TITLE PAGE

IMPACT OF INTEGRATING ICT ON STUDENTS’ ACADEMIC PERFORMANCE

IN COMPUTER STUDIES IN JUNIOR SECONDARY SCHOOLS IN AKKO LOCAL

GOVERNMENT AREA

BY

BULUS UMORU

FUK/EDU/13/COM/1016

A RESEARCH PROJECT SUBMITTED TO THE DEPARTMENT OF SCIENCE

EDUCATION, FEDERAL UNIVERSITY KASHERE, IN PARTIAL FULFILMENT

OF THE REQUIREMENT FOR THE AWARD OF BACHELOR OF SCIENCE IN

EDUCATION (BSC.ED) IN COMPUTER SCIENCE.

AUGUST, 2017

i
 DECLARATION

This research project is my original work and has not been submitted for the award of a

degree in any university or any other institution of higher learning. All material used for this

study have been appropriately referenced and acknowledged.

______________________ ________________________

Bulus Umoru Date

(FUK/EDU/13/COM/ 1016)

ii
 APPROVAL

This project entitled “The Impact Of Integrating ICT On Students’ Academic Performance In

Computer Studies In Junior Secondary Schools In Akko Local Government Area, Gombe

State Nigeria.”, by BULUS UMORU meets the regulations governing the award of

Bachelor’s Degree in Education Bsc.Ed, of Federal University Kashere.

Mr.Sagiru Isa _________________________

(Project Supervisor) Sign/ Date

Ass.Prof. S.R Jebson __________________________

(Head of Department) Sign/ Date

_______________________ ___________________________
External Examiner Sign/Date

iii
 DEDICATION

I dedicate this Research Project to God almighty the Great I AM, the Alpha and the Omega,

to my wonderful Parents Mr. and Mrs. Umoru Ibrahim Thawu.

iv
 ACKNOWLEDGEMENTS
Thus the biblical assertion. ―’Unless the Lord build a house, in vain do its builders

toil. In vain is your earlier rising, and your going later to bed. Sweating to make a living

while he provides for his beloved while they slumber’ (Psalms 127:1). Blessed be the name

of the lord God Almighty for his Mercies and Grace throughout my years of study, may all

glory be unto him forever. (Amen).

Though the grace of God abounds, the following persons made themselves instrument

of that grace. Mr. Sagiru Isa my supervisor. Mr. and Mrs. Umoru Ibrahim Thawu my beloved

parents, Miss. Patience Iliya Bwanu the apple of my eyes. May God almighty reward you all

abundantly. I would not have attained the academic height where I am now, not to talks of

contemplating the idea of this project if not for the wise counsels I constantly receive from

these facilitators in the shaping of my unique history. These to a great extent, help me in my

journey to success. The first are my friends, Mr. Yaris Manasseh, Bro. Joshua Isuwa, Bro.

Jeremiah Isuwa my good friend, and all the members of my Family especially my brothers

Bro. Andra Umoru, Namarju Umoru, Dauda Umoru, Philip Umoru and Mr. Joseph Umoru

and My Elder Sister Mrs.Naomi Ayuba God bless you all.

I must acknowledge my co-workers the EXCO I served with when I was the President
of the Fellowship of Christian Students, Federal University Kashere 2015/2016 session (FCS,
FUK) you all have been a great blessing and source of encouragement to me, the resident
Pastor of RCCG Chosen Parish Kashere Pst. Samuel Elebiyo, the CAN Chairman Gombe
state Pst Chris J. Godebe and the entire members of the Fellowship of Christian Students,
Federal University Kashere for their immense support in diverse ways, May Gods’
countenance never depart from you and your family.
Finally, my appreciation goes to all my relatives, friends, neighbours, course mates,
well-wishers and anyone who contributed in one way or the other to the success of this work,
I pray the Good Lord reward you all, (Amen).

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 TABLE OF CONTENTS

TITLE PAGE ............................................................................................................................. I

DECLARATION ...................................................................................................................... II

APPROVAL ............................................................................................................................ III

DEDICATION .........................................................................................................................IV

ACKNOWLEDGEMENTS ...................................................................................................... V

TABLE OF CONTENTS .........................................................................................................VI

LIST OF TABLES. ............................................................................................................... VIII

ABSTRACTS ..........................................................................................................................IX

CHAPTER ONE ........................................................................................................................ 1

BACKGROUND OF THE STUDY .......................................................................................... 1

1.1. Introduction. ............................................................................................................ 1

1.2. Background of The Study. ....................................................................................... 3
1.3. Statement of The Problem ....................................................................................... 7
1.4. Purpose of the Study ................................................................................................ 8
1.5. Research Questions.................................................................................................. 8
1.6. Null Hypothesis ....................................................................................................... 8
1.7. Significance of the study ......................................................................................... 9
1.8. Scope of the study.................................................................................................. 10
1.9. Operational Definition of terms ............................................................................. 10

CHAPTER TWO ..................................................................................................................... 12

REVIEW OF RELATED LITERATURE ............................................................................ 12

2.1. Concept of Information and Communication Technology (ICT) ............................. 12
2.2. Availability and Accessibility of ICT resources and Student’s Academic
performance ...................................................................................................................... 14
2.3. Impact of ICT Resources on students Learning Ability. ........................................... 16
2.4. Overview of Similar Studies...................................................................................... 20
2.5. Implication of the Reviewed Literature on the Present Study. .................................. 24

CHAPTER THREE ................................................................................................................. 26

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METHODOLOGY .................................................................................................................. 26

3.0 Introduction ................................................................................................................ 26

3.1. Design of the study ................................................................................................... 26
3.2. Area of the study....................................................................................................... 27
3.3. Population of the study ............................................................................................. 27
3.4. Sampling and Sampling Techniques ........................................................................ 28
3.5. Instrument for Data collection .................................................................................. 29
3.6. Validation of the Instruments ................................................................................... 29
3.7. Reliability of the Instruments ................................................................................... 30
3.8. Method of Data Collection: ...................................................................................... 30
3.9. Method of Data Analysis: ......................................................................................... 30

CHAPTER FOUR.................................................................................................................... 31

ANALYSIS AND PRESENTATION OF RESULT ............................................................... 31

4.1 Introduction. .......................................................................................................... 31

4.2 Analysis of Research Questions ............................................................................ 31
4.3 Hypothesis Testing ................................................................................................ 33
4.4 Major Findings of the Study .................................................................................. 34
4.5 Discussion of Findings .......................................................................................... 34
4.6 Educational Implication of the Findings ............................................................... 36

CHAPTER FIVE ..................................................................................................................... 37

SUMMARY, CONCLUSION AND RECOMMENDATION ............................................. 37

5.1 Summary..................................................................................................................... 37
5.2 Conclusion .................................................................................................................. 38
5.3 Recommendation ........................................................................................................ 38
5.4 Limitation of the Study ............................................................................................... 39
5.5 Suggestions for Further Studies .................................................................................. 39
REFERENCE ....................................................................................................................... 40
APPENDIX A ...................................................................................................................... 43
APPENDIX B....................................................................................................................... 45

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 LIST OF TABLES.

Table3.1 Research Design Illustration……………………………………………………….26

Table3.2: Population of Government day secondary school Tumu…………………………27

Table3.3: Population of Government day secondary school Pindiga……….………………28

Table 4.1. Difference in the mean score of computer studies students taught with ICT and

those taught without ICT.…………………………….…………………………..………….32

Table 4.2. Difference in the mean score of male and female students taught with ICT

(Experiment Group). …………………………….…………………………..………...…….32

Table 4.3. Difference in the mean score of male and female students taught without ICT

(Control Group). …………………………….…………………………..………...……..….33

Table 4.4: Difference in the mean score of the male and female students taught with ICT and

those taught without it using T-test. …………………………….……………….…...…….34

viii
 ABSTRACTS

The study investigates the impact of integrating ICT on students’ academic performance in
computer studies in junior secondary schools in Akko local government area, Gombe state
Nigeria. The study revealed that, the integration of ICT in teaching improves the academic
performance of students, disproving the research Hypothesis that “There is no significant
difference in the mean score of the male and female students taught with ICT and those taught
without it.”. Quasi-Experimental research design was employed in this study and the
following findings were established thus: There is a difference in the mean scores of the
students taught with ICT and those taught without ICT, and there is a difference in the mean
scores of the Female and Male Students taught with ICT and those taught without. From the
research findings, the study concludes that there is a significant role that ICT plays in
improving students’ academic performance. The study recommends that efforts should be
made by government to make ICT facilities available and to provide teachers the skills and
knowledge of how to implement ICT in teaching Secondary school students in Gombe State so
as to improve student’s academic performance.

ix
 CHAPTER ONE

BACKGROUND OF THE STUDY

1.1.Introduction.

