Implementing ICT Techniques in Teaching for the Effective Implementation of the New Nine Years

UBE Curriculum in Anambra State

a) Research Problem
Obunadike Joy Chinwe who is one of the educationist from Education Studies department
mention in his journal that Nigerian Educational system in that country should be improvise so that all
school in that country can use better technology inside the classroom. It is a good step for Nigerian
educational sector for introducing ICT but most of the teacher at public or private school think that ICT
can only being used for science subject only compare to other subjects. The problem of this study
therefore is to find out how the restructuring if ICT could be used to develop education in the new Nine
years UBE curriculum in Anambra State.These are the research question that I found from the journal that
had been use by the researcher to conduct the survey:
i

What is the position of ICT in the school curriculum?

ii

What is the degree of utilization of ICT in the curriculum?

iii What subject would ICT enhance learning in?

iv What is the level of ICT compliance in school curriculum?

b) Literature Review
Within this journal Nwite (2007) said that Advance and developed countries have attest to the
fact that ICT is a central focus of educational policies for use and integration in the school curriculum.
Based from Oxford dictionary, communication technology (ICT) can be defined as the use of electronic
equipment especially computers for the storing, analyzing and sending out of information. However, to
use ICT in learning process it need special curriculum as the guidance for the teachers at school. Eya
(1999) cited that the curriculum that is practically design must be relevance with the course, major
objectives, list of the course and duration of each course. Curriculum will be the platform where
educational objectives will be achieved. Introducing the use of ICT facilities in the classroom
environment of students will enhance their curriculum in the area of:

Binary, graph interpretation and logarithm will enhance their assimilation of the
mathematical knowledge.

ii

Poetry reading, article comprehension and literature genres.

iii Economics and accounts principles of demand and supply, profit, loss account and
demographic dispersal of the population.
iv Archiving and retrieval of chronicle events, archeological facts will promote interest in
history.

c) Research Method
The researcher decides to use quantitative research. He was choosing the Anambra State where
3048 teachers in that state involved in this study. He intends to collect data from a sample of Science
Teachers and Non-Science teachers either in private primary or government secondary school. The
sample of the population for this research survey made up of 1374 Science teachers (551 from private
primary and 823 from public junior secondary schools) and 1674 non-science teachers (731 private and
943 from public junior secondary school).
The instrument used in collecting data for this research survey was achieved by using a
questionnaire entitled Restructing ICT Courses for Effective Implementation of the New UBE
Curriculum. It consist of 24 items based upon the 4 point Likert Scale of Strongly (4 points), Agree (3
points), Disagree (2 points) and Strongly Disagree (1 point). The reliability of the instrument was
determined by Cronbach alpha procedural model which was used in establishing the consistency of the
reliability of the research instrument used in conducting the survey. It took 28 weeks to distribute and
collect the questionnaire. The researcher distributes 3500 copies but 450 copies could not be retrieved
during the time frame involved. The analysis of the data in this survey is done with the aid of an
arithmetic mean based on a 4 point scale. A classification of the mean is set for an average of 2.50 mean
mark which is set to represent mean rating of 2.50 and above for agree and mean rating below the 2.50
mark is used to represent the bias (disagree) opinion of teachers.

d) Research Finding
In discussing the findings of this research based on the responses of science and non-science
teachers to research question. It was discovered that:
i

Question 1 reveals that position of ICT in the school curriculum in private primary and
government own junior secondary schools would increase classroom performance, improve
students scores in test and examination, increase student interest in the subjects being taught,
improve students study habits and increase the wealth of the curriculum content and the course
materials used in the teaching. However, it also reveal that non-science teacher did not agree that
the introduction of ICT into the school curriculum increase the technological interest of students
and teachers. Science teachers belief that ICT will make their lesson inside the classroom become
more interesting and effectively.

ii

Question 2 reveals that only Science teacher think that ICT give positive impact for their lesson.
Non-science teachers that teach English, Literature, History and Religion dont think that ICT can
be effectively used in the curriculum subject.

iii Question 3 reveals that ICT is necessary in enhancing the teaching and the learning of virtually all
subjects. This due to the response of the science and non-science based teachers who agree to the
fact that ICT is necessary in education. By applying the ICT it can enhance teachers ability to
make students more understand the lesson inside the classrooms.
iv Question 4 reveals that the school sample does not use computers and computer accessories to
teach live classroom sessions as at the time this survey was carried out. Furthermore, school dont
have Internet, network facilities and IT Technical/ Supporting staff to maintenance the ICT
facilities. Teachers must learn ICT by themselves because no computer training had been
provided by the government.

e) Conclusion
ICT course must be constructed to implement the ICT into the school curriculum syllabus to all
school in the Anambra state. The research found that present Nigerian Educational system did not teach
ICT courses alongside conventional courses and did not use ICT facilities to teach non-science related
subjects. It was also discovered that the ICT course found on most curriculum did not specify the topics
or subjects of ICT to be learnt by students and at what educational stage.

f) Appendix and Reference

This journal includes appendix so that reader can understand better how the data had been
obtained by the researcher. Appendix shows precisely all of the data. Every journal must have the
reference because it is really important to support the research. The researcher for this journal refers to 10
articles that he gets through website and article. All information that had been cited in the journal is
related with the reference list.