1.1 Introduction
The use of ICTs in Nigeria and African countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs are being used by teachers in developing countries (Beukes-Amiss and Chiware, 2006). However, the use of information and communication technologies in the education process has been divided into two broad categories: ICTs for Education and ICTs in Education. ICTs for education connote the development of information and communications technology specifically for teaching/learning purposes, while the ICTs in Education involves the adoption of general components of information and communication technologies in the teaching learning process (Olakulehin, 2007).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
Information technology (IT) is concerned with the use of technology in large organizations. In particular, IT deals with the use of electronic compute] s and computer soft ware to convert, store, protect process, transmit and retrieved information. For that reason, computer professionals are often called IT specialists or Business process consultants and the division of a company or university that deals with soft ware technology is often called the IT department.
In United Kingdom education system, information technology was formally integrated into the school curriculum when the natural curriculum was devised. It was quickly realized that the work covered was useful in all subjects. With the arrival of the internet and the broad band connections to all schools, the application of IT knowledge, skills and understanding in all subjects became a reality. This change in emphasis has resulted in a change of name from information technology to information and communication technology (ICT).
Information and communication technology in education can be understood as the application of digital equipment to all aspects of teaching and learning. It is present in almost all schools in advance countries and is of growing influence. However, foe the past three (3) decades there is a legitimate concern that developing countries have been slow in terms of facilitation of learning among the majority of citizens (Hubert, 2006).
The National Grid for learning, UK government initiatives indicated that teachers must move swiftly to more internet and web based work in schools. According to Busari (2006), the whole world is experiencing the advancement of science and technology. Each nation is either a powerful producer of technology or a consumer of other nation’s technology efforts. Infact technology has made the whole world a global village and ICT breakthrough has made anew landmark in globalizing education. The use of ICT is fast gaining prominence and becoming one of the most important elements defining the basic competencies of the students.
According to World Bank, ICT consists of the hardware, software, networks, and media for the collection, storage, processing, transmission and presentation of information; The use of ICT falls into four (4) major categories; constructing knowledge and problem solving (through the internet-mail, CD-ROMs, databases, videoconferencing); using process skills; aiding explanation of concepts; and communicating ideas {power point, desktop publishing) (WCEA,2002).
The use ICT in teaching is a relevant and functional way of providing education to learners that will assist in imbibing in them the required capacity for the world of work. Very few jobs today do not required the use of skills in technology, collaboration, teamwork, and information; all of these can be acquired through teaching with ICT. It fundamentally changes the way we live, learn and work. Technology has entered the classroom in a big way to become part of the teaching and learning process. However, physics as a science oriented course or discipline is known for its abstract nature (having no material existence). Sometimes the physics teachers do not have adequate knowledge, but have to fall on ideas which lead to contradictions with what the physics theory says or meant.
Students are left on their own, even when they are to read on their own, they find no material to read, where it is available most of them are obsolete material. That is, some of these materials include text book, journals, research publications and news papers e.t.c. where these materials are lacking the students are forced to lose interest, motivation and passion; in some cases frustration sets in and students abandon the discipline or subject matter (physics) for another which they can cope with i.e. students leaving science class because of physics to commercial or Art subjects, simply point to the fact that other disciplines are not abstract in nature like that of physics.
However, physics is a unique subject, which promotes the acquisition of specialized science skills and knowledge, which explain the natural phenomena of life in the society. It is a subject that grew up with civilization as man’s quantitative needs increased. It arose out of practical problems and mans need to solve these problems. It has contributed to the development of the sciences and to the development of civilization. Despite the abstract nature of physics its teaching is to bring about scientific thinking in students; a mindset that requires students to test out, through experimentation.
According to Osunade (2003) internet is a valuable source of information for students looking for ideas for project and assignments. Supporting this, Agommuoh & Nzewi (2003) believed that secondary students who are exposed to video-based instructions in physics had significantly better results than those who were taught using the conventional method. It is against this background of looking at ICT as a medium 3f instruction in teaching and learning in secondary schools that this study is conceived.
Therefore, in Federal Constituency, Oyo State where the research was carried out, the activities that was conducted is to assess the Use of ICT in Teaching Physics Subject in Secondary School.
1.3 Statement of Problems
Investigation revealed that the educational sector is faced with series of changes and reforms; it is good to reflect on matters concerning physics and dissemination of physics knowledge due to its Abstract nature and natural phobia. Numerous teaching strategies have been developed to accommodate the needs of the students. One of these strategies involves the use of ICT in teaching and learning (Emmanuel & Barau 2013). Awareness towards the use of information communication technology is increasing in the classroom in the developing world, such that mere verbalization or over verbalization of words alone in the room to communicate ideas, skills and attitude to communicate learners is futile. The problem of information technology illiteracy is a serious one among teachers in the country as it cut across primary, secondary and tertiary institution.
1.4 Aim and Objectives of Study
The aim of the study is to assess the Use of ICT in Teaching Physics Subject in Secondary School using Federal Constituency, Oyo State as a case study. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the extent of management and technical support given to physics teachers in the use of ICT in senior secondary schools;
- To identify factors influencing the use of ICT in teaching and learning of physics;
- To examine the extent of ICT integration in teaching and learning of physics in senior secondary schools; and
- To determine the attitude of physics teachers and students towards the use of ICT in teaching and learning physics in senior secondary schools.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What is the extent of management and technical support given to physics teachers in the use of ICT in senior secondary schools?
- What are the factors influencing the use of ICT in teaching and learning of physics?
- What is the extent of ICT integration in teaching and learning of physics in senior secondary schools?
- What is the attitude of physics teachers and students towards the use of ICT in teaching and learning physics in senior secondary schools?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There are no significant factors influencing the use of ICT in teaching and learning of physics
- H1: There are significant factors influencing the use of ICT in teaching and learning of physics
1.7 Significance of Study
Firstly, the findings of this study could help them to make informed decisions on provision and maintenance of such facilities.
Secondly, the findings could help physics teachers to re-evaluate themselves if they are adequately prepared to use ICT in teaching and learning of physics and if not, the kind of skills upgrading that would suit them.
Thirdly, the findings could help schools to come up with policies that promote the use of ICT in teaching and learning.
Lastly, the findings could inform both the in-service and pre-service providers of areas to focus on in future trainings that could ensure teachers have the necessary skills to integrate ICT in teaching and learning of physics.
1.8 Scope of Study
The scope of the research is focused on the Assessment on the Use of ICT in Teaching Physics Subject in Secondary School using Federal Constituency, Oyo State as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
ICT: Information and communication technology as the collection, storage, processing dissemination and use of information (Achuonye, 2002).