Teaching is becoming one of the most challenging professions in our society today where

knowledge is expanding so rapidly that modern technologies demand the use of Information

and Communication Technology (ICT) (United Nations Educational, Scientific and Cultural

Organization UNESCO, 2002). ICT has become within a short time one of the basic building

blocks of a modern society. Many countries now regard understanding ICT and mastering its

basic concepts as part of the core of education (UNESCO, 2002). There are developments in

the Nigerian education sector which indicate some level of ICT application in the secondary

schools. The Federal Government of Nigeria, in the National Policy on Education produced

by the Federal Ministry of Education (FME, 2004), recognizes the prominent role of ICTs in

the modern world, and has integrated ICTs into education in Nigeria. To actualize this goal,

the document states that government will provide basic infrastructure and training at the

primary school. At the junior secondary school, computer education has been made a pre-

vocational elective, and is a vocational elective at the senior secondary school. It is also the

intention of government to provide necessary infrastructure and training for the integration of

ICTs in the secondary school system. The National policy on education (FME,2004) on

secondary education also recognizes the prominent role of information technology in

knowledge advancement and therefore noted that Government shall provide necessary

infrastructure and training for the integration of Information Technology (IT) in the school

system. In relation to this, the first mission statement of the national policy for information

technology is to use IT for education. It further has as one of the general objectives to

integrate IT into the mainstream of education and training. This will undoubtedly be an

innovation in the Nigerian educational system (Adediran & Morenikeji,2011). The use of

computers in education is not a new phenomenon. The late 1980’s saw a growing shift

1
towards computer integration which emphasized the curriculum and not the tool. Its

proponents felt that students would learn new skills as they needed them in order to make the

computer work for them. The computer could now be viewed more as a partner as opposed to

a competitor and could be treated in a more natural manner (Lockard & Abrams, 1994).

According to Olokola, Abdullahi & Omosidi (2014), Most teachers leave teacher

training institutions with limited knowledge of ways technology can be effectively

used in their professional practice. In this age of digitization, being able to effectively

apply technology should be high on the list of what teachers at all levels of our

education should know and be able to do in any instructional transaction. There is

substantial evidence that, if used appropriately for specific purposes in specific

contexts, technology can be an effective tool in supporting teaching and learning.

Olakulehin, (2007) Opines that the way Information Communication Technology (ICT) has

been used in the education can be divided into two broad categories (1) ICT for Education

and (2) ICT in Education. ICT for education refers to the development of information and

communication technology specifically for teaching/ learning purposes, while ICT in

Education involves the adoption of general components of technologies in the teaching

process, more specifically, often for the training of teachers in the use of technology for

teaching. Similarly, UNESCO (2004) classifies ICT in education into three broad categories:

(1) pedagogy (2) training, and (3) continue education. Pedagogy is focusing on the effective

learning of subjects with the support of the various components of ICT. Olakulehin (2007)

emphasizes that the pedagogic application of ICT involves effective learning with the aid of

computers and other information technologies as learning aids, which play complementary

roles in the classroom, rather than supplementing the teacher.

2
Training is the transfer of knowledge, skills, and attitudes (KSAs) through structured

learning and follow-up activities to solve job performance problems or fill identified

performance gaps. Advance in science and technology creates the need for ICT training for

teachers in secondary schools. Each of the major technological advancements in computer

produces a whole generation of computers (Olokola et.al, 2014). Bello (2000), argued that if

teachers are to be convinced of the value of using ICT in their training, their training should

focus on the pedagogical issues. Providing pedagogical training for teachers rather than

simply training them to use ICT tools is an important issue (Joseph, 2004 as cited in Olokola

et.al, 2014). It is clear from these points that ICT can help teachers to teach and students to

learn more effectively. A cursory look into technology use in our school system, even when

ICT facilities are available, shows that teachers do not make use of these tools. Sanusi (2008)

remarked that there is still a long way to go before secondary school teachers in developing

countries like Nigeria will be able to take advantage of the opportunity provided by the year

2020 technology.

Therefore, the Impact of ICT on teaching and learning in Nigeria and any other developing

society especially in Junior Secondary school can’t be overemphasized. It is very pertinent if one

can note that technological advancement has shown lights to the dark paths of students all over the

globe. As part of the IT curriculum, learners are encouraged to regard computer as tools to be used

in all aspect of their studies. In particular, they need to make use of the multimedia technologies to

communicate ideas, describe projects and order information in their academic work.

1.2.Background of The Study.

According to Mudasiru (2005) Information and communication technology (ICT) is an

indispensable part of the contemporary world. In fact, culture and society have to be adjusted

to meet the challenges of the knowledge age. The pervasiveness of ICT has brought about

rapid technological, social, political, and economic transformation, which has eventuated in a

3
network society organised around ICT (Castells, 1996). The field of education has not been

unaffected by the penetrating influence of information and communication technology.

Undoubtedly, ICT has impacted on the quality and quantity of teaching, learning, and

research in traditional and distance education institutions.

There have been numerous researches such as the one carried out by Belts (2003), Francisca

(2007) among many others were targeted at verifying the view that pupils are motivated by

the new technologies and that information and communications technology has the potential

to ·enhance the quality and effectiveness of teaching and learning at all levels of education.

However, for this to be achieved it will be necessary to put in place a strategic plan of action,

one which gives continuity and coherence to the process of implementation. (Heaney 2003).

In concrete terms, ICT can enhance teaching and learning through its dynamic, interactive,

and engaging content; and it can provide real opportunities for individualised instruction.

Information and communication technology has the potential to accelerate, enrich, and

deepen skills; motivate and engage students in learning; helps to relate school experiences to

work practices; helps to create economic viability for tomorrow’s workers; contributes to

radical changes in school; strengthens teaching, and provides opportunities for connection

between the school and the world (Davis & Tearle, 1999; Lemke & Coughlin, 1998).

Information and communication technology can make the school more efficient and

productive, thereby engendering a variety of tools to enhance and facilitate teachers’

professional activities (Kirschner & Woperies, 2003). Based on a review of 28 major reports

on technology integration in American Schools, Culp, Honey & Mandinach (2003) advanced

three major reasons for ICT in education. They suggested that technology is usually (a) a tool

for addressing challenges in teaching and learning, (b) a change agent, and (c) a central force

in economic competitiveness. This study is set to investigate the impact of ICT and to verify

4
the assertion on the impact and importance of ICT in teaching and learning made by several

researchers.

According to Ogunsola, (2005) as cited in Obinna, (2013:3) ICT “is an electronic based

system of information transmission, reception, processing and retrieval, which has drastically

changed the way we think, the way we live and the environment in which we live”. It can be

used to access global knowledge and communication with other people (Ogunsola,2005).

