1.0 Introduction
1.1 Background of Study
The use of Information and Communication Technology (ICT) in education dates back to the late 20th century, coinciding with the global rise of computer-based systems and the internet. Initially developed for administrative tasks and research in higher institutions, ICT gradually made its way into classroom teaching and learning as governments and educators recognized its transformative potential (Pelgrum & Law, 2003). in the 1980s and early 1990s, educational systems in developed countries began to incorporate computers and educational software into school curricula, particularly in subjects like mathematics that benefit from visual and interactive learning tools.
The rapid advancement of Information and Communication Technology (ICT) has significantly influenced various sectors of human endeavor, particularly the education sector. ICT has become a vital tool in improving the quality and efficiency of teaching and learning, especially in subjects traditionally considered difficult, such as mathematics. According to Ololube (2006), Information Communication Technology (ICT) encompasses a range of technological tools and resources used to communicate, create, disseminate, store, and manage information, including computers, the internet, broadcasting technologies, and telephony (Ololube, 2006).
In the contemporary classroom, the integration of Information Communication Technology (ICT) offers unique opportunities to transform the conventional methods of teaching mathematics. It enables educators to present mathematical concepts through dynamic visualizations, interactive simulations, and problem-solving platforms that encourage student engagement and foster deeper understanding (Yelland, 2001). With tools such as educational software, digital whiteboards, computer-assisted instruction, and online learning environments, students can explore mathematical ideas beyond the limitations of traditional chalk-and-talk methods.
Mathematics, being an essential subject that underpins scientific and technological development, requires effective teaching approaches to overcome the persistent challenges of poor performance among students. In many developing countries, including Nigeria, the performance of students in mathematics at secondary school level remains unsatisfactory due to factors such as limited teaching resources, lack of innovative instructional techniques, and low student motivation (Aduwa-Ogiegbaen & Iyamu, 2005). The introduction of ICT is thus seen as a strategic intervention to revitalize mathematics education and improve academic performance.
Information and Communication Technology (ICT) according to UNESCO (2002) refers to technologies that provide access to information through telecommunications. It includes the internet, wireless networks, mobile phones, computers, software, and other media applications and services used to process and communicate information (UNESCO, 2002). in the context of education, information and communication technology is regarded as an essential tool for enhancing teaching and learning processes and improving academic outcomes among students.
Aduwa-Ogiegbaen & Iyamu (2005) stated that mathematics, as a foundational subject in the curriculum, plays a significant role in the intellectual development of students and is crucial for scientific, technological, and economic advancement. However, the teaching and learning of mathematics have remained a challenge in many educational settings due to factors such as abstract concepts, inadequate instructional methods, and lack of motivation among students (Aduwa-Ogiegbaen & Iyamu, 2005).
Yusuf (2005) stated that the integration of ICT into mathematics education has gained attention as a possible solution to these challenges. ICT tools such as interactive whiteboards, educational software, multimedia presentations, simulations, and online learning platforms are now being utilized to make mathematical concepts more tangible, engaging, and accessible (Yusuf, 2005). Several studies have shown that the use of ICT in teaching mathematics has a positive impact on students’ academic performance. For instance, research by Olakulehin (2007) suggests that Information Communication Technology enhances student motivation and engagement, which subsequently leads to improved academic achievement. Despite the potential benefits, the extent to which information communication technology influences students’ performance in mathematics, especially in developing countries, remains underexplored and requires more empirical investigation. Therefore, this study seeks to examine the effect of ICT on students' academic performance in mathematics.
1.2 Statement of Problems
In today’s world, the role of Information and Communication Technology (ICT) in education is becoming increasingly essential, especially in enhancing the teaching and learning of mathematics. However, despite global advances in technology integration within the classroom, the academic performance of many students in mathematics remains unsatisfactory (WAEC, 2021).
Additionally, teachers who rely solely on conventional methods such as the chalkboard and textbook may find it difficult to sustain student interest in mathematics (Aduwa-Ogiegbaