. Skilled personnel should be 88 168 40 3 3.14 Agree
employed to manage ICT facilities
in the school
18. Government should introduce ICT 90 150 44 15 3.02 Agree
training and seminars for teachers to
improve teaching skills.
19. E-learning Software‟s should be 131 95 45 28 3.10 Agree
introduced in the teaching and
learning of Economics.
20. Non-government organization, 97 143 43 16 3.07 Agree
parents, PTA, and area councils
should contributes in equipping the
school, with ICT facilities.
Overall Mean 3.12 Agree
Source: Field Survey, 2019/2020

Mean score = 3.28 + 3.14 + 3.03 + 3.10 + 3.07 = = 15.61 = 3.12

5 5

The result on table 4.12 expressed that the mean score of item 16-20 were respectively

greater than 2.5. This implied that the respondents totally admitted that government

should provide ICT facilities in Secondary school for effective teaching and learning of

Economics and other subjects, skilled personnel should be employed to manage ICT

facilities in the school, government should introduce ICT training and seminars for

teachers to improve teaching skills, e-learning Software‟s should be introduced in the

teaching and learning of Economics and Non-government organization, parents, PTA,

and area councils should contributes in equipping the school, with ICT facilities. The

overall mean score of 3.04 signifies the overall acceptance that the strategies that could

66
 be used in ensuring effective application of ICT facilities in teaching and learning of

Economics Secondary School are effective.

4.4 SUMMARY OF FINDINGS

Findings of the study are presented according to the purpose of the study and

research questions. From the results obtained, respondents agreed that;

Information Technology has a positive Impact in the teaching and learning of

Economics, the respondent agreed that application of ICT in teaching and learning of

Economics has improved the quality of Education in Nigeria.

i. Information Technology has a challenge on teaching and learning of Economics in

Secondary School, the respondent agreed majorly that Teachers and Students lack

proper orientation when ICT facilities are not properly used in teaching and learning

of Economics.

ii. Information Technology affects students‟ academic performance in Economics in

Secondary School in Nigeria, the respondent majorly agreed that ICT has provide

easy access to internet facilities for the students to enhance learning.

iii. The strategies that could be used in ensuring effective ICT application in the

teaching and learning of Economics in Secondary School in Jos is majorly responded

that government should provide ICT facilities in Secondary school for effective

teaching and learning of Economics and other subjects.

4.5 DISCUSSION OF FINDINGS

The application of ICT in teaching and learning of Economics has improved

the quality of education in Nigeria and that should be software has been introduced to
67
enhance understand of Economics Concepts in Schools. The result of the finding is in

line with the work of Nwoji (2003) stressed the importance of ICT based on the finding

of her study on the application of ICT to the teaching and learning process in Nigeria

institution by recommending that government at all levels should provide facilities such

as computers and software that are related to scientific analysis and process. She also

advocated that the content of teachers‟ or students‟ education programmes should be

technologically and ICT oriented.

The response revealed that lack of fund to introduce modern ICT facilities in

teaching and learning of Economics, lack of skilled teachers to use ICT facilities in the

teaching and learning of Economics, teachers and Students lack proper orientation when

ICT facilities are not properly used in teaching and learning of Economics and that

improper maintenance and service culture of ICT facilities in a school settings are the

challenges of ICT in teaching of Economics. The response revealed that student enjoy

the use of projectors and other ICT facilities in learning of Economics, ICT facilities

brings about effective learning outcome, ICT has provide easy access to internet

facilities for the student, students perform better in examination as a result of the

introduction of ICT facilities and that ICT provides easy access to information on

Economics issues of the country.

The response revealed that government should provide ICT facilities in

secondary schools for effective teaching and learning of Economics and other subject,

skilled personnel should be employed to manage ICT facilities in school, government

should introduce ICT training and seminars for teachers to improve teaching skills, e-

learning softwares should be introduce in teaching and learning of Economics and that

68
 non-governmental organization, parents, PTA, and area councils should contributes in

equipping the school, with ICT facilities.