Students who were taught with the use ICTs gain deeper understanding of complex topics and

concepts and are more likely to recall information and use it to solve problems outside the

classroom (Apple Computer, 2002). During the last two decades’ countries have invested

heavily in ICT. Indeed, the use of ICT in education and training has been a key priority in

most EU and OECD countries in the last decade, although progress has been uneven. ICT has

had a major impact on the education sector, on organisation and on teaching and learning

methods. Yet there are considerably different ICT expenditure levels within and between

countries, as well as between institutions within countries. In some countries schools have

embedded ICT into the curriculum, and demonstrate high levels of effective and appropriate

ICT use to support teaching and learning across a wide range of subject areas. However, in

other countries schools are in the early phase of adopting ICT, characterised by important

enhancements of the learning process, some developments of e-learning (ICT-enabled

learning), but without any profound improvements in learning and teaching (Aristovnik

2012). In this research, the researcher ascertains the level of impact ICT implementation have

on the student’s academic performance.

Stephen, Thomas and Cook (2002) emphasize that the application of Information and

Communications Technology (ICTs) in education has revolutionized teaching and learning.

Students with diverse learning styles are able to maximize their learning potential when

instructors use ICT to support their teachings. The reseachers further stated that ICT enables

5
the learners to be more independent, reflective and self-regulated in their learning process. In

addition, ICT makes it possible to deliver virtual instruction to students outside the classroom.

ICTs help students master materials and skills though it depends on the teacher’s instructional

goal, students’ levels, instructional needs and available resources. Ikpeama, (2013) stated that

technology teaching strategies are often based on cognitive view of teaching and learning.

Furthermore, teachers here are viewed as facilitators and collaborators with students as they

learn, rather than as experts imparting knowledge. There also tend to be strong emphasis on

the use of problem-solving and research skills as students take more active role in defining,

developing their ideas. Areas teachers can use ICTs in their teaching are broad, as with most

developments in technology, new tools and techniques are developed every day. Even though

such teaching strategies are very expensive to come by, they are exciting. Examples of such

facilities are the use of multimedia, compact disk (CD), web-based instructions (WBI), the

intelligent tutoring systems (ITS), Virtual reality (VR), Audio visual aid, computer-assisted

instruction and a host of other recent development network (Stephen et al, 2000).

Wittwer and Senkbeil, (2008) stated that in Nigeria, although the economy is still largely

based on low technology, low-value industries, but there is an awareness in government

quarters of the importance of ICT in the country’s development. Since the advent of

information and communication technology, the education sector has been transformed a lot

in the use of ICT. ICTs facilitate the learning of school subjects and basic skills needed for a

meaningful living thereby contributing to the development of their immediate environment

and the society at large. ICT has brought about a revolution in every walk of today’s life.

Particularly, it has become an integral part of education and its impact on teaching and

learning is widely accepted. This study sets to investigate the impact of integrating ICT on

students’ academic performance in computer studies in junior secondary schools in Akko

local government area, Gombe state Nigeria.

6
1.3.Statement of The Problem

Computer studies as a subject has been affected by ICTs, which have undoubtedly affected

the teaching and learning of the subject (Yusuf, 2005). A great deal of research has proven the

benefits to the quality of teaching and learning (Al-Ansari, 2006). ICTs have the potential to

innovate, accelerate, enrich, and deepen skills, to motivate and engage students, to help relate

school experience to work practices, create economic viability for tomorrow's workers, as

well as strengthening teaching and helping schools change (Davis & Tearle, 1999;).

Obviously, there is a rapid increase in the implementation of ICT tools in so many sectors of

the nation and globe. This rapid increase of the use of ICT in various sectors which results to

improving these sectors’ output points to the need for teachers to implement computer (ICT)

in teaching to improve the output of students especially in their secondary school education

level. Problems and challenges faced by secondary education without the help of the tools of

ICT are therefore numerous (Ibezim & Otuu, 2013).

Prior to the present century where the advance of Information Communication Technology

has taken the lead in reducing the stress of human beings especially students, computer have

been taught in abstract sense where student have little or no idea of what the ICT is all about

(Obinna, 2013). These have limited the understanding and assimilation of subject content by

the students. Lack of exposure to ICT gadgets in its real sense leave the students in dark, only

imagining what it may look like. The process of implementing the ICT in its real sense i.e.

Computer Aided Instruction (CAI) makes the teaching and learning process easier and

enhances students’ receptivity which have great impact on their academic performance

especially in computer studies. These summed up to the reason why I embarked on this

research work “The impact of integrating ICT on students’ academic performance in

computer studies in junior secondary schools” which is to expose and justify the impact of

ICT on junior secondary schools (JSS) in Akko local government area, Gombe state Nigeria

7
and to procure viable recommendations to evoke the responses of the three tiers of

government to equip our secondary schools with ICT-Driven education technological tools

such as; e-Library, Computer Laboratory, Online Research Centres, Projectors, public address

systems among others

1.4.Purpose of the Study

The following are the objectives of this study:

1. To examine the difference in the mean score of computer studies students taught with ICT

and those taught without it.

2. To examine the difference in the mean score of male and female students taught with

ICT.

3. To examine the difference in the mean score of male and female students taught without

ICT.

1.5.Research Questions

1. Is there a difference in the mean score of computer studies students taught with ICT

and those taught without ICT?

2. Is there a difference in the mean score of male and female students taught with ICT?

3. Is there a difference in the mean score of male and female students taught without

ICT?

1.6.Null Hypothesis

HO1 There is no significant difference in the mean score of the male and female students

taught with ICT and those taught without it.

8
1.7.Significance of the study

The significance of the study is centred on the teachers, parents, students,

school administrators, and curriculum planners. There are a lot of benefits to derive on the

impact of the use of ICT in teaching and learning of Computer studies. Therefore, the

significance of this study can be channelled thus;

 To Teachers

The use of various ICT-based software and Computer Based tutoring programs can aid the

teachers in teaching the students and also aid them in student’s assessment and testing.

 To Parents

The joy of every parent is to see the child perform wonderfully well both in school and at

home. Since ICT tool can positively aid students’ learning outcome, it will foster the

happiness and wellbeing of the parents at home. This study can also influence the ICT literacy

level of parents at home since they would want to procure ICT tools for the student’s practice

at home thereby having computers installed and used at home.

 To students

ICT knowledge and computer education will help the child to be literate otherwise informed

and belong to this present innovative and ICT-driven society. It will also help him to be

equipped for the future challenges envisaged in the digitized future century. Hence, the child

will be able to fit in appropriately into our highly, dynamic and enthusiastic modern world.

 To school Administrators

The conclusion to be derived by the end of the research work will school administrators either

make investment in ICT or not. Since the computer was designed to make our Job easier and

lighter, its use and efficacy in administrative job execution is numerous ranging from

9
teacher’s salary schedule computation to result computing system which drastically reduces

the sufferings of the teachers and administrators.

 To curriculum planners

Curriculum planners will be made to design curriculum that will implement effective

approaches to ICT technology driven education at the 21st century in schools syllabus

contents which will improve students’ skills and competencies for employability and self-

sustainability. ICT is presently a useful tool in promoting and enhancing qualitative

curriculum planning. ICT tools are being used to determine the best input for the students so

as to aid a reasonable learning outcome which will enhance the realization of the purpose and

goal of education.

1.8.Scope of the study

This study is designed to capture information on the extent to which integrating ICT in

teaching may influence the academic performance of students in computer studies in Akko

Local government area of Gombe state, Nigeria. The study will involve students with almost

equal academic background. The study will be delimited to the topic “Component of the

computer system” and in terms of population for the research it will be delimited to public

junior secondary schools alone and will not be generalized to cover Senior secondary schools

or tertiary institutions.

1.9.Operational Definition of terms

 Computer: Digital machine that accepts data, process it and provides feedback.

 ICT: Information and communication technology (ICT) refers to any arrangement that

is capable of capturing, storing, retrieving, manipulating, transmitting or receiving of

information or data. In a broad sense they include; television sets, bulletin boards,

10
 radio, record players, disc players, still camera, video camera, projectors, computers,

interactive white board, internet and the internet resources etc. Mejiuni and Obilade

(2006) defined ICT as the electronic and non-electronic technologies and

infrastructure systems used to create, store, manipulate, retrieve, and communicate or

disseminate information.

