ABSTRACT
This research work set out to access ICT in the teaching and learning of oral English in senior secondary schools in Borgu Local Government Area . The specific objectives of the study are: to determine the available ICT facilities for the teaching and learning of oral English in senior secondary schools in Borgu Local Government Area ; to determine the ICT skills possessed by oral English teachers and students; to find out the level of the use of ICT facilities by oral English teachers and students; to find out the benefits of ICT in the teaching and learning of oral English and to find out the obstacles to the effective use of ICT facilities in the teaching and learning of oral English. Relevant literature was reviewed. The population of the study was one hundred senior secondary school students and teachers were sampled from ten secondary schools. Data was collected through questionnaire. Simple percentage was used to analyze the data. The results revealed that only a few ICT facilities are available in the senior secondary schools in Borgu Local Government Area . The subjects of the study agree that the use of ICT in the teaching and learning of oral English is beneficial. But, most of the oral English teachers and students do not use them because they do not posses ICT skills.
CHAPTER ONE
INTRODUCTION
1.1 Background to the Study
The advent of teaching and learning with mere theoretical method has long been gone. Using mere explanation to teach in schools alone no longer holds water. Though in the last century, teaching is carried out only by teachers, tutors and lecturers alone. They are the only custodian of knowledge then. However, present day teaching and learning has gone beyond hoarding of information by just teachers and tutors alone (Akinlaja, 2021).
Consequently, in the present day millennium, diverse methods, ways and techniques are used to effect teaching and learning. Teaching and learning in today’s world does not end in the four walls of the classroom alone. However, teaching and learning is being made easy on a daily basis whereby you can have and possess information and knowledge on tip of your fingertips (Adepoju, 2021).
Based on the foregoing, it suffice to say that the use of Information and Communication Technology (ICT) cannot be overemphasized in the teaching and learning especially oral English on in all spheres of institution. Oral English being a more of a practical discipline needs and acquires a lot of ICT tools to accomplish its teaching and learning. (Adedeji, 2021).
ICT tools over the years have become an important tool in carrying out instruction especially in educational activities. ICT tools are very effective in the teaching and learning of Oral english education in secondary schools.
Information and Communication Technology (ICT) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together, and combine to form networked world-which reaches into every corner of the globe (UNDP, 2021). It is an increasingly powerful tool for participating in global markets, promoting political accountability; improving the delivery of basic services, and enhancing local development opportunities (UNDP, 2006).
According to Ogunsola (2004) ICT “is an electronic based system of information transmission, reception, processing and retrieval, which has drastically change 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. Students who use ICTs gain deeper understanding of complex topics and concepts and are more likely to recall information and used it to solve problems outside the classroom.
In addition, through ICT, students extend and deepen their knowledge investigation, and inquiry according to their needs and interest when access to information is available on multiple levels. Information and Communication Technology (ICT) has no doubt changed the face of teaching and learning globally. And serious nations are taking advantages inherent in ICT to impact on the educational sector. Though Nigeria is a also making efforts to join the ICT race, these efforts appear to be ineffective. Computer laboratories are largely non-existent in many public schools across the country. And where they exist, they are nothing to cheer. Due to this general neglect and other factors, comprising corruption, outdated curriculum, ill-motivated teachers, materialism and academic laziness on the part of students and Teachers, the nation has been reaping mass failure in public examination (Atkinson, 2008).
Arising from this, stakeholders are calling on government to provide basic facilities including ICT-driven teaching aids for the nation’s educational system (The Punch Newspaper 2021).
Furthermore the ICT tools has the potential to accelerate, enrich, and deepen skills, motivate and engage students in learning; help to relate school experiences to work practices; help to create economic viability for tomorrow’s workers; contribute to radical changes in school; strengthen teaching and provide opportunities for connection between the school and the world. Information Communication Technology (ICT) can make the school more efficient and productive, thereby engendering a variety of tools to enhance and facilitate teachers’ professional activities (Yusuf, 2005).
The use of traditional methods of teaching and learning oral english can be improved with the use of some instructional materials and ICT tools to enhance its teaching and learning especially in some senior secondary schools. However, the nature of oral english which is practical-oriented needs classics such as some ICT tools that will enhance its efficiency in schools. The use of laboratories alone cannot be depended on. Students cannot on their own afford these laboratories; as such they need some ICT tools to effectively carry out the learning of oral english effectively.
The teaching and learning of oral english dated as far back as man when he was given the assignment to oversee the affairs of the garden of Eden and to ensure nothing is missing. The teaching and learning of oral english using ICT cannot be over emphasized. As a matter of fact, one of the founders of computer “Abacus” was a biologist and he was able to apply is computer knowledge to develop oral english concepts (Abdullahi, 2008). Various ICT gadgets aids to the teaching in secondary schools (Hangley, 2005). Online teaching is used in modern school especially in Western world where teaching and learning has gone fully online. As a result, students and teachers communicate with one another through the internet and online services. This affords both teachers and learners the opportunity to explore the world of ICT to its fullest. This has helped improved and developed their daily usage and effective use of ICT especially oral english (Rasheed, 2021). Therefore, this research work tends to investigate the use of ICT packages in the teaching and learning of Oral English in selected senior secondary schools.
