1.1 Introduction
A smart classroom is an effective strategy for helping students to improve their academic performance but this can be achieved when teachers are well trained in ICT as they are focal persons to implement this policy of smart classrooms. It is a classroom of integrating learning with technology, such as computers, specialized software, audience response technology, assistive listening devices, networking, and audio/visual capabilities (Amin & Jan, 2018).
Smart classroom is considered as an essential parameter for quality education across the world. This technology has transformed the pedagogy and the scenario of classroom teaching into a new height. Educational objectives cannot be fully achieved without the use of conducive classroom environment.
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
Schools in the 21st century included products of technology including smart classrooms as a key component to support student learning. Most researches have shown that technology has been an effective way of communicating information. Many teachers have shifted away from the traditional lecture method and have integrated technology or smart classrooms in their teaching. Schools education system today, the classrooms are designed on SMART program. It has an interactive whiteboard working on a computer platform (Betcher & Lee, 2009). The environment of the classroom is centred on technology where the teacher and the students interact through a SMART board. The learners' participation is the core aspect of the teaching program. This program encompasses infrastructure, methodology of transaction, hardware, and software.
New methods of teaching have been introduced and today we witness one of the most talented gifts of science, known as smart classrooms. In the world of competition, quality is the mantra of every educational organisation. Clearly, technology is evident in every system in its operation and the success is supported through effective utilization.
Smart classrooms generate a complete transformation in students. As a result, students gain understanding of the concepts in class faster and more accurately to improve their overall academic performance. Students are engaged in the learning process throughout and teachers get an instant and accurate assessment of learning outcomes achieved at the end of the class.
Amritbir (2001) had made a comparative study of schools with and without smart classrooms in relation to determine the achievement motivation of students. He says that as there is an increase in student modalities or sensory learning in this technique compared to traditional teaching, a large percentage of students in school with smart classrooms are highly motivated towards achievement (Chachra, 2015).
Siddiqui & Masud (2016) conducted a study on a model system framework for smart class system to boost education and management. This study revealed that smart classroom could assist instructors in resolving new challenges and enhance students’ capabilities and performance. Similarly, Yapic & Karakoyun (2016) studied the high school students’ attitude towards smart board used in biology classes. The students were found positive in attitude towards the smart class and did not differ statistically with respect to the variables of gender and smart board use time. Talesara (2016) found that the smart class is more effective than traditional class and significantly enhanced the achievement of the higher secondary students.
Modern times are termed as an age of technology. Computer becomes an integral part of our life. Smart classes have made the methodology and the style of education simpler and interesting but those who are supposed to execute it may not be adaptable to the same. The teachers, who are into the business of knowledge creation and dissemination, are not often adaptive to change and hence they contest the incidence of technology in education. A smart class teaching requires an exhaustive preparation as it may be constructed in several quadrant like: audio, visual, textual, and animation etc. Hence it may be that a teacher may require substantial time towards preparing a lecture or teaching module which is to be executed through smart class mode. The classroom is characterized by a network of interpersonal relationships directed at the attainment of educational goal (Okeke, 2015).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Secondary School Teachers' Perception of Smart Classroom.
1.3 Statement of Problems
Investigation revealed that smart classroom comprises of information and communication technologies including a digital display screen, a projector, a computer, speakers and related software. Perception is the organization, identification and interpretation of sensory information in order to represent and understand the environment. The issue was limited access to technology in classrooms at the secondary level across all groups of students. The problem of the present study is states as Secondary School Teachers' Perception of Smart Classroom.
1.4 Aim and Objectives of Study
The aim of the study is to determine the Secondary School Teachers' Perception of Smart Classroom. In achieving this aim, the following specific objectives were laid out as follows:
- To examine the smart class utilization level in teaching and learning process among secondary school teachers;
- To determine the frequency and application of smart board utilization in secondary school classroom;
- To identify the physical facilities available in a secondary school smart classroom;
- To ascertain the different teaching methods being used in secondary school smart classroom; and
- To assess the operation of smart classrooms in general and educational qualification of secondary school teachers.
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 are the physical facilities available in a secondary school smart classroom?
- What are the different teaching methods being used in secondary school smart classroom?
- What is the frequency and application of smart board utilization in secondary school classroom?
- What is the smart class utilization level in teaching and learning process among secondary school teachers?
- What is the operation of smart classrooms in general and educational qualification of secondary school teachers?
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: Smart classroom does not have positive effects in terms of teacher-students interaction on education than traditional class.
- H1: Smart classroom have positive effects in terms of teacher-students interaction on education than traditional class.
Hypothesis Two
- H0: Smart classroom utilization by teacher does not enhance secondary school student's academic performance level
- H1: Smart classroom utilization by teacher enhance secondary school student's academic performance level
1.7 Significance of Study
The result obtained from the study will benefit the following people: Teachers and Students
- Teachers: This will assist smart classroom teachers in the organization of practical that would help to develop skills and knowledge in the students. It will also enable trained teachers to adopt those teaching and learning methods that would aid them in organization of their subjects matter for the students.
- Students: When students understand more, the importance of skills, they are equipped to secure employment and this would in no small measure make them contribute meaningfully to the development of the society.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Secondary School Teachers' Perception of Smart Classroom using Okpe Local Government Area, Delta 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
Smart Classroom: It is a classroom of integrating learning with technology, such as computers, specialized software, audience response technology, assistive listening devices, networking, and audio/visual capabilities (Amin & Jan, 2018).
Classroom: Classroom is the meeting point for both teachers and students where cur- riculum activities are implemented.
High School Students: Students those who are studying ninth standard in the schools run by the Department of School Education, Tamil Nadu Government.
Attitude: An Attitude is a permanent mental disposition of an individual. Attitude means the individual’s prevailing tendencies to respond favourably or unfavourably to an object, person or group of people, institutions or events.