 Integration: Effective and meaningful incorporation of selected media technology

into the topic or content being taught.

 ICT Integration: Effective and meaningful use of ICT in teaching and learning.

 Academic Performance: this is the extent to which Students are able to score high

marks on a standardized test.

 Teaching: Process through which Knowledge is transferred from the teacher to

learners.

 Learning: this refers to concerted activity that increases the capacity and willingness

of students to acquire and productively apply new knowledge and skills, to grow,

mature and to adapt successfully to changes and challenges (Warschaure, 1996). Or

Process by which knowledge, skills and attitudes are acquired by students.

 Impact: The influence and role played by a treatment on a variable.

11
 CHAPTER TWO

REVIEW OF RELATED LITERATURE

2.1. Concept of Information and Communication Technology (ICT)

According to Ogunsola (2005), ICT “is an electronic based system of information

transmission, reception, processing and retrieval, which has drastically changed the way we

think, the way we live and the environment in which we live”. It can be used to access global

knowledge and communication with other people Ogunsola (2005). The use of information

and communication technology (ICT) is becoming an integral part of Education in many

parts of the globe (Obinna, 2013). Nigeria is not left behind as ICT gradually finds its ways to

the Educational systems despite chronic limitations brought about by economic

disadvantages. Fundamentally, education is a discipline like any other; it is a branch of

human knowledge which is basically concerned with getting the young in the society

prepared when they come of age (Obinna, 2013).

The World Bank (2003) cited Rodriguez and Wilson, (2000) opines that ICT is the set of

activities which facilitate by electronic means the processing, transmission and display of

information. According to United Nations Economic and Social Commission for Asia and the

Pacific (UNESCAP, 2001 as cited in Geoffrey,2010) ICTs refer to technologies people use to

share, distribute, gather information and to communicate, through computers and computer

networks. In this study ICT is viewed as set of tools that can be used to process, avail and

access, information and communication services or products. The services and products may

include hardware and software; Internet, telephones/mobile phones, telefax, type writer,

calculators, radios, televisions, hydraulic machines used in industries among others. It is

therefore the goal of this research to contribute to the resolution of the discrepancy in

research findings on ICT impact on students’ performance by empirically testing these

different opinions using an achievement test in which a group of students will be taught using

12
ICT and on the other hand a group of students be taught without ICT. The results of the two

groups (Experimental and control) were compared with a view to detecting the one that

perform better than the other.

According to Daniels (2002) as cited in Amin (2013) ICTs have become within a very short

time, one of the basic building blocks of modern society. Furthermore, many countries now

regard understanding ICT and mastering the basic skills and concepts of ICT as part of the

core of education, alongside reading, writing and numeracy. However, there appears to be a

misconception that ICTs generally refers to ‘computers and computing related activities’.

This is fortunately not the case, although computers and their application play a significant

role in modern information management, other technologies and/or systems also comprise of

the phenomenon that is commonly regarded as ICTs. Pelgrum & Law (2003) state that near

the end of the 1980s, the term ‘computers’ was replaced by ‘IT’ (information technology)

signifying a shift of focus from computing technology to the capacity to store and retrieve

information. This was followed by the introduction of the term ‘ICT’ (information and

communication technology) around 1992, when e-mail started to become available to the

general public (Pelgrum & Law, 2003). According to a United Nations report (1999) ICTs

cover Internet service provision, telecommunications equipment and services, information

technology equipment and services, media and broadcasting, libraries and documentation

centres, commercial information providers, network-based information services, and other

related information and communication activities. This research is set to contribute to the

resolution of the discrepancy in research findings on ICT impact on students’ performance by

empirically testing these different opinions using an achievement test in which a group of

students will be taught using ICT and on the other hand a group of students be taught without

ICT. The results of the two groups (Experimental and control) were compared with a view to

detecting the one that perform better than the other.

13
2.2. Availability and Accessibility of ICT resources and Student’s Academic

performance

The availability and use of ICT can help students exploit enormous possibilities for acquiring

information for schooling purposes and can increase learning through communication (Riel,

1998 as cited in Geoffrey, 2010). Bonnet (1997) argues that the availability of visual digital

technology (such as animation, simulation and moving images) involves students and

reinforces conceptual understanding. ICT use also encourages development from a teacher-

focused or teacher-led model to a more student-focused model in which students work

together, make their own decisions and take an active role in learning (Swedish National

Association for School Improvement, 2008 as cited in Geoffrey, 2010). It is therefore the

goal of this research to contribute to the resolution of the discrepancy in research findings on

ICT impact on students’ performance by empirically testing these different opinions using an

achievement test in which a group of students will be taught using ICT and on the other hand

a group of students be taught without ICT. The results of the two groups (Experimental and

control) were compared with a view to detecting the one that perform better than the other.

For teachers and their students, the availability of modern computers, peripherals, networking

and resources within an increasingly diverse range of technologies is an essential part of

learning and teaching in the 21st century. ICT constitutes an input in the student learning

process that should help produce better learning output. The availability of ICT resources can

enhance learning by making education less dependent on differing teacher quality and by

making education available at home throughout the day (Mbwesa, 2002 as cited in Geoffrey,

2010). Bonnet (1997) argues that the use of ICT can positively transmit knowledge to

students. This research work is set to reveal the reality of the above conclusion using a

different geographical location and population size

14
Accessibility and use of ICT allows students to investigate more thoroughly the real world.

They can more readily access information sources outside the classroom and can use tools to

analyse and interpret such information. Information may be accessed through online systems

or through data logging systems. The technologies allow them to receive feedback, refine

their understanding, build new knowledge and transfer from school to non-school settings

(Committee on Developments in the Science of Learning, 2000). In the past this has been

difficult to provide in schools due to logistical constraints and the amount of material to be

covered all of which can now be addressed with ICT. What can be learned is broadened and

deepened.

Effective integration of ICT in schools would call for a whole institution to be networked to

ensure access to multimedia and learning- rich resources via the school's Internet and the

Internet wherever students and teachers are, in or out of school. The computer labs and

classroom computers need to be sufficient in number to allow ready access by students and

staff in most subjects across the school. A wide range of peripheral and remote working

devices, including video-conferencing, is provided and integrated into the curriculum. Large

and small group presentation facilities are readily available (School Net Africa, 2004 as cited

in Geoffrey 2010). Despite the above desired situation, most Institutions in Africa face

barriers to effective integration of ICT in the teaching and learning process; limited

infrastructure in terms of satisfactory physical conditions of laboratories and the subsequent

accessibility of the resources (ICT) to the learners. Many commercial and academic

developers of educational multimedia have focused primarily on information access and

presentation. However, it is easy to see that multimedia has tremendous potential to enhance

the vividness with which information can be presented and ease with which it can be

accessed, the main barriers to learning are not generally that appropriate information is

difficult to access or badly presented.

15
The barriers centres around accessibility and infrastructure and include decisions about

purchasing, locations of wiring drops, and decisions regarding the placement of computers in

centralized labs verses placement of computer pods in classrooms. Placing computers in

centralized labs may provide students with equitable and efficient exposure to technology but

severely limit the technology accessibility for classroom instruction. Labs deny teachers the

flexibility of deciding when technology should be incorporated into instruction and may send

the message to students that computers are not central to learning or the activities in their

classrooms. In addition, physical limitations of the classroom including size and location of

desks, often limit choices of room arrangement and do not provide the space that is necessary

to add pods of computers to be used as technology centres.

Much as students and staff need training on a continuous basis with modern requisite skills to

fully exploit the ICT environment in their different functions, awareness skills only may not

be sufficient enough but rather continuous accessibility to ICT resources would do much

better (Makerere University ICT Policy, 2002). Continuous access to computers helps

teachers feel more secure in their ICT use during lessons and gives them the courage to

experiment more and thus helps them integrate ICT into lessons effectively. Many studies

also indicate that the impact on learning will increase over time as teachers and students

become more experienced in continued practice on using computers (Swedish National

Association for School Improvement, 2008 as cited in Geoffrey, 2010).