Nevertheless, computer technology is fast changing the lifestyle of people since

education prepares the learners to cope with the changes in society hence people cannot

shy away from using this technology (Gallo and Nenno, 1985, p.7). Computer

technology serves as a powerful tool that narrow the gap between the skillful and non-

skillful students by stretching their creating inventive abilities. Akinyemi(1988,pp.176-

202) declared that computer is the most suitable and versatile medium for

individualizing institution. ICT helps students to be more active in learning. Its

contribution to learning includes fastening various sensors, less mental drudgery, and

learning independently.

4.6 Conclusion
This chapter answered the research questions through the analysis of data elicited

at the course of the study, questionnaire was distributed to respondent that falls within

the study population and the study area. This questionnaire was retrieved from this

respondent sorted for analysis, presented on tables and issues raised were discussed to

meet with the aim and objectives of the study.

69
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter of the study was able to highlights the summary of findings,

conclusion and recommendations of the study. The summary was able to give a

general view of the study followed by the conclusion of what the study was able to

investigate and also the study makes recommendations to cover inadequacy on the

phenomenon in question.

5.1 Summary

The study was aimed at analyzing the impact of ICT in the teachings and

learning of Economics in some selected secondary school in Jos the capital of Plateau

State. In an attempt to bring these to limelight, the study employed descriptive survey

design. The sample size for this study consisted of Economics teachers and students

which were randomly selected from seven Secondary schools in Jos, the state capital of

Plateau State. This section of the research summarizes the findings and analysis of the

data obtained from the field survey. In broad terms, the finding of this study revealed the

positions of teachers and students on how ICT has impacted the teaching and learning of

economics and some of the challenges faced by teachers and students. More specifically,

the findings of this study answered the research questions as follows:

i. Information Technology has impact on the teaching and learning of Economics, the

respondent agreed that application of ICT in teaching and learning of Economies has

improved the quality of Education in Nigeria.

70
 ii. Information Technology has a challenge on teaching and learning of Economies in

Secondary School, the respondent agreed majorly that Teachers and Students lack

proper orientation when ICT facilities are not properly used in teaching and learning

of Economies.

iii. Information Technology affects students‟ academic performance in Economics in

Secondary School in Jos, the respondent majorly agreed that ICT has provided easy

access to internet facilities for the students to enhance learning.

iv. The strategies that could be used in ensuring effective ICT application in the

teaching and learning of Economies in Secondary School in Jos is majorly responded

that government should provide ICT facilities in Secondary school for effective

teaching and learning of Economies and other subjects.

5.2 How the Objective Were Met

The main contribution of this research work was to determine the impact of

information communication technology in the learning and teaching of Economics in

Nigeria, and this was done by administering questionnaire and analysing to come to a

logical conclusion.

The first objectives was elaborated upon in chapter two where the challenges and

impact of ICT in the learning and teaching of Economics in Nigeria was discussed, the

research question to this was answered in chapter three and chapter four analyzing the

response from the questionnaire.

Objective two and the research question was tackled in chapter four which shows

that majority of the respondents agreed that application of ICT in teaching and learning

of Economics has improved the quality of teaching and learning of Economics in

Nigeria.
71
 Chapter four and five provided answeres to sub – objectives three where

recommendation and implementation strategies were proffered. Most of the

recommendations came as a result of the qualitative aspect in chapter four of the

research.

5.3 Implication of the Study

The implications of this study include the following:

(1) Since this study found positive impact between the two variables, hence, Economics

teachers/instructors should have clear knowledge of the concept of Information and

Communications Technology and also to take greater delight in it and make it more

functional in their respective schools.

(2) Another interesting aspect of my finding is that positive impact was found between

Information and Communications Technology and pedagogy of teaching and learning of

Economics, therefore it is necessary for Economics teacher to inculcate Information and

Communications Technology model in their pattern of instructional strategies.

(3) The study found that, there is positive impact between Information and Communications

Technology and the effective teaching and learning of Economics. Economics tutor

72
 should take the advantage of efficiency of Information and Communications Technology

in the teaching and learning of Economics.