1.2 Statement of the Problem
Teaching and learning in recent times is experiencing some challenges especially in the area of Information and Communication Technology (ICT). Teachers in secondary schools especially public secondary schools have difficulties in the use of some ICT packages in the discharge of teaching of oral english subject. some students find it difficult using some ICT tools to complement their learning of the subject oral english. So many challenges and issues emanates from use of ICT packages in teaching and learning oral english in senior secondary schools. Provision of practical equipments are lacking in so many schools which can be used to enhance teaching and learning of oral english. Since oral english subject is more a practical subject there is need to complement it with learning materials and aids in ICT in order to enhance its effectiveness among students and teachers. However, there is a great dearth of these tools in our schools especially in public schools. Therefore, it is based upon this premise that the study looks into use of some ICT packages in the effective teaching and learning of oral english in senior secondary schools.
1.3 Purpose of the Study
The purpose of the study among other things includes’
- To investigate the relevance of some ICT packages that can be used in teaching and learning of oral English in senior secondary schools
- The study is also designed to justify the role of ICT and its basic tools in assisting teachers and learners to facilitate the acquisition of basic concept in oral english
- The study will look into ways of how the ICT packages can be adapted into the teaching and learning of oral english by incorporating them into the laboratory and classrooms for effective oral english teaching and learning
- Getting students and teachers abreast of current information as regards Oral English in today’s modern.
Research Questions
Among other things, the study shall attempt to give answers to the following:
- What are the available ICT facilities for the teaching and learning of Oral English in senior secondary schools in Borgu Local Government Area ?
- What ICT skills are possessed by Oral English teachers and students?
- To what extent are ICT facilities used in the teaching and learning of Oral English in senior secondary schools in Borgu Local Government Area ?
- What are the benefits of ICT in the teaching and learning of oral English?
- What are the factors that impede the effective use of ICT in teaching and learning of Oral English in senior secondary schools in Borgu Local Government Area ?
Research Hypotheses
The following hypotheses were generated for the research study;
- There is no significant relationship between ICT package tools available for teaching oral english and their adaptation in oral english classrooms and laboratories
- There is no significant relationship between the use of some ICT packages in classroom and the students performances in Oral english
- There is no significant relationship between the use of some ICT packages and teachers level of ability in teaching Oral english as a subject
- There is no significant relationship between the use of ICT packages and students’ ability on the usage of the equipments.
1.6 Significance of the study
This research work is designed to investigate how teaching and learning of oral english can be effective using relevant ICT pages or tools
Teachers will benefit by sensitizing them on the ICT packages available and can be used to teach oral english in the classroom and laboratories.
Teachers will further benefit from this study as their present strategies of teaching packages will be complemented with the use of some ICT packages to motivate the learners in the acquisition of basic concept in oral english.
It will also shed more light to students’ existing knowledge and their awareness of the use of ICT packages as against their negative use of the ICT tools
Parents and the society will see the good reason to support education with e-learning by making it available in their children schools and on their various houses.
1.7 Delimitation of the Study
This research study is carried out to investigate the use of ICT packages in the effective teaching and learning of Oral english in senior secondary schools. It will be limited to five schools in Moba Local Government Area in Ekiti State.
1.8 Definition of Terms
This research study is carried out to investigate the use of ICT package in the effective teaching and learning of Oral English on senior secondary schools . It will be limited to ten (10) schools in Borgu Local Government Area of Niger State .
ICT: Information and Communication Technology, i.e. IT tools which enhances effectiveness of acquisition of knowledge in teaching and learning.
TEACHING: It is the process of imparting knowledge or encoding information designed to initiate, activate and support learning in the human being
STUDENTS: As used in the study, these are learners who are in secondary schools and are engaged in the study and learning of oral english concepts.
ORAL ENGLISH:
ICT PACKAGES: Equipments as used in the study, such as hardware, software of Oral English, use of e-learning, application tools etc.
SCHOOL: The formal place where learning and academic activities takes place.
HOW TO ORDER FOR COMPLETE PROJECT MATERIALSTEP 1
» Bank Branch Deposits, ATM/online transfers (Amount: ₦3,000 NGN)
 |
Bank: FIRST BANK Account Name: OMOOGUN TAIYE Account Number: 3116913871 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 OR Click Here |
 |
Bank: ACCESS BANK Account Name: OMOOGUN TAIYE Account Number: 0766765735 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here |
 |
Bank: HERITAGE BANK Account Name: OMOOGUN TAIYE Account Number: 1909068248 Account Type: SAVINGS Amount: ₦3,000 AFTER PAYMENT, TEXT YOUR TOPIC AND VALID EMAIL ADDRESS TO 07064961036 OR 08068355992 Click Here |