2.3. Impact of ICT Resources on students Learning Ability.

Research conducted by Achuzie (2009 as cited in Obinna, 2013), has shown that any

secondary school which uses ICT tools to foster learning produces computer literates and

potential wonderful researchers. He further poised that Information communication

technology went a long way to prepare such secondary school students for the technological

advancement tasks ahead, thereby making them adjust and acclimatize to any society of

16
computing they find themselves. Also, computer has been made compulsory in our

universities presently according to the National Policy on Education, produced by the Federal

Republic of Nigeria (FRN, 2013) and such student will not find the use of computer

unfamiliar since he or she is used to it from Junior Secondary School classes.

Ikwumelu (1992 in Cluba 2000 as cited in Terende & Clement, 2013) outlined the following

points as the general impact and importance of ICT-driven instructional aids in teaching and

learning:

a. Stimulation of students’ interest

In teaching-learning process, there is the need to generate, arouse, motivate and maintain

students’ interest. If the learners’ interest is built properly, learning can take place effectively.

As ICT-driven instructional aides have the potentials if effectively used for regulating the

pace of information flow among different class of learners under the same classroom. ICT-

driven instructional aids addresses individual differences. Students are arousing with the

nature and the beautiful appearance of the materials which will make them to Settle down and

learn what the teacher had prepared to teach. Nnyejmesi (1981) sited by Anyawu (2003)

agreed and based on investigations that pictures-stimulates and help further study, helps

children to take active interest in the topic presented.

b. Concretize abstract issues or topics in Teaching and Learning Process

The use of ICT-driven instructional aids in teaching and learning process makes learning real,

practical and more permanents to the learners. It makes conceptual abstraction more

meaningful. Esu (2004) states that; instructional materials are valuable assets in learning

situations because they make lesions practical and realistic. They are the pivots on which the

wheels of the teaching-learning process rotate. Since its concretize issues, it then facilitate

revision (recall) activities and provides a very unique opportunities for self and group

evaluation

17
for the teacher and the students alike. It captures the student intellect and eliminates boredom;

make the work easier, neater, boosting for clarity and more appeal.

c. Creating effective communication

ICT-driven instructional aids if properly used allow for a flow and transmission of ideal from

the teacher to the students and likewise from the students to the teacher or from one group to

other. The learners will be able to see, touch, spell what is been talked about by the teacher

and be curious to ask questions that would be very helpful for effective evaluation

(formative) of the teacher and instructions in subject matter.

d. Use for mass instruction and taking care of a wide audience

With the use of projected and electronic materials such as television, overhead transparencies

and computer especially, instructions are packaged in a very broad manners and which take

care of wide range of learner in a classroom with less stress and time. Many students will be

able to learn faster as the package takes care of various learners’ interest at the same time.

Teacher can handle a very large class conveniently as the teacher is guiding and displaying

the instructional materials on the wall with the use of projector.

e. Providing meaning and useful sources of information to teachers and learners.

Teachers are up to date and able to provide for reliable and useful information for the

learners with the use of ICT-driven instructional aids, it can effectively be used to

ultimate, shorten information from various sources for the purpose of comparison and

contrasting ideas. It helps in perception and retention of information or knowledge in

learners.

f. It helps in developing a continuity of reasoning and coherence of thought

Disciplines that are integrated course of study which incorporate ideas from different

disciplines, the use of ICT-driven instructional aids helps the learners on providing integrated

experiences, which may vary from, disciplines which make the end product of education

18
more

productive. Since students are expose to the real nature of those concept or body of

knowledge they tend to analyses and synthesis those body of knowledge for the proper

application in their daily lives.

g. It saves time and reduce verbalism or repletion of words

Emma & Ajayi (2006) asserts that “figurative speaking instructional materials enable the

teacher to be in more than one place at a time and to address several issues at a time. For

example, a video material could be on while the teacher moves around to explain to

individuals’ students the subject contents in response to requests based on individual

differences on problems. While the video material continues, providing details of the

assignment the teacher also becomes part of the listening audience. It reduces verbalism or

repetition of world by the teacher without knowing their meaning and also adds Varity in

reinforcing verbal messages by providing a multi-media approach. Esu (2004) added that

instructional materials are indispensable factor in a teaching learning process. This is because

or clearly words or verbalization has been found to be inadequate for effective teaching. ICT-

driven instructional aids, frankly speaking reduce the level at which the teacher should strives

himself in the process of talking rather he guide the process of the instructions. And as a

result save his time in process of teaching.

h. It is use to improve teaching methods

With the use of instructional materials, the teacher is able to edit, try and retry, alter and

delete his activities to fit the standard of the students and also to effectively address the

curriculum objectives. Instructional materials if properly utilize helps in giving direct contact

with the realities of the learners both social and physical environments.

i. It promotes closer relationship between the community and school

19
The purpose of using ICT-driven instructional aids is for the students to internalize the

situational issues happening around his totality, the students will be able to identify crucial

issues and address these issues if properly inculcated with the use of instructional materials.

Hence, the Impact and Importance of ICT is quite evident from the educational

perspective. Though the chalkboard, textbooks, radio/television and film have been used for

educational purpose over the years, none has quite impacted on the educational process like

ICT. While television and film impact only on the audio visual facilities of users, the

computer is capable of activating the senses of sight, hearing and touch of the users. ICT has

the capacity to provide higher interactive potential for users to develop their individual,

intellectual and creative ability. Various researchers have carried out research work to show

the impact of ICT in learning (Obinna, 2013). It is therefore the goal of this research to

contribute to the bank of knowledge and to draw a factual conclusion on the impact of ICT on

teaching and learning.

2.4. Overview of Similar Studies

Globally, the use of information and communication technologies (ICTs) is fast gaining

prominence and becoming one of the most important elements defining the basic

competencies of student (Adeyomo, 2010). In Nigeria, science teaching at the various level

still retains the old conservative approach and if this situation would change, there is need for

an experimental study. Many researchers have carried out research on the implication of ICT

on teaching and learning. (Adeyomo, 2010)

The research works of Aladejana (2007), The implication of ICT and a New Kind of Science

(NKS) the author examines the attitude to the use of information and communication

technologies (ICT) and A New kind of science (NKS) for learning science among

undergraduates from selected universities in Nigeria. She also tries to find out the impact of

the use of simple computer experiments on the learning of science and also assesses the

20
availability of resource for this new paradigm. Multiple research method was used including

questionnaire, observation, discussion, and interview. Two questionnaires to assess

availability of resources was administered on 106 teachers from 25 secondary school. The

students' attitudes were measured using an adapted established instrument Selwyn-Soh

Information Technology Attitude Scale(SSITAS) which was administered on 50 Obafemi

Awolowo University (OAU) under graduates purposively selected based on having any basic

science as their subject of specialization. The five sub-scales of attitude assessed affective,

usefulness, behaviour control and defence components, semi structured interview of twenty

(20) secondary school science teachers. Observation were carried out in the classes often (10)

secondary school science teachers. Analysis was done using descriptive and inferential

statistics. The rating of the sub scales and overall attitude are as follows; 0-20 very poor 21-

40 poor, 41-60 good 61-80 very good.

The result of her work shows that; None of the teachers have heard about NKS and its

relevance to science teaching. 9.43% of the teacher asked student to browse on the internet,

2.83% of the teachers have used over-head projectors and 1.89% makes use of CD-ROM

containing educational topics, 20.0% of schools have one or two computer. While 4.0% have

more than two computers, none of the schools have laptop, LCD projector, video recorder,

talking books, and roor robots, 4.0% of the school has an overhead projector, 4.0% fixed line

internet access, 5.67% of teachers have personal computers used for business and commercial

purposes and Some students have access to computer and internet outside the school setting.

Thus classrooms are still very much traditional without much influence on ICT and NKS.

The researcher made the following recommendation thus;

 Government should make converted effort to provide the required ICT facilities for

secondary schools.