(4) This study found the significant impact between Information and Communications

Technology and training and retraining of Economics teachers/instructors Economics

are implore to take advantage of Information and Communications Technology in

advancement of knowledge and proficiency.

5.4 Recommendations

Based on the finding of this research, the following recommendations are hereby

made;

i. Economies teachers and students should have access to ICT facilities, regular

training and seminars should be organized for Economics teachers in secondary

schools on the application of ICT to enhance the teaching of Economics

ii. Government should provide adequate ICT facilities and internet service for easy

access to ICT facilities and interest to Economics teachers and students.

iii. Electronics libraries (e- library) should be established in all Secondary Schools.

iv. Ministry of Education should regularly facilitate the training of selected teachers

and administrators in secondary schools on ICT education.

v. There should be curriculum review to promote and facilitate a compulsory ICT

driven curriculum for Secondary School in Nigeria.

vi. E-readers are app that can hold hundreds of e-books in digital form, should be design

and distributed to schools to delivery of reading material for both teachers and

student.

73
 vii. Government should facilitate the re-engineering of research and development in

schools, using ICT tools and devices.

5.3.1 Introduction of E-learning App to Enhance Teaching and Learning of Economics

in Schools

The introduction of e-learning platforms will help reduce a lot of difficulty

associated to teaching and learning of economics in schools. Teachers will find it very

easy to share and distribute learning materials to students. E-learning involves

acquisition of knowledge and skills using electronic technologies such as computer and

internet. It gives an opportunity to access and share learning materials in various formats

such as word document, PDF, PPT slideshows, audio and videos for demonstration, chat

and messaging forums for interactions with instructors or other learners. Therefore, I

highly recommend the design and use of e-learning App in other to enhance teaching

and learning of economics in schools.

5.3.2 Features of the recommended E-learning App

The E-learning App will be developed to manage online courses, share learning

materials, and permits collaboration between students and students and also between

students and teachers. The App can have web portals interface that can be developed

using different platforms or programs such as PHP, java or .Net. It can embedded with a

database engine such as MySQL, PostgreSQL, or SQL server. The APP should have

features also for staff training and appraisal assessment, the App should also have

teaching delivery and performance assessments of students. Other recommended

features in sub heading below.

74
5.3.2.1 Reporting and Data Analysis Features

One of the best ways to ensure that students will benefit from this is by studying

their reactions to a subject, and their behavior as they‟re taking it. That‟s where learning

analytics comes in. The App should be able to collect data in which students watch the

teaching, where they flag sections for questions, and how often they return to the videos

for review. Having this data allows teachers to intervene and motivate students who are

struggling or falling behind.

5.3.2.2 Assessment Management and Live Feedback Feature

Online quizzes and tests can also help students pinpoint areas of improvement,

based on subject or skill. Making time to use assessment tools can help learners gain

extra practice outside of their normal class work or ongoing projects. Keeping track of

this information also provides a windows into patterns and learning gaps that can help

learners fill in learning.

5.3.2.3 Gradebooks Feature

Gradebooks can also offer students a deeper level of feedback from teachers than

before. Including this feature and using this feature also means teachers can intervene

earlier, helping students address issues head on. Transcripts and teacher-parent

conference notes will provide a complete picture of a student‟s strengths.

5.3.2.4 Student Information Management Features

Student Information Management features in e-learning will help supervise

student-related activities such as keeping records of tests or examinations conducted,

75
 attendance, appraisal on performance including details of marks scored, and all related

activities; in short, it should provide a complete student records system.

5.3.2.5 Gamification Features

Gamification feature in the APP will help promote the commitment of teachers

and students to the teaching and learning process. Extensive studies show that games are

very effective in increasing levels of interaction and motivation in learning, which in

turn help to shape knowledge and optimize the teaching and learning process.

5.3.2.6 Forums and Webinars Features

While social media remains a popular way to connect with peers, online forums

create a way for students to mingle and discuss subjects, assignments, and other

pertinent information. It also provides an extra outlet for students to get answers to

questions from fellow students or their teachers which adds this to the list of the most

important e-learning features.

