CHAPTER ONE
INTRODUCTION
Background to the Study
Mathematics is one of the most important core subjects offered at the primary and secondary school levels of Nigeria educational system. It is of great usefulness to every human being and to the economic growth of any nation. As stated in the National Curriculum for secondary schools of the Federal Ministry of Education (FRN, 2013), the aims and objectives of Mathematics teaching at this level of education are to; help develop further conceptual and manipulative skills and their applications; provide an intermediate course of study and meet the needs of potential mathematicians, engineers, scientists and other professionals, such as businessmen, administrators and architectures.
Yusuf (2005) stated that the field of education has been affected by Information and Communication Technology, and which in turn have undoubtedly affected teaching, learning and research. UNESCO (2011) also submitted that teachers need to use teaching methods which are appropriate for acquiring needed knowledge in particular societies. Students were not only to acquire an in-depth knowledge of their school subjects but also to understand how they can generate new knowledge, using information and communication technology (ICT) as a tool (Sanmi, 2016) Information and Communication Technology (ICT) is a tool that comprise of electronic devices which are utilized for the information and communication needs of institutions, organizations, students and individuals. Such electronic devices include computers (software and hardware), networking, telephones, video, multimedia and internet (Nwakundo, Oguejiofor & Nwakundo, 2006). The use of information and communication technology (ICT) creates a powerful learning environment and it transforms the learning and teaching processes in which students deal with knowledge in an active, self-directed and constructive ways (Volman & Van Eck, 2001). ICT is not just regarded as a tool, which can be added to or used as a replacement of existing teaching methods, but seen as an important instrument used to support new ways of teaching and learning.
It should be used to develop students’ skills for communication, problem solving and lifelong learning of mathematics (Voogt, 2003). In the same vein, Information and Communication Technology (ICT)is often perceived as a catalyst for changes in teaching styles, learning approaches and access to information (Watson, 2005). The use of ICT has changed the conventional ways of learning and proposes the need to rethink education in terms of a more current context (White, 2010). Further, Casal, (2007) submitted that ICT can help by providing alternative possibilities for education). Also Guzel (2011), concluded that the effectiveness of the use of computer through the teaching process has contributed to the teaching of mathematics. Therefore, there is the need for the mathematics teachers and students to familiarize and acquaint themselves with ICT tools to enhance effective teaching and learning of the subject. Teaching is becoming one of the most challenging professions due to rapid expansion of knowledge which requires modern technologies that necessitate the use of ICT. ICT has become within a short time one of the basic building blocks of a modern society.
Many countries now regard the understanding of ICT and the mastering of its basic concepts as part of the core of teaching and learning process of education (UNESCO, 2002).In this study, learning refers to the process whereby learners acquire and master knowledge and skills imparted in them by the instructor through interaction with ICT tools in relation to their academic performance and application of the acquired skills and knowledge.
Onasanya, Shehu, Ogunlade and Adefuye (2011) in their study of teacher’s awareness and extent of utilization of information communication technologies for effective science and health education in Oyo state, Nigeria. Their findings show that the level of their utilization of ICT resources for teaching science and health education was found to be very low and there exists a significant difference between the male and female science teachers in their level of utilization of ICTs, with the male out-performing their female counterparts with higher mean scores.
Statement of the Problem
The importance of Mathematics as a compulsory subject at the senior secondary school level cannot be overemphasized. Despite the importance of Mathematics to the development of the nation, the achievements of students have remained consistently poor over the years The use of ICT tools has captured the attention of the education community to enhance teaching and learning of mathematics, but also has the capability not only of engaging students in instructional activities to increase their learning, but of helping them to solve complex problems in mathematics to enhance their cognitive skills Numerous teaching strategies have been developed by expert to respond to the problem of students’ poor performance in Mathematics. One of such strategies is the use of ICT (Adeyemo, 2010), which have now detracted from teaching and learning due to so many reasons such as insufficient and limited access to computer hardware and computer software, Sufficient time in the school timetable to involve students in using ICT for learning mathematics, Lack of opportunities for teachers on ICT training and teachers’ lack of knowledge in integrating ICT into teaching and learning to enhance performance and innovation in curriculum development.
