Title page                                                                                         
Table of contents                                                                             
Statement of the problem                                                              
Purpose of the study                                                                      
Research questions                                                                        
Scope of the study
Definition of terms                                                                        
 REVIEW OF RELATED LITERATURE                                      
RESEARCH METHOD                                                                 
Research design                                                                             
Sample and sampling techniques                                                  
Research instrument                                                                      
Methods of data collection                                                           
Method of data analysis                                                                 
Teaching is a deliberate attempt by a
more knowledgeable individual to impact knowledge; the introduction of
information and communication technology (ICT) into the classroom situation is
an essential catalyst.  This study is an attempt to find out the impact
of ICT in teaching and learning of agricultural science in senior secondary
schools in Ijero Local government area of Ekiti State. The questionnaire used
examines issues related to the impacts of ICT in teaching and learning process
which reflects teachers’ and students’ opinion on the concept of information
and communication technology (ICT). One hundred and twenty students were
randomly selected from six senior secondary schools in the local government
chi-square statistical method was used in analyzing the effectiveness in
teaching and learning of English in secondary schools will be enhanced through
the use of information and communication technology (ICT) some recommendations
were made based on the findings.

ground to the study
Information and
Communication Technology (I.C.T) is now the “in -thing” globally in all human
endeavours most especially in the instructional process. In the institutional
process, I.C.T involves the use of multimedia and E-learning.
Multimedia technology affords
teachers and students a lot of opportunities for effective teaching-learning
E-learning is an
example of the use of these I.C.T supported teaching and learning techniques
whose use in educational institutions is gaining momentum with the passage of
time (Omivenga, 2012).
Multimedia is a
carefully woven combination of text, graphic, art, sound, animation and video
elements. It is an integration of multiple media elements (audio, video,
graphics, texts, animation, etc) into one synergetic and symbolic whole that
results in more benefits for the end user than any of the media elements can
provide individuals. This device if use in agricultural science instruction in
the teaching learning process is expected to boost the learners’ performance at
public examinations.
Attempt has been made
in various way to define information and communication technology. For instance
Aboyade (2001) defined information as knowledge or facts about someone or
something. It define communication as the process of given information or
making emotion or ideas known to someone, it is a message such as a letter,
phone cell, e-mail, etc. It also defines technology as an advanced scientific
knowledge used for practical purposes, especially in industry. This
understanding should assist in defining I.C.T as a scientific method of storing
and processing information and corresponding sharing exchange and sending such
information from one place to another. (Oladunni 2001)
David (2005) defines
I.C.T as a computer based management of data or ideas. In a broader sense I.C.T
are the foothold on which humankind distinguished itself from other animals.
Communication device or
application encompassing: radio, television, cellular phones, computers and
network hardware and software, satellite systems, as well as the various
services and application associated with them, such as video conferencing and
distance learning.
The development of
I.C.T has made it possible for emergence of e-banking, e-commerce, e-trading
which has leads to national development. Dike (2014) posits that I.C.T is an
advanced machine and equipment developed such as computer ancillary equipment
hardware, software, service and resources interconnected together to give
accurate information. This shows that I.C.T is a scientific method of storing
and processing information and corresponding, sharing, exchanging and sending
such information from one place to another. The question now is what are the
chances to be seen as I.C.T acts as a powerful agent in the teaching and
learning of Agricultural Science?
In the last decades
pressure have been on shaping the University culture, with the main intention
on how I.C.T has an agent of change could be used in ensuring quality teaching.
Anao and Darkwa (2004) states that the effective seeks to learn from a range of
source (literature, formal theory, evidence) in order to continually improve
student learning. I.C.T changes the way teacher teaches which is called
e-teaching and also changes the way student learn which is called e-learning.
E-teaching enables
teachers to monitor and analyze what they do to create an effective online
teacher presence and thereby facilitate a productive online learning
environment for their students. Kwacha (2007) opines that e-teaching enable
Agricultural Science teacher to perform effectively in the classroom.
E-teaching enable student to learn easily through the use of internet. The ideas
of internet is derived from “International Network” with its major tools being
the computer system. Most students of secondary school assess relevant
information through the means if internet. Gamson (2000) state that I.C.T
provide distances learning e-library, e-banking which have change traditional
way of teaching and learning Agricultural science.
Vuen (2008) shares a
vision of how technology can be used to effect teaching and learning and how to
overcoming the barriers of I.C.T in the teaching and learning of Agricultural
science. According to him “the vision gives us a place to start, a goal to
reach for, as well as a guide post along way”.
Information and
communication technology has an influence on all shares of human endeavors.
Carnoy (2002) rightly observed that, there is no doubt that I.C.T is rapidly
transforming the content of land services of Agricultural services, libraries
and information centre world wide. Aboyade (2001) states that, automated
library and information system is the ultimate. 