5.3.2.7 Resources and Study Materials

It should have features of uploading books and other reading materials that

support the learners.

5.5 Required Equipment and System Requirment

Given that inaccessibility is a mismatch between a learner's needs in a particular

environment and the format in which content is presented, the systems that will be used

to access the App should have the necessary hardware features (e.g., speakers, a

microphone, computer system and a mobile phone) and the technology or service (e.g.,

high-speed internet connection) that users need to engage with an e-learning App tool.

76
5.4.1 MINIMUM SYSTEM REQUIREMENTS FOR STUDENT AND TEACHERS

The following minimum requirements are necessary for student to access the e-

Learning application:

 Monitor screen size: 1024 x 768 (recommended)

 Enabled sound card

 Headset (highly recommended)

 Flash version 21.0 (to be deprecated Spring 2020)

 Browser requirements: IE10+, Chrome, Safari, Firefox

 Javascript and Cookies Enabled

Minimum Network Requirements

 Bandwidth

 Recommended Bandwidth (single user) 1 Mbps

Teaching Class

 5-10 concurrent learners 5 Mb/sec

 10-20 concurrent learners 15 Mb/sec

 20+ concurrent learners 50+ Mb/sec

Minimum Desktop Requirements

 Processor 2.8 GHz

 RAM 4 GB
77
  NIC 100 BASE-TX

 OS Windows 8,10; OSX; iOS 10+; Android Nougat+

 Browsers Modern HTML5/CSS3 supported Versions

5.6 Suggestions for Further Study

Based on the finding of this study and the educational implication of the finding

the following recommendations are made;

1. This study was carried out in some selected public and private schools in Jos North

Local Government Area of Plateau State. I therefore, recommend that similar instrument

be used in some other local Government area in Plateau State and some other states in

Nigeria.

2. A similar study can also be carried out in Colleges of Education, Polytechnics and

Universities where Economics is taking as a core programme course.

3. Factors militating against teachers in the use of ICT in teaching and learning.

4. Use ICTs with non-ICT resources, such as mini blackboards, a cheap and invaluable

teaching aid to teach economics

5. Funding problem in the use of ICT in teaching and learning.

6. Strategies for improving student participation in the use of ICT in the teaching and

learning of Economics.

5.7 Conclusions

Considering the findings of the study, it was concluded that Information and

Communications Technology have significant impact in the teaching and learning of

Economics in secondary schools. The impact mere found to be relevant to Economics

78
teachers, tutors and instructors in difficulties encountered in the teaching and learning of

Economics. Information and Communications Technology enhances the quality of

pedagogy in Economics. Information and Communications Technology enhance

student‟s autonomy and control over the learning process. Information and

Communications Technology (ICT) provides model for effective teaching and learning

of Economics. For greater reference, Information and Communications Technology

(ICT) should be fully integrated into teaching and learning of Economics. Application of

ICT facilities can improve the quality of Economics education in Nigeria, and also

makes the teaching and learning of other related subject interesting, improper use of ICT

can change the student orientation, attitudes and behaviours towards teaching and

learning of Economics, as well affects their level of understanding and assimilation. The

results of this study also show that technology-based teaching and learning is more

effective when compare to traditional teaching methods. This is because, using ICT tools

and equipment will prepare an active learning environment that is more interesting and

effective for both teachers and students. The results are in line with a research findings

by Macho (2005) that proved using ICT in education would enhance students‟ learning.

However, most of the teachers in this study agree that ICT helps to improve classroom

management as students are well-behaved and more focused. Moreover, this study

proved that students learn more effectively with the use of ICT as lesson designed are

more engaging and interesting. Accordingly, the participants agreed that integrating ICT

can foster students‟ learning. Results of a study by Zhang (2013) show that the Internet

Use in EFL Teaching and Learning in Northwest China and the findings indicated that

teachers have positive attitude regarding the use of Internet in teaching and learning.