However, Gao, Wang, Wong and Choy (2011) suggested that, the integration of ICT into teaching Mathematics depends on individual teacher’s confidence and competence. Research findings have indicated that lack of teachers’ confidence prevents teachers from using ICT in their teaching
In the same vein, lack of computers, lack of quality software, lack of time, technical problems, teachers’ attitudes towards computers, poor funding, lack of teacher confidence, resistance to change, poor administrative support, lack of computer skill, poor fit of curriculum, scheduling difficulties, poor training
opportunities, and lack of vision as to how to integrate ICT into classroom instruction. Straub (2009) reported that for the use of ICT tools in teaching and learning to remain sustained, personal factors such as teacher’s skills, knowledge, competencies, readiness characteristics of the love for innovations and the influences of individual’s context should never be ignored as part of the planning process. Aina (2013) concluded that ICT is very good if fully integrated in
Mathematics class; and it can improve students’ academic achievements in mathematics.
Furthermore, it has been proved that new technologies have lots of benefits on the students. Based on these various importance of ICT tools in teaching and learning of mathematics, hence, the study assessed teachers’ and students’ level of utilization of ICT tools for teaching and learning mathematics
Purpose of the Study
The main purpose of the study is to examine the Utilization of ICT in teaching and learning of mathematics in public senior secondary Schools in Njikoka Local Government Area of Anambra State
The specific objective is;
- To determine the effect of ICT on students academic performance in mathematics
- To find out the uses of ICT on teaching and learning in mathematics in public secondary schools in Njikoka local government area
- To examine the challenges encountered in using ICT in teaching and learning in Njikoka Local Government Area of Anambra State.
Research Questions
For the purpose of this study, the following research questions were raised to guide the study.
- What are the effect of ICT facilities on students academic performace in mathematics in public secondary schools ?
- What are the uses of ICT facilities on teaching and learning of mathematics ?
- What are the challenges encountered in using ICT faciltieis in teaching and learning of mathematics in Njikoka Local Government Area of Anambra State?
Significance of Study
This research “Utilization of ICT in teaching and learning of mathematics in public senior secondary Schools in Njikoka Local Government Area of Anambra State as a reference point. Therefore, the significance of this study can be channeled thus;
To Teachers
The use of various ICT-based software and Computer Based tutoring programs can aid the teachers in teaching the students and also aid them in student’s assessment and testing.
To Parents
The joy of every parent is to see the child perform wonderfully well both in school and at home. Since ICT tool can positively aid students’ learning outcome, it will foster the happiness and wellbeing of the parents at home. This study can also influence the ICT literacy level of parents at home since they would want to procure ICT tools for the student’s practice at home thereby having computers installed and used at home.
To students
ICT knowledge and computer education will help the child to be literate otherwise informed and belong to this present innovative and ICT-driven society. It will also help him to be equipped for the future challenges envisaged in the digitized future century. Hence, the child will be able to fit in appropriately into our highly, dynamic and enthusiastic modern world. It will also help the teachers to develop online libraries through which useful educational books and materials can be accessed using the internet. The students will also be exposed to the uses of computer for information search and retrieval using the e-library or the internet (Cyber Cafe) which will foster their level of information literacy.
To school Administration
ICT is presently useful in administrative settings. Since the computer was designed to make our Job easier and lighter, its use and efficacy in administrative job execution is numerous ranging from teacher’s salary schedule computation to result computing system which drastically reduces the sufferings of the teachers and administrators.
To curriculum planners
ICT is presently a useful tool in promoting and enhancing qualitative curriculum planning. ICT tools are being used to determine the best input for the students so as to aid a reasonable learning outcome which will enhance the realization of the purpose and goal of education.
Delimitation of the Study
This study will be restricted to four (4) public secondary schools in . The study will consist of one hundred twenty (120) respondents among the selected secondary school in the local government.
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