CHAPTER ONE
INTRODUCTION
1.1 Background
of the study
The purpose of teaching
is primarily to assist the learner acquire the type of knowledge and skill that
will produce desirable change in him. This can be actualized if the teaching
and learning process provides the enabling environment for the learner to think
critically, analytically and consequently, be an agent of change. Generally,
the educational system is subdivided into the primary, secondary and tertiary
levels. In some cases, the pre-primary education is an integral part of the
primary level.
The secondary level
occupies a critical position in the educational system. According to the Federal
Republic of Nigeria, FRN (2004, p.18), “secondary education is the education
children receive after primary education and before the tertiary stage”. The
broad goals of secondary education therefore shall be to prepare the individual
for useful living within the society and for higher education.
The role of Information
and Communication Technologies (ICTs) in the 21st century education system has
been described as vital to keeping abreast with rapidly changing technologies.
The introduction of information and communication technology into the Nigerian
educational system is very important as it will translate into huge potentials
in terms of positive outcomes. Presently, investments into ICTs in Nigerian’s
educational system have not yielded much when compared to similar investments
made in telecommunication (Atureta, 2011).
The field of education
has certainly been affected by the penetrating influence of ICT worldwide. ICT
has made impact on the quality and quantity of teaching, learning and research
in the institutions using it (Kwacha, 2007). According to Ololube, Ubogu and
Ossai (2007), the introduction of ICT usage, integration and diffusion has
initiated a new age in educational methodologies, thus has radically changed
traditional method of information delivery and usage patterns in the domain as
well as offering contemporary learning experience for both instructors and
learners. ICT has the potential to accelerate, enrich and deepen skills,
motivate and engage students in learning, helps to relate school experiences to
work places, helps to create economic viability for tomorrow’s workers,
contribute to radical changes in school, strengthens teaching, and provides
opportunities for connection between the school and the world (Davis &
Tearle, 1999; Lemke & Coughlin, 1998; cited by Yusuf, 2005).
The rapid growth in
Information Communication and Technologies (ICTs) have brought remarkable
changes in the twenty-first century, as well as affected the demands of modern
societies. ICT is becoming increasingly important in our daily lives and in our
educational system. Therefore, there is a growing demand on educational
institutions to use ICT to teach the skills and knowledge students need for the
21st century. Information and
communication technology (ICT) has become, within a very short time, one of the
basic building blocks of modern society. 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.
Of all the subjects in
the school curriculum and at secondary level in Nigeria, Geography seems to be
the most difficult subject to teach. Some of the reasons put forward are, the
nature of the subject and the way it is being taught. It is believed that
Geography is taught in a way that discourages open questions, inquiry and
active participation. The effect of this is that the mind and imagination of
students are closed. Adejuyigbe and Majasan (1970) said: the study of Geography
from its inception was through verbal description of geographic features, which
made the study very abstract and quite uninteresting. Adesida (1985) also
revealed that the undue emphasis on theoretical aspect of Geography to the
detriment of scientific and experiential approach had made the subject very
abstract and also uninteresting. The resultant effect of all the above is that
the subject no longer attracts young scholars due to the dull, uninspiring and
stereotyped approach being adopted. Ajaegbuna (1969) criticized those who
argued that Geography is a dull and difficult subject. He argued that Geography
lessons are often very dull because there is too much chalk and talk and no
enough pupils participation.
Other problems
associated with the teaching of Geography in secondary schools in the country
are the low enrolment of students in the course and the poor method of communication.