79
Students can develop the confidence to have better communication and able to express

their thoughts and ideas; ICT helps students to be more creative and International

Journal of Research in Education and Science (IJRES) 189 imaginative as their

knowledge paradigm expend; and ICT helps students to possess all four skills in

learning when they are able to acquire necessary information and knowledge. In

conclusion, the very first stage of ICT implementation must be effective to make sure

that, teachers and students are able to make the best use of it. Thus, preparations of a

technology-based teaching and learning begin with proper implementation and supports

by the school top management. If the implementation process of technology integration

in schools take place appropriately from the very beginning stage and the continuous

maintenance are adequately provided, ICT integration in teaching will result in a huge

success and benefits for both teachers and students. The use of ICT especially in

teaching and learning is more about practicality as compared to theories and that is why

teachers must be given time to learn and explore it, face the “trial-and error” phase

before they are completely comfortable with its usage and able to make use of it for

teaching and learning. Finally, the integration of ICT in classroom to the teaching and

learning of economics needs serious consideration in order to increase the competency

of the country‟s economy and educational system. This will help in increasing the world

ranking of the national education and produce the better future economy for the country.

In order to enhance the use of ICT in teaching and learning of economics in classroom,

the government needs to improve and change the teachers‟ belief about the integration

of ICT in classroom. As the teachers‟ role is the key role in making any of the new

policy to be implemented efficiently and successfully. The changes that is taking place is

80
driven by advanced technology and communication devices that should be available to

students wherever they are either at school or home. In addition , the needs for teachers

to be literate and have good skills and knowledge in using ICT to improve their teaching

methods and approach is desired to promote effective learning as well as to meet the

demand of the 21st century teaching skills.

81
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85
 IMPACT OF TECHNOLOGY IN THE TEACHING OF TEACHING ECONOMICS

QUESTIONNAIRE.

National Open University of Nigeria,

Jos, Plateau State, Study Center,

P.M.B 0983, Bukuru Sabon Barki,

Jos, Plateau State, Nigeria.

November, 2019.

Dear Respondent,

I will like to ask your permission to allow me conduct a survey among the teachers and

students in your reputable school. This is in view of my thesis, entitle, “the Impact of ICT in the

teaching and learning of Economics in Nigeria” I am conducting the survey among secondary

schools in public and private schools in Jos North Local Government, Plateau State. Attached

herewith is the questionnaire for this study. All information provided shall be considered and

used purely for academic purpose only.

Thanks for your cooperation.

Yours Faithfully

Michael Okpotu Onoja

86
 QUESTIONNAIRE FOR ECONOMICS TEACHERS

SECTION A: PERSONAL DATS (BIO DATA)

Instruction: Please tick (√) of this option that most appropriately described your opinion
KEY
SA – Strongly Agree, A – Agree, D- Disagree, SD- Strongly Disagree
1. Sex: Male ( ) Female ( )
2. Class: S.S 1( ) S.S 2 ( ) S.S 3 ( )
3. Age:
4. Marital Status: Single ( ) Married ( ) Divorced ( )
5. Highest Academic Qualifications
(a) First School Leaving Certificate ( )
(b) SSCE/WASSCE ( )
(c) NCE/OND ( )
(d) B.Sc., B.Ed. /HND ( )
(e) M.Ed., Ph.D. (Ed) ( )
6. Working Experience 1-5 ( ) 6-8 years ( ) 9years and above ( )

87
SECTION B

Please tick (√) of this option that most appropriately described your opinion

KEY

SA – Strongly Agree, A – Agree, D- Disagree, SD- Strongly Disagree

88
 1. What are the Effects of Information Technology in the teaching and learning of

Economics?

S/N Statement SA A D SD

7. ICT with the use of Internet facilities enable

effective teaching and learning of Economics
in schools.

8. ICT facilities like computer, projectors, slides

etc. Makes learning of Economics looks real.

9. Application of ICT in teaching and learning

of Economics has improved the quality of
Education in Nigeria.

10. E-learning has been introduced into the

teaching and learning of Economics.

11. ICT has made teaching and learning of

Economics interesting.

2. What are the challenges of Information and Communication Technology in

Teaching and learning of Economics?