21
  There is need for government policies to take care of issues such as class size.

 Both pre-service and in service training are necessary.

 NKS should be introduced to many other countries through workshops and seminars.

 Lastly fear and apprehensiveness of learner must be allayed by teachers.

Similarly, the research works of Nwachukwu (2006) sets out to identify and evaluate the

relevant strategies professional and non-professional ICT instructional material utilization

competencies play in stimulating student' academic achievement during and after instruction.

To achieve the purpose of his study, the researcher employed several statistical procedures

such as a four point Likert-type scale. The research questionnaire was divided into two

sections. Section A and B.

The research population used for the study was drawn from Rivers state (accessible) of

Nigeria. The population comprises of ten (10) principals which is 3.3%, two hundred and

seventy (270) subject heads and teachers which is 90% from ten (10) randomly selected

secondary schools, as well as twenty (20) supervisors from the ministry of education and post

primary school board. Out of the total number of respondents 76(which is 25.3%) were

academically qualified, while 224 (that is, 74.7%) were professionally qualified. He uses

several sets of statistical analyses such as Statistic Package for Social Science (SPSS)

Version 11.5; mean and standard deviation, T-test of significance and cross tabulation. One-

way analysis of variance was employed to test the relationship between variables and

respondent's background and information. He tested the reliability of the research instrument

used with crookbach alpha coefficient and a reliability coefficient of 0.91 was obtained;

The result shows that varieties of techniques are needed for teachers to effectively utilized

ICT instructional material in the teaching and learning processes. Also, there were significant

differences between academically qualified teachers and professionally qualified teachers in

22
all the variables. Finally, cross tabulation was employed to test the degree of agreement and

disagreement; 77.7% of the respondent agree that professionally qualified teachers are prone

to effectively select, operate and apply the use of ICT instructional materials in the classroom

environment compared to 22.3% of their counter parts who are academically qualified. In

support of the result of his study, Abdal-Haqq (1995) and Lancaster (1999) also indicated in

their research that teachers who are professionally trained demonstrate a sound understanding

of information and communication technology (ICT) operations and concepts, use

productivity tools to enhance professional tasks such as correspondence, assessment,

classroom materials, presentation among others.

Belts (2003) carried out a research on ICT contributions to quality learning in science at key

stage 3. The research was conducted in United Kingdom (U.K.). The study assesses the

extent to which ICT contributes to quality in learning science at key stage 3. : The author

considers the meaning of quality in the content of science education and identifies some of

the indicators of quality. Data's were drawn from test, interviews and observations; the study

examines how ICT affect pupils understanding, their mental engagement and the context for

learning. 117Key stage 3 pupils were used as sample for the research. The researches

however come out with the following findings;

 ICT offers particular opportunities to enhance learning by making more time available

for predicting and searching for explanations.

 ICT allows pupils to work at their own speed.

 Lessons need to be structured according to the possible outcomes that a specific

application of ICT allows in other to take full advantage of ICT.

The result suggested that ICT can enhance the quality of learning where its use is tailored to

lesson objectives and the needs of pupils. Where Findings indicated that there were

23
differences in students’ achievement by gender. Data found that 80% of male students and

70% of female students have passed in the post-test. It can be described that male students

showed higher achievement than female students. In conclusion, the author presents a model

for the possible use of ICT to increase the quality of learning in science.

It is therefore the goal of this research to experimentally verify the above research works and

to also gain factual details on the same subject matter. Having in mind that other researchers

carried out their research on a different geographical location using a different tool to gather

the information. This study is set to use achievement test as an instrument for gathering the

data and a different geographical location.

2.5. Implication of the Reviewed Literature on the Present Study.

According to Ibec 2009 as cited in Obinna, (2013), the use of information and

communication technology (ICT) is becoming an integral part of Education in many parts of

the globe. Nigeria is not left behind as ICT gradually finds its ways to the Educational

systems despite chronic limitations brought about by economic disadvantages.

Fundamentally, education is a discipline like any other; it is a branch of human knowledge

which is basically concerned with getting the young in the society prepared when they come

of age.

In Nigeria, science teaching at that various level still retains the old approach i.e. non-

practical or in abstract form, however, there is extensive literature on the impact of ICT on

student’s performance. This literatures, however, shows mixed results. On one hand, some

research demonstrates that there is no evidence of a key impact of ICT on students’ academic

performance (Nwachukwu, 2006). On the other hand, some studies show a real impact of ICT

on students’ achievement (Belts, 2003).

According to the findings of the reviewed study, students’ achievements increased when ICT

is used in a lesson (Aladejana, 2007). The researcher further said Students’ achievements

24
were found decreasing in a non ICT based lesson. According to Cox (1999), using ICT in

lessons can enhance self-esteem leading to expectations of achieving goals. Becker (2001 as

cited in Obinna, 2013) also suggested that using ICT in lessons may help students in

mastering subject skills. ICT used in lessons especially in the Science subject produced

higher quality output of students.

It is therefore the goal of this research to contribute to the resolution of the discrepancy in

research findings on ICT impact on students’ performance by empirically testing these

different opinions using an achievement test in which a group of students will be taught using

ICT and on the other hand a group of students be taught without ICT. The results of the two

groups (Experimental and control) were compared with a view to detecting the one that

perform better than the other.

25
 CHAPTER THREE

METHODOLOGY
3.0 Introduction

This chapter discusses the method and procedure that will be used in carrying out the study.

This is study is set to ascertain the impact of integrating ICT on students’ academic

performance in computer studies in junior secondary schools in Akko local government area,

Gombe state Nigeria. This chapter will be discussing on the following sub-heading.

1. Design of the study.

2. Area of the study.

3. Population of the study.

4. Sample and sampling techniques.

5. Instrument for data collection.

6. Validation of the instrument.

7. Reliability of the instrument.

8. Method of data collection

9. Method of data analysis

3.1. Design of the study

The study employed a quasi-experimental research design, where the experimental design

allowed for the study of the population at one specific time and the difference between the

individual groups within the population to be compared. In this type of research, independent

variables are manipulated to observe the effects on the dependent variables. It serves to

determine possible outcomes given certain conditions. There are two groups – experimental

or treatment group and the control group. The experimental group receives the treatment

while the control group may not receive any treatment. The research study is quasi-

experimental pre-test post-test control design geared towards finding out the impact of

26
integrating ICT on students’ academic performance in computer studies in Junior Secondary

Schools in Akko Local Government Area, Gombe state Nigeria.

Table 3.1 Research Design Illustration

GROUP PRE-TEST RESEARCH POST-TEST

Group 1(Experiment) 01 Treatment X (CAI) 02

Group 2 (Control) 03 Lecture Method(CLM) 04

Where:
01 = Pre-test observation of the experimental group
X = Treatment

02 = Post-Test for experimental or Treatment group.

03 = Pre-test for control group

04 = Post-test for control group

CLM = Conventional lecture method

3.2. Area of the study

Akko is a Local Government Area in Gombe state with its headquarters in Kumo on the

A345 highway south of the metropolitan Gombe, about 40 kilometres from the state capital.

Akko LGA is a cosmopolitan community of more 30 different tribes with a land mass of

2,627 km2 and the population of 337,853 National Population Commission (2006).

3.3. Population of the study

The targeted population consist of the Junior Secondary Schools students in Akko Local

Government Area, Gombe state. The total population of students in these schools is 5865

students as provided by Gombe State Ministry of Education, Kumo Area Office (2017). The

27
study is restricted to only Public Juniour Secondary schools which excludes all private

schools and single sex school within the area of study.

3.4. Sampling and Sampling Techniques

The sample size for the study was 104 students generated from each intact class of the four

selected schools. That’s Fifty-two students (26 males and 26 female) from one school for the

Treatment group and Fifty-two students (26 males and 26 female) were selected for the

Control Group. Stratified Random Sampling was used to ensure the generalisation and the

accuracy of the data and the availability of the ICT facilities which is needed to carry out the

research work.

