IMPACT OF ICT IN TEACHING AND LEARNING OF ECONOMICS IN PARTICULAR AND EDUCATION IN GENERAL (A CASE STUDY OF SECONDARY SCHOOL IN LAGOS LOCAL GOVERNMENT)

CHAPTER ONE

1.0     INTRODUCTION

BACKGROUND TO THE STUDY

Economics is said to be a study of prudent use of merger resources in the society. The aim of economic activity is the production of goods and services for the satisfaction of human wants, but broad aim of economic policy may be regarded as ensuring that as many as possible of those wants are satisfied.

In Nigeria, economics as a subject was introduced into its curriculum in the year 1967, only ten candidates registered for the subject in Senior Secondary School final year examination. Presently, Nigeria has a high percentage of candidates who register and sit for economic yearly for both West African Senior Secondary Certificate Examination (WASSCE) and National Examination Council (NECO), because of its relevance to all sphere of profession (Odusanya, 2001).

The West African Examination Council syllabus states the aims and objectives of economics at the secondary level as follows:

1. Knowledge of the structure and functioning of economic institutions, commercial, industrial and financial
2. Understanding of basic economic principles, concepts, and tools for economic analysis.

• To prepare students for higher education in the field of economics.

1. How to manage the available resources
2. Ability to follow the role and status of West African countries encounter in their economic development.

In achieving these aims and objectives, the use of Information and Communication Technology (ICT) as a teaching aid in teaching and learning of economics in senior secondary schools comes in arises.

The term information encompasses a wide range and variety of things ranging from oral and printed words, figures, statements, file and document to such intangible elements as sound, signal rays and waves. Whatever the form information takes, the essence of information is that, it conveys a message (UNESCO 1979).

Technology refers to the application of scientific knowledge while information technology is the acquisition, processing, storage and dissemination of vocal, pictorial, textual and numerical information by a micro base combination of computing and telecommunication. Telecommunication is a special form of communication in which information is conveyed over long distance.

Information and Communication Technology (ICT) refers to different things to many people, some view information and communication as techniques required for information processing that involves the use of electronic computers and computer software to create, store, protect, process, transport, select, change, receive and display many kind of information, while others refer to it as the functions of developing, acquiring, testing, implementing and maintaining electronics system to source for information.

Basically, ICT is classified into three groups namely:

• Those that process information. E.g computer
• Those that disseminate information. E.g communication
• Those for presentation of information e.g multimedia.

Information and communication technology (ICT) influences and affects everyone’s private and cooperate work life. Information technology is an advantage in every career, especially as a teacher. ICT revolution seems to have created a new body of knowledge that has affected all mankind. The needs for professional growth of teachers noted by Akinseinde (1990) is a result of the challenges and concern caused by knowledge explosion in reaction to professional obsolesce in almost every field of human endeavours.

As a teacher, one needs to improve learning instruction as well as to communicate effectively. The more effective a teacher is at work life and resourceful management of content, the better and less cumbersome his or her task becomes. Ilyas Mohammed (1986) stipulated the benefits of information technology to economics, as an important aid to learning and teaching a wide topic in economics, ranging from statistics, measure of tendency, national income etc.

The use of ICT assists the teacher in keeping students’ record, computing examination results, preparation of lesson notes and making statutory records to be kept and handled easily. Basically, the utilization of ICT as a teaching aid for teachers, makes the art of teaching more creative and dynamic, making learning more concrete, real, immediate and retentive. Subsequently, it makes the dual process of teaching and learning more pleasurable without reducing from its level of efficacy and effectiveness.

STATEMENT OF THE PROBLEMS

Things are changing globally, and there are different and modern ways of doing things, if the essence of the educational policy is aimed at producing man-power which can cope with the ever-changing modern world, and be part of the global village “the chalk and talk method, hardly bringing participatory/interactive methods must give way to the use of innovative and technological driven, which the ICT proffers” (Chinyere-Chris-archive 2004).

The overwhelming and glaring features of the present educational system and structures are the abnormal and unending deterioration of the quality of education at all level-over the years, the WAEC and NECO results have constantly elicited this groin reality which seriously necessitates urgent attention. Thus, it is the aim of this study to provide a template on which the revival of the educational system can be built.

PURPOSE OF STUDY

The purpose of the study includes:

1. To ascertain the level of exposure of students and teachers to ICT
2. To study the influence of ICT on teachers efficiency and effectiveness.
3. To investigate the impact of ICT on students performance in economics

RESEARCH QUESTIONS

Due to overwhelming documented evidence which ICT has brought to bear on so many fields of endeavours. It is just appropriate to investigate as stated in the purpose of study as seek to answers to the following research questions:

1. How exposed are the students and teachers alike to ICT facilities?
2. In what ways can ICT influence teacher’s efficiency and effectiveness
3. In what ways can ICT influence students’ performance?

STATEMENT OF HYPOTHESES

Ho: The students and teachers are not exposed to ICT facilities

H1:    The students and teachers are exposed to ICT facilities

Ho: ICT does not have significant influence on teachers’ efficiency and effectiveness in teaching economics.

H1: ICT have significant influence on teachers’ efficiency and effectiveness in teaching economics.

Ho: The impact of ICT is not significant on students performance in economics

H1: The impact of ICT significant on students’ performance in economics

SIGNIFICANCE OF STUDY

This research study is significant because, firstly, it creates an interactive medium which will enhance self learning culture, it will also motivate students to learn and encourage students participation in classroom activities because both psychomotor and auditory skills activity will be used.

Secondly, it sensitized teachers and students in the need to be ICT (computer) literate for personal and professional competence in this era of globalization

Lastly, it provides information on the influence of ICT on teaching and learning of economics and other subjects

SCOPE AND LIMITATION

This study is intended to cover senior secondary in one local government area in Lagos State. However, due to unforeseen circumstances like time and financial constraints as well as bureaucracy that makes accessibility to information difficult or nearly impossible, certain modification had to be made.