S/N Statement SA A D SD

12. Lack of fund to Introduce modern ICT

facilities in teaching and learning of
Economics

89
 13. Lack of skilled teachers to use ICT facilities
in teaching and learning of Economics.

14. Students do not enjoy Economics class

without the use of ICT facilities.

15. Teachers and Students lack proper orientation

when ICT facilities are not properly used in
teaching and learning of Economics.

16. Improper maintenance and service culture of

ICT facilities in the school setting.

3. What are the Impacts of ICT on students’ performance in Economics in Secondary

Schools?

S/N Statement SA A D SD

17. Students enjoy the use of projectors and other

ICT facilities in learning of Economics.

18. ICT facilities bring about effective learning

outcome.

19. ICT has provided easy access to internet

facilities for the students.

20. Students perform better in examination as a

result of the introduction of ICT facilities.

21. Easy access to information on economic

issues of the country.

90
 4. What are the strategies that could be used in ensuring effective application of ICT

application in the teaching and learning of Economics in Secondary School?

S/N Statement SA A D SD

21. Government should provide ICT facilities in

Secondary school for effective teaching and
learning of Economics and other subjects.

22. Skilled personnel should be employed to

manage ICT facilities in the school

23. Government should introduce ICT training

and seminars for teachers to improve
teaching skills.

24. E-learning Software‟s should be introduced

in the teaching and learning of Economics.

25. Non-government organization, parents, PTA,

and area councils should contributes in
equipping the school, with ICT facilities.

91
 QUESTIONNAIRE FOR ECONOMICS STUDENT

SECTION A: PERSONAL BIO DATA

1. Sex: Male ( ) Female ( )

2. Class: S.S 1( ) S.S 2 ( ) S.S 3 ( )
3. Age Range 11- 14yrs ( ) 15-17yrs ( ) 18yrs and above ( )

SECTION B
Instruction: Please tick (√) of this option that most appropriately described your opinion
KEY
SA – Strongly Agree, A – Agree, D- Disagree, SD- Strongly Disagree
1. What are the Effects of Information and Communication Technology on the
teaching of Economics?

S/N Statement SA A D SD

1. ICT with the use of Internet facilities enable

effective teaching and learning of Economics
in schools.

2. ICT facilities like computer, projectors, slides

etc. Makes learning of Economics looks real.

3. Application of ICT in teaching and learning

of Economics has improved the quality of
Education in Nigeria.

4. E-learning has been introduced into the

teaching and learning of Economics.

5. ICT has made teaching and learning of

Economics interesting.

2. What are the challenges of Information Technology in Teaching and learning of

Economics?

92
S/N Statement SA A D SD

6. Lack of fund to Introduce modern ICT

facilities in teaching and learning of
Economics.

7. Lack of skilled teachers to use ICT facilities

in teaching and learning of Economics.

8. Students do not enjoy Economics class

without the use of ICT facilities.

9. Teachers and Students lack proper orientation

when ICT facilities are not properly used in
teaching and learning of Economics.

10. Improper maintenance and service culture of

ICT facilities in the school setting.

3. What are the impacts of ICT on students’ performance in Economics in Secondary

Schools?

S/N Statement SA A D SD

11. Students enjoy the use of projectors and other

ICT facilities in learning of Economics.

12. ICT facilities bring about effective learning

outcome.

13. ICT has provide easy access to internet

facilities for the students.

14. Students perform better in examination as a

result of the introduction of ICT facilities.

15. Easy access to information on Economics

93
 issues of the country.

4. What are the strategies that could be used in ensuring effective application of ICT

application in the teaching and learning of Economics in Secondary School?

S/N Statement SA A D SD

16. Government should provide ICT facilities

in Secondary school for effective teaching
and learning of Economics and other
subjects.

17. Skilled personnel should be employed to

manage ICT facilities in the school

18. Government should introduce ICT training

and seminars for teachers to improve
teaching skills.

19. E-learning Software‟s should be

introduced in the teaching and learning of
Economics.

20. Non-government organization, parents,

PTA, and area councils should contributes
in equipping the school, with ICT
facilities.

94