The two schools Selected for the study are Government day secondary school Tumu and

Government day secondary school Pindiga with the following population distribution;

Table 3.2: Population of Government day secondary school Tumu

S/No Class Female Male Total

1. JSS I 55 93 148

2. JSSII 54 99 153

3. JSS III 30 72 102

Table 3.3: Population of Government day secondary school Pindiga

S/No Class Female Male Total

4. JSS I 39 67 106

5. JSS II 67 102 169

6. JSS III 48 88 136

28
The study intends to treat the topic “Component of the computer system” which supports

practical implementation of ICT and educational technology (Instructional) materials in the

teaching process. Ajayi (2006) asserts that “figurative speaking instructional materials enable

the teacher to be in more than one place at a time and to address several issues at a time. For

example, a video material could be on while the teacher moves around to explain to

individuals’ students the subject contents in response to requests based on individual

differences on problems. While the video material continues, providing details of the

assignment the teacher also becomes part of the listening audience. It reduces verbalism or

repetition of world by the teacher without knowing their meaning and also adds Varity in

reinforcing verbal messages by providing a multi-media approach. Introductory topics in

computer science are often taught in abstract form in secondary schools which gives learners

a weak background about the concept been taught (Geoffrey, 2010).

3.5. Instrument for Data collection

The instrument, Computer Student Performance Test (CSPT) consists of 20 multiple choice

questions based on the topic selected for the research. Each question carries one (1) marks,

equal marks were allocated to the questions totalling to 20 marks.

3.6. Validation of the Instruments

The Computer Student Performance Test (CSPT) instrument and Marking Scheme was

validated by two experts in the Department of Science Education, Federal University,

Kashere. The validation of the instrument was based on its face and content validity, accuracy

and clarity.

Also the Computer Assisted Instruction Package was checked and validated by the

researcher’s supervisor. His comments assisted greatly in strengthening the shortcomings of

the instrument.

29
3.7. Reliability of the Instruments

The reliability of the instrument was established using Test-Retest Method. The result of the

test was analysed using Pearson Product Moment Correlation (PPMC), the reliability

coefficient of the instrument was found to be 0.89

3.8. Method of Data Collection:

For the purpose of the data collection for this research, the pre-test was conducted for both

groups and data was collected for analysis. Then, the study was carried out for both groups.

For the Treatment Group, they have to use ICT during their computer science lessons for one

week. Whereas, for the Control Group, their computer science lessons were carried out

without use of ICT. Following the experiments, a post-test session has been conducted for

both groups for data collection. To do this, permission was sought from the principals of the

respective schools involved. Responses from the students were noted after marking the

scripts. All the question papers given to the students were collected back at the end of the

administration. By the end of the pre-test administration, the post-test questions were

reorganized and shuffled so as not to look like the one used for the pre-test administration.

To provide instructional materials for instruction, the use of a complete desktop computer and

a functional Laptop was used. This was used for the experimental group to meet up with

objective of the study.

3.9. Method of Data Analysis:

For this purpose, the mean, standard deviation and mean difference will be used to analyse

the research questions while t-test will be used to analyse the null hypothesis using Statistical

Package for Social Science (SPSS 16.0 version).

30
 CHAPTER FOUR

ANALYSIS AND PRESENTATION OF RESULT

4.1 Introduction.

The discussions in the preceding chapters have provided a basic point from which explanations

about the impact of ICT on Junior secondary schools in Akko LGA may be concretized. In this

chapter, the data collected from the study made were analysed and presented. Mean and mean

difference were used in analysing research questions while t-test were used to test the null

hypothesis

Research Questions

The research has three research questions thus;

1. Is there a difference in the mean score of computer studies students taught with ICT

and those taught without ICT?

2. Is there a difference in the mean score of male and female students taught with ICT?

3. Is there a difference in the mean score of male and female students taught without

ICT?

4.2 Analysis of Research Questions

 Research Question one

Is there a difference in the mean score of computer studies students taught with ICT and

those taught without ICT?

31
Table 4.1. Difference in the mean score of computer studies students taught with ICT and
those taught without ICT.

Variables Number of Student’s Mean Score Mean difference

Experimental 52 11.32 1.88

Control 52 9.44

From Table 4.1, the mean score of experimental group =11.32 while the mean score of

control group = 9.44 and the mean difference = 1.88. This implies that the experimental

group taught with the use of ICT performs better than the control group taught same concepts

using the conventional lecture method. Responding to the research question in view, the

result above shows that there is a difference in the mean scores of the students taught with

ICT and those taught without ICT.

 Research Question Two

Is there a difference in the mean score of male and female students taught with ICT?

Table 4.2. Difference in the mean score of male and female students taught with ICT
(Experiment Group)

Variables Number of Samples Mean Score Mean difference

Female 26 11.92 1.19

Male 26 10.73

From Table 4.2, the mean score of the Female students is =11.92 while the mean score of

Male students is = 10.43 and the mean difference = 1.19. This implies that the Female

32
students taught with the use of ICT (Experiment Group) performs better than the Male

students in the same group. Responding to the research question in view, the result above

shows that there is a difference in the mean scores of the Female students taught with ICT

and the Male Students in the same group.

 Research Question Three

Is there a difference in the mean score of male and female students taught without ICT?

Table 4.3. Difference in the mean score of male and female students taught without ICT
(Control Group)

Variables Number of Samples Mean Score Mean difference

Female 26 10.0 1.11

Male 26 8.88

From Table 4.2.2, the mean score of the Female students is =10.0 while the mean score of

Male students is = 8.88 and the mean difference = 1.11. This implies that the Female students

taught without ICT (Control Group) performs better than the Male students in the same

group. Responding to the research question in view, the result above shows that there is a

difference in the mean scores of the Female students taught without ICT and the Male

Students in the same group.

4.3 Hypothesis Testing

The hypothesis of the research is stated thus;

1. There is no significant difference in the mean score of the male and female students

taught with ICT and those taught without it.

33
Table 4.4: Difference in the mean score of the male and female students taught with ICT and
those taught without it using T-test.

Variables N Mean SD SE t-value Df P Remark

Experimental 52 11.33 3.104 0.430 3.368 102 0.001 Significant

Control 52 9.44 2.578 0.357

*Significant (p=0.05)
From Table 4.4, it can be observed that at 0.05 level of significant Df=102, the mean score of

experimental group =11.33 while the mean score of control group = 9.44. The P-value

observed is = 0.001 since 0.001 is less than 0.05, this implies that there is a significant

difference in the mean scores of the students taught with ICT and those taught without ICT.

Therefore, the Null Hypothesis of this research is rejected as the results proves that there is a

significant difference between the experiment and control group.

4.4 Major Findings of the Study

Analysis of results show that;

1. There is a difference in the mean scores of the students taught with ICT and those

taught without ICT.

2. There is a difference in the mean scores of the Female students taught with ICT and

the Male Students in the same group.

3. There is a difference in the mean scores of the Female students taught without ICT

and the Male Students in the same group.

4.5 Discussion of Findings

Analysis of Table 4.1 clearly shows that there is a difference in the mean scores of the

students taught with ICT and those taught without ICT. The performance of the students in

the experimental group appears to be better than the students in the control group, this implies

34
that the experimental group taught with the use of ICT performs better than the control group

taught the same concepts using the conventional lecture method. From the above assertion, it

can be concluded that ICT plays a great role in improving learning and performance of the

students. This verify the view of Esu (2006) who states that; instructional materials are

valuable assets in learning situations because they make lesions practical and realistic. They

are the pivots on which the wheels of the teaching-learning process rotate. Since its

concretize issues, it then facilitates revision (recall) activities and provider very unique

opportunities for self and group evaluation for the teacher and the students alike. It captures

the student intellect and eliminates boredom; make the work easier, neater, boosting for

clarity and more appeal thereby impacting on students’ academic performance

The deduction from Table 4.2 shows that there is a difference in the mean scores of the

Female students taught with ICT and the Male Students in the same group. which indicates

that the Female students taught with the use of ICT (Experiment Group) performs better than

the Male students in the same group. This is in contrast to the what Shashaani (1997) Opines

in Ikpeama (2013) that the male’s students in terms of their performance when taught using

ICT or Computer Aided Instruction performs more than the female student

The Analysis in Table 4.3 shows that there is a difference in the mean scores of the Female

students taught without ICT and the Male Students in the same group. This implies that the

Female students taught without ICT (Control Group) performs better than the Male students

in the same group. Which is in contrast to the findings and conclusion of Belts (2003), Where

Findings indicated that there were differences in students’ achievement by gender. Data

found that 80% of male students performs better than their female counter part when taught

without ICT. It can be described that male students showed higher achievement than female

students.