Tinio (2002) indicates
that I.C.T is a potentially powerful tool for extending educational
opportunities, both formal and non-formal. It helps to extend education to
rural populations and groups traditionally deprived of education due to
cultural or social reasons such as ethnic minorities, sexism persons with
disabilities, and the elderly, as well as others who for reasons of cost or
because of time constraints are unable to enroll on campus.
A good feature of I.C.T
is their ability to transcend time and space. I.C.Ts makes possible a
synchronous learning or learning characterized by a time tag between the
delivery of instruction and its reception by learners. Online course materials
for example, may be accessed easily and I.C.T based educational delivery (e.g
educational programming broadcast over radio or television) also makes it
unnecessary, the need for all learners and instructors to be in one physical
location. Additionally, certain types of I.C.Ts such as teleconferencing
technologies enable instruction to be received simultaneously by multiple geographically
dispersed learners ( i.e synchronous learning).
Another feature of
I.C.T is the teachers and learners no longer have to rely solely on printed
materials physically housed in libraries, which are even available in limited
qualities educational needs. With the internet and the worldwide web, a wealth
of learning materials in almost every subject and in a variety of media can now
be accessed from everywhere at all time of the day and by an unlimited number
of people. This is particularly significant for many schools in developing
countries and even some in developed countries that have limited and outdated
library resources. I.C.T also facilitate access to resources persons, mentors,
experts researchers, professionals business leaders and peers all over the
Improving the qualities
of education and training is a critical issue, particularly at a time of
educational expansion, I.C.T can enhance the quality of education in several
ways, by increasing learners motivation and engagement, (Hadded Jurich, 2002).
I.C.T are also transformational tools which, when used appropriately can
promote the shift to a learners –centered atmosphere. 
I.C.Ts such as video,
television and multimedia computer software that combine text, sound, colour,
moving images can be used to provide challenging and authentic content that
will engage the student in the learning process. Likewise provide of sound
effect, songs dramatizations, comic skits and other performances of compel
students to listen and become involved in the lessons and other classroom
services. Network computers with internet connectivity can also increase
learner motivation as it combines the media richness and interactivity of other
I.C.Ts with the opportunity to connect with and to participate in events. I.C.T
is equally used to improve access to quality of training. For example, in
China, large-scale radio and television based teacher education have for many
years been conducted by the China central radio and TV Secondary, University
and many other RTVUS in the (Carnoy, et al, 2002).
Good educational
policies are backed with well designed programs which for part of adequate
political will on the part of government and educational institution
authorities are ineffectively and inefficiently implemented. Thus had led to
learners not being adequately exposed to those experiences that will guarantee
the total development of their being. At present we leave in a global village.
Around the globe the latest and most complex technology is the area of
information and communication technology. The growth in online technology and
its application in education have brought great transformation in the World.
The use of I.C.T gadget has made teaching and learning less burden some
effective and result oriented by providing cyberspace for learning, avenue for
sharing idea and information. The level of development in any society is
usually determined by the quality and quantity of knowledge in the various
available to and acquired by the citizens.
Knowledge is acquired
and sustained through efficient information and communication system based on
the technology level attained children in any country who fail to use and
master new technologies would definitely lack behind. However, there are many
constraints in delivering the I.C.T to the right people at the right time. In
developing countries like Nigeria, there is frequently a shortage of qualified
I.C.T teachers, and lack of fund. The rapid changes that have taken place all
over the world poses a challenge to the educational sector. These is the need
to enrich the present which I.C.T program for effective teaching and learning
This research examines
the impacts of Information and Communication Technology (I.C.T) on effective
teaching and learning of Agricultural science in Junior Secondary Schools in
Ijero Local Government Area.
The objective of this is;
1.       To
ascertain the problem that teacher usually encountered in the use of
information and Communication Technology.
2.       To
appraised students perceptive of their gains with the used of I.C.T in the
teaching of Agricultural science.
3.       To
determine the availability of I.C.T gadgets in the teaching of Agricultural
science in Junior Secondary School.
4.       To
examine I.C.T as a powerful agent of educational practices to which have become
5.       To
ascertain the literacy of personnel possible for the teaching of Agricultural
science in relation to I.C.T
6.       To
proffer solutions to the problems of I.C.T in the teaching and learning of
Agricultural science.
7.       To
develop a system of collecting and disseminating education information.
The following research questions were formulated for
the study.
This study explains the
roles and importance of information and communication technology in junior
secondary school in Ekiti state, Ijero local government area. The effectiveness
in the use of information and communication technology will provide support for
customized educational programme to meet the needs of individual learners.
Effectiveness of information
and communication technology will develop ability to reason formerly, solve
problem, communicate effectively, negotiate outcome, manage time, project
management and collaboration and team work. Students, teachers, and schools or
institutions will find the outcome of this study useful in their planning and
other school activities.
Moreover, the outcome
of this study will in no small measure to increase the speed and accuracy of
agricultural science in their day to day learning and also help the teacher to
realize the importance of I.C.T in effective teaching and learning of
agricultural science. This study is also a contribution to the field of
knowledge researchers in the area of agricultural science and information, and
communication technology will find it useful in their research.



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