Students see Geography as a collection of “dead statements” presented as facts
(Ajaegbuna 1969). Not only this, they find Geography concepts confusing and
unfamiliar. The sceptical attitudes of parents and teachers towards the subject
have also constituted a problem. The effect is that students run away from the
subject and all these have culminated in the low enrolment of students in the
subject at the University level in Nigeria. Balderstone and Lambert (2000)
showed that Geography thinking among individual student in secondary schools is
confusing and inarticulate. Okunrotifa (1970) also showed that students were
just made to learn Geography concepts in the abstract form and were subjected
to too much imagination of geographic features instead of learning through
practical observation. Times Educational Supplement (1961) showed the expressed
mounted pressure advocating for the removal of Geography from the school
curriculum. The blind argument put forward by this group was that, Geography
had no divine right to be part of educational experience of young people. Other
problems identified include shortage of specialist teachers in the field,
non-availability of relevant instructional materials and textbooks. Roberts
(1996) and Smiths (1997) wrote differently emphasizing the importance of
relevant instructional materials and the need to diversify the strategy for
teaching Geography. Roberts (1996) suggested that teachers should be
discouraged from using didactic method of teaching to a more creative,
experiential learning involving project method and to particularly encourage
the move towards discovery and investigative approaches in situation well
structured by the teacher. Teachers also should be encouraged to be a guide, a
facilitator and to abandon the traditional expository approach in favour of an
active and open learning method. Smith (1997) also criticizing the teaching
strategies employed by most teachers said: “There are sometimes narrowness in
the range of teaching methods characterized by over long expositions,
over-directed style and discussion
mediated by and through the teacher, all of which reduce opportunities for developing
thinking in learners”.
It is the belief that
the application of appropriate media in teaching can help solve the problems
faced in the teaching of Geography. It is a long belief in Educational
Technology that appropriate media are essential for effective teaching and
learning. Ogunmilade (1984) said “Educational technology can help to rectify
the imbalance in the total process of teaching and learning”. Lumsdaine (1963)
said that where information is difficult to explain verbally and where specific
procedure must be performed and the exact interpretation is needed, the use of technological
media will not only illustrate the instructor’s concept to the learner but also
add emphasis to the essential points. Agun (1982) also opined that
technological media are the most important devices that teachers can use to
enhance the quality of instruction and to diversify teaching. Arundale (1965)
explained that children learn in two-ways, orally and visually. Many of the
students however learn more rapidly when oral teaching is linked with something
they can see, touch or handle.
Arundale explained
further that a teacher cannot be certain that his/her verbal description will
convey the correct impression especially if he/she finds it difficult to
compare the things being described with those things that the students are
already familiar with. He concluded that this difficulty can be removed
immediately if mediate instructional medium is available. Mclendon (1965) was
of the opinion that when used properly, media materials can eject impressions
that heighten interest and facilitate the development of appreciation.
Rapid and vast expansion
of various technologies in the teaching and learning of geography throughout
the world is evident. Kent emphasized how rapidly, Information and
Communication Technologies (ICTs) have developed and been incorporated by
educational institutions in the last few decades and will probably develop at
the same speed in the coming decades (Kent, 2003: 337-340). Prensky assessed
the use of technology in education from a student’s perspective and called the
new generation “digital natives,” that is those who were born in a digital age
amid technologies including digital games, email, internet, cell phones and
many others which are fundamental to their lives. He also called “digital
immigrants” those who were not born in the digital world but to some extent have
adapted to these technologies. He emphasized the difficulties of teaching such
a generation of “digital natives” and underlined the importance of maximizing
the adaptation of technologies into education as “digital immigrants” (Prensky,
2001: 1- 2). Van Der Schee stated that although the accessibility of the new
technologies in teaching geography has increased and many governments are
trying to incorporate them in education, there are still many areas of the
globe which do not accept digital literacy (Van Der Schee, 2006: 190).
1.2 Statement
of problem
Today, as the
educational sector is faced with series of changes and reforms, it is good to
reflect on matters concerned with Geography and the dissemination of Geography
knowledge and lessons. Numerous teaching strategies have been developed which
correspond to the accommodation of students' need and diverse learning method.
One of such strategy involves the use of Information and Communication Technology
(ICT). Considering the enormous benefits of ICT in teaching Geography in
secondary schools, the Nigerian academic institutions still experience some
obstacles or hindrances in the effective and efficient use of the ICT
resources. Today, ICT acquisition and implementation is facing a lot of
problems. This research work is being conducted to expose some of the
inhibiting factors that are hindering the impact of ICT in Nigerian academic.
