THE ROLES OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE TEACHING OF ECONOMICS IN PUBLIC SECONDARY SCHOOLS IN EKITI – STATES

THE ROLES OF INFORMATION AND COMMUNICATION TECHNOLOGY IN THE TEACHING OF ECONOMICS IN PUBLIC SECONDARY SCHOOLS IN EKITI – STATES
ABSTRACT
This
study was carried out to identify the roles of IC T in the teaching of
economics in public secondary schools in Ekiti-state. Information and
communication technology (ICT) have become common place entity in all
aspects of life, across the past twenty years the use of ICT has
fundamentally change the practices and procedures of nearly all forms of
endeavor within business and governance within education. In order to
guide the study, five research questions were generated. A descriptive
design was adopted for the study the population consist of all the
secondary schools in Ekiti-state. The sample of the study consists of
eighteen (18) lecturers and one hundred and two (102) students selected
from the total populations. The questionnaire was the main instrument
used for the study. This was personally distributed by the researcher.
The data collected were analyzed using simple percentage. The findings
revealed that ICT facilitates proper teaching and learning process and
also helps in achieving educational practices and potential powerful
tools for extending educational opportunities. Based on this, it was
concluded that teaching and learning processes are influenced by ICT and
has an effective role in the teaching of economics. Finally, it was
recommended that the school management in collaboration with the
government should ensure that there are adequate provisions for ICT
facilitates for students as well as lectures.
TABLE OF CONTENTS
TITLE PAGE                                                                                                              
APPROVAL PAGE                                                                                                    
CERTIFICATION                                                                                                     
DEDICATION                                                                                                           
ACKNOWLEDGEMENTS                                                                                      
TABLE OF CONTENTS                                                                                          
ABSTRACT                                                                                                                
CHAPTER
I                     INTRODUCTION                                                                                          
                      Background of the study                                                                               
                       Statement of the problem                                                                            
Purpose of the study                                                                          
Significance of Study                                                                       
Delimitations of the study                                                              
Research Questions                                                                         
II                     REVIEW OF LITERATURE                                  
The Concept of Economics (Frame Work)                                 
The Concept of Information and Communication Technology           
Changes to be seen as ICT Acts as a Powerful Agent in the Teaching of
Factor Impeding Information and Communication Technology in Teaching of
The Influence of ICT on the Lecturer and Students in Economics
The impact of ICT on Student Learning                                              
Emerging Issues                                                                                       
Benefits of Information and Communication Technology              
III                   METHODOLOGY                                                             
Research Design                                                                                       
Population of the Study                                                                          
Samples of the Study                                                                          
Instrument for Data Collection                                                        
Validation of Research Instrument                                                 
Administration of the Instrument                                                   
Data Analysis Technique                                                                   
IV                   PRESENTATION AND ANALYSIS OF DATA       
V                   SUMMARY, CONCLUSION AND RECOMMENDATIONS 
Summary                                                                                                       
Conclusion                                                                                                    
Implications of the study                                                                           
Recommendations                                                                                      
Suggestion for further research                                                                
REFERENCES                                                                                              
APPENDIX      A                                     