35
From the analysis carried out above, the studies have shown that the impact of ICT is evident

considering the difference between the mean score of the experiment and control group.

Further the studies also indicate that the female students perform better than their male

counterpart in computer studies in secondary schools regardless of the use ICT or not.

4.6 Educational Implication of the Findings

The researcher investigated some implications of the use of ICT tools in our secondary education.

The introduction of ICT in schools will help for effectiveness in planning and implementation of

educational program. This will improve the academic performance of learners and help in

accelerating the growth of the educational sector as well as the nation at large. ICT tools also will

help to enhance the quality of teaching and learning in schools since internet, projectors and other

hardware elements procure us with more acceptable educational interfaces. It also brings about

effectiveness in school administration such that our school administrators and policy makers in the

education facets will be empowered with requisite knowledge that will help to jumpstart the

education sector. Equally, the few problems militating against ICT usage in education can be

solved by government’s proper censoring of the content of the internet.

36
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATION

5.1 Summary

This study investigates the impact of integrating ICT on students’ academic performance, in

computer studies in junior secondary schools in Akko local government area, Gombe state

Nigeria.

Some literature relevant to study were reviewed. Most of those literature concluded that

academic performance of students can be enhanced with the integration of ICT in the

teaching and learning process. Three research questions were formulated to guide the

research, one hundred and four (104) Students were selected from the two schools sampled

for the study. The population for the study were splited into experiment and Control group,

and multiple choice test questions were designed to collect data and one hundred and four

(104) students were given the test question. The study tested one hypotheses and answered

three research questions and Mean, mean difference, t-test and standard deviation were used

in the analysis of the data. The result of the findings showed that;

1. There is a difference in the mean scores of the students taught with ICT and those

taught without ICT.

2. There is a difference in the mean scores of the Female students taught with ICT and

the Male Students in the same group.

3. There is a difference in the mean scores of the Female students taught without ICT

and the Male Students in the same group.

4. From hypothesis analysis result it shows that there is a significant difference in the

mean scores of the students taught with ICT and those taught without ICT.

37
5.2 Conclusion

From the result obtained, the following conclusion have been drawn by the researcher;

1. The integration of ICT in the teaching and Learning process enhance students learning

ability and improves students’ academic performance especially in computer science

2. The female students in junior secondary schools performs better than the male

students when taught with the use of ICT.

3. The female students in junior secondary schools performs better than the male

students when taught without the use of ICT.

From the above conclusions drawn by the researcher it is evident that the use of ICT in

teaching enhances students’ academic performance and the female students in the Junior

secondary schools in Akko Local Government Gombe state performs better than the Male

students whether taught with ICT or not.

5.3 Recommendation

Information and communication Technology has been noted to help in facilitating the educational

development in society. If accurate, reliable and fast information must be obtained, the use of ICT

becomes a necessity. Based on the findings, the following are recommended.

1. ICT professionals should be employed in the secondary schools in Akko Local

Government Area so that they will conduct computer training to teachers and staff of the

schools.

2. Every school within Akko Local government should be equipped with ICT gadgets which

will help teachers in conveying learning content more easily.

3. The use of ICT in teaching and learning process should be mandated and encouraged in

secondary schools.

38
 4. Students should be encouraged and enticed towards developing interest in ICT as it is the

hub of our modern society.

5. Teachers should be admonished to pay close attention on the male students to ensure their

participation in class activity as the result of this study has indicated that their performance

is low when compared with the female counterpart.

6. Female students should be encouraged to keep the fire burning as they are coming out of

the African mentality that they are weak and unimportant in terms of contributing to the

society educationally.

5.4 Limitation of the Study

The researcher was constrained by time and finance. As a result, the research was concentrated on

a few selected schools in Akko Local Government Area of Gombe State. It took the researcher a

great deal of energy, time and effort to get the relevant materials for the research work.

5.5 Suggestions for Further Studies

The researcher hereby suggested that other researchers may undertake such study especially in

other parts of the State particularly in other Local Government Areas of Gombe State so that

generalized information can be gotten for further decision making. The research should also be

carried out on other science subjects like chemistry, physics and biology.

39
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42
 APPENDIX A
COMPUTER STUDENT PERFORMANCE TEST (CSPT)

SECTION A: BIODATA

INSTRUCTION: Tick √ The Appropriate Option.

Gender: Male: Female:

SECTION B: OBJECTIVE TEST 100 Marks (Each question carry 5 marks):

INSTRUCTION: Attempt all questions. Circle The Appropriate Option

Duration: 30 minutes.

1. All the following are components of computer system except (a)Hardware (b)Software

(c)Mans wear (d) Peoples ware

2. On the motherboard …………….… is the temporary computer memory area in which

data can be stored? (a) Expansion slot (b) Math co-processor (c) ROM BIOS (d). RAM

3. A software package obtained without license is said to be:

(a)Pirated (b). Duplicated (c). Original software (d). Shared

4. A RAM is also known as:

(a) Random Access Memory (b). Main memory (c). Working memory (d). Read All

Memory

5. The CPU consists of:

(a). ALU and CU (b). The CU only (c). The ALU only (d). Programs only

6. Another term for a computer program is:

(a). Hardware (b). Software (c). Peripheral (d). Input-output

7. What is the full meaning of V.D.U?

(a). Visual display unit (b) Visual dislike unit (c) Visitor display unit (d). Video Display

Unit

43
8. ______________ is used in giving instruction to the computer and typing into the system

(a) Keyboard (b) Speaker (c) Monitor (d). Mouse

9. _________ is the part of computer that we can see and touch (a) Software (b) Hardware

(c) System ware (d) Students ware

10. ________ is the part of computer that we cannot see or touch (a) System ware

(b)Hardware (c) Software (d) Touch ware

11. Data is entered into the computer system through its________ device (a) Output (b) Input

(c) System unit (d) typing

12. _______ is an example of input device (a) Monitor (b) Printer (c) Keyboard (d) Speaker

13. The CPU is the_________ of the computer (a) Brain (b) Eyes (c) Ear (d) Power

14. The _______ device show the result of data processed in the computer (a)Input (b) Output

(c) System (d) Processing

15. _________________ is an example of output device (a) Monitor (b) Mouse (c) Keyboard

(d) Microphone

16. What is the meaning of CPU? (a) Central pupil unit (b) Central processing unit (c)

Circular payment unit (d) Computer Processing Unit

17. ALU stands for………………….

(a) All Logic Unit (b) Algorithm Local Unit (c) Arithmetic and Logic Unit (d) Arithmetic

Local Unit

18. Which of the following is a type of storage device? (a) Tertiary storage devices (b)

Primary storage devices (c) Nursery storage device (d) kindergarten storage devices

19. A computer is an _______________ device that accept raw facts and process it to give out

information (a) Electricity (b) Electronic (c) Energetic (d) Economical

20. All the following are example of Application software except (a) Corel Draw (b)

Photoshop (c) Microsoft word (d) Operating System

44
 APPENDIX B
MARKING SCHEME.

1. C

2. D

3. A

4. A

5. A

6. B

7. A

8. A

9. B

10. C

11. B

12. C

13. A

14. B

15. A

16. B

17. D

18. B

19. B

20. D

45