Some of the factors hindering the impact of ICT on Nigerian education include
the huge capital investment in the purchase of hardware, software and standby
generators due to epileptic power supply and the lack of technical know-how are
some of the problems encountered.
1.3 Purpose
of the study
This
study was undertaken majorly to investigate the importance of introducing ICT
in teaching Geography in Senior Secondary
Schools.
Specifically,
the study intends to:
1. Identify
teachers’ and students’ perception of the use of ICT in teaching Geography in Secondary
Schools.
2. Recognize
teachers’ and students’ perception of the use of media such as computer system,
projectors, video player etc, in teaching Geography; and;
3. Evaluate
the difference between the use of traditional method of teaching Geography and
the use of ICT in teaching Geography.
1.4
Significance of the study
The following objectives are addressed in this
study:
1. To
find out if secondary school Geography teachers are exposed to new technologies;
whether or not they are aware of the new technologies and whether these new
technologies are also available for teaching Geography in senior secondary
schools.
2. To
investigate the extent of the integration of these new technologies into
teaching Geography in senior secondary schools.
3. To
examine the factors that inhibits teachers from using the new technologies and
find out the types of the technology currently in use in teaching Geography in
secondary schools.
1.5
Research questions
During
the course of the study, the researcher seeks to provide suitable answers to
the problem following the questions below:
1. What
is the impact of ICT in teaching and learning of geography in senior secondary
schools?
2. Will
the introduction of ICT make geography class interesting for senior secondary
school students?
3. Will
the introduction of ICT improve students’ learning and knowledge of geography
in senior secondary schools?
1.6 Research hypotheses
The
following hypotheses were formulated for the guidance and advancement of the
research study:
H0: There
is no significant impact of ICT in teaching and learning of geography in
senior
secondary schools.
H1: There
is significant impact of ICT in teaching and learning of geography in senior secondary
schools.
H0: No
relationship exists between the introduction of ICT in teaching geography and
students’ interest in
geography class.
H1: There
is a relationship between the introduction of ICT in teaching geography and
students’ interest in geography
class.
H0:
ICT will have no significant effect
in improving the students learning and knowledge in geography.
H1: ICT
will have significant effect in improving the students learning and knowledge in geography.
1.7 Delimitation of
the study
The study was
carried out to investigate the effect of information
and communication technology in teaching geography with particular
reference to senior secondary
schools in Lagos State. The study is delimited to the senior secondary schools in Lagos state, Yaba Local
Government Area to be precise. This is because of her representative nature of
all the senior secondary
schools in Lagos state, proximity to the
researcher, time and financial constraints.
1.8 Scope of the study
This research work is
on the importance of ICT in teaching geography in senior secondary schools in
Nigeria using senior secondary schools in Lagos State, Yaba Local Government
Area as a case study.
1.9 Definition
of terms
Information
and Communication Technology (ICT):
Although
ICT has several definitions depending on the nature of its use, for this review
ICT (information and communication technology) is used as an umbrella term that
includes any communication device or application, encompassing: radio,
television, cellular phones, computer and network hardware and software,
satellite systems, as well as the various services and applications associated
with them, such as videoconferencing and distance learning. We refer to ICT in
the particular context of ICT provision, policy and teacher factors that
variously support teaching, learning and a range of activities in education.
Geography:
This deals with a wide variety of landforms and natural phenomena on earth, it
also deals with knowing where places are in order to relate happenings.
Geography consists of the study of our planet, its climatic conditions, the
various landforms and the different natural occurrences. It encompasses a wide
knowledge base and spatial analysis of human and natural phenomena, the
exploration of the earth sciences and the relationships between nature and
human life.
Education:
This is a process by which a society deliberately transmits its cultural
heritage through schools, colleges, universities and other institutions. Behaviourist
view education as the process of changing the behavioural pattern of people.
Behaviour in this sense refers to the way in which we change the learner, his
or her thinking, his or her feelings and other overt actions.
Educational
Technology: Is a process
involving, “a systematic approach to identifying instructional problems and
then designing, developing, implementing, and evaluating instructional
solutions”