CHAPTER ONE
INTRODUCTION
Background of the Study
Information
and communication technology (ICT) is a programme that has changes many
aspect of the way people manage information and communication. If ICT
is to be compared with such fields as medicine, tourism, business, law,
banking and architecture during the past two or three decades, its note
has been enormous. The way these fields operate before is different from
the ways they operate at present. As pointed out by Kennedy and MC
Naught (1999) that when one looks at education there seems to have been
less influence and change than other fields have experienced. A number
of people have attempted to explore this lack of activity and influence,
these include Soloway and Prior (1996) and Collins (2002).
Soloway
and Prior (1996) believed that there have been a number of factors
impeding the wholesales uptake of information and communication
technology in education, most especially economics education these have
include such factors as funding to support the purchase of the
technology, lack of training among established teaching practioners,
lack of motivation and the need among teachers to adopt information as a
teaching tools. Oliver and short (1997) stated that in recent times,
factors have emerge which have strengthened and encourage moves to adopt
ICT in classrooms and learning settings. These have included a growing
need to explore efficiencies in terms of program delivery, the
opportunities for flexible delivery provided by information and
communication technology system and the growing use of internet and www
as tools for information access and communication have witnessed growth
in recent time (Oliver and Towers, 1999).
A popular theory and
explanation of the contemporary changes explains that they are in the
midst of third major revolution in human civilization that is a third
wave. At first, there was agricultural revolution, then industrial
revolution and now technological revolution. Information and
communication technology (ICT) has become common entities in all aspects
of life, for the past twenty years, the use of ICT has fundamentally
changed the practices and procedures of nearly all forms of endeavor in
the area of business and the way government activities are carried out.
In the area of education, Starr (2008) averred that information and
communication (ICT) has begun to have a presence but the impact has not
been as extensive as in other fields. Education is a socially oriented
activity and quality education has traditionally been associated with
teachers. The use of information and communication technology in
education leads to more students centered learning settings and often
this creates some tension for some teachers and students, but with the
world moving rapidly into digital media and information, the roles of
information and communication technology (ICT) in economics education is
becoming more and more important and this importance will continue to
grow a develop in the 21st century.
For a number of years now, a
number of work on the integration of information and communication
technology as a teaching material in secondary schools seems to have
established a more or less explicit relationship between restoring ICT
into interactive environment and it’s application. ICT has a
revolutionary role on the economics methodology globally however, this
revolution is not spread at the moment hence the need to appraise it’s
role in schools.
Conventional teaching has emphasized content for
many years, courses have been written around textbooks, teachers have
taught through lectures and presentations inter-spread with tutorials
and learning activities designed to consolidate and rehearse the
content, contemporary setting are now favouring curriculum that promotes
competency and performance. Curriculums are starting to emphasize
capabilities and to be concerned more with “How the information will be
used than with what the information is”.
These factors and many
others are bringing strong forces to bear on the adoption of ICTs in
economics education and contemporary trends to suggest they will soon
see large scale changes in the way education is planned and delivered as
a result of the opportunities of information and communication
technology (ICT). This study endeavored to examine the roles of ICT in
the teaching of economics, with reference to secondary schools in Ekiti
State.
Statement of the Problem
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Purpose of the Study
This
research examines the roles of information and communication technology
(ICT) in the teaching of Economics in public secondary schools in Ekiti
State.
The objective of this is:

  • To ascertain the problem that teacher usually encountered in the use of information and communication technology.
  • To appraise students’ perceptive of their gains with the use of ICT in the teaching of Economics.
  • To determine the availability of ICT gadgets in the teaching of Economics in higher institutions.
  • To examine ICT as a powerful agent of educational practices to which have become accustomed.
  • To ascertain the literacy of personnel responsible for the teaching of economics in relation to ICT.
  • To proffer solutions to the problems of ICT in the teaching and learning of economics.

Significance of the Study
This
study explains the roles and importance of information and
communication technology in public tertiary institution in Ekiti State.
The effectiveness in the use of information and communication technology
will provide support for customized educational programme to meet the
needs of individual leaners.
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 economics studies in their day to day learning and also
help the lecturers to realize the importance of ICT in teaching of
economics.
This study is also a contribution to the field of
knowledge researchers in the area of economics education and information
and communication technology will find it useful in their research.
Delimitations of the Study
The
study focuses mainly on the roles of information and communication
technology (ICT) in the teaching of economics in public tertiary
institution in Ekiti State, it centers on its effect on students’
performance mentally and psychologically.
The study is also restricted to:

  • Students of economics department in secondary schools
  • Public secondary schools in Ekiti State.

Research Questions
The following research questions were raised for the study

  • What are the problems that teachers usually encounter in the use of information and communication technology?
  • What are students’ perceptions of their gains with the use of ICT in the teaching of economics?
  • How available are the ICT gadgets in the process of teaching economics in tertiary institution?
  • What are the goals of ICT in achieving educational practices to which they are accustomed?
  • How capable are the personnel responsible for teaching economics in relation to ICT?
  • What are the possible solutions to the problems of ICT in the teaching and learning of economics?

Definition of terms
Information and communication technology:
The scientific method of storing and processing information and
corresponding, sharing, exchanging and sending such information from one
place to another.
Information: Facts or knowledge provided or learned
Communication: The means of sending information.
Technology: The application of scientific knowledge for practical purposes.
Civilization: Advance stage of social development.
Economics: Entails capturing financial activities, summarise and interpret them for it various users.

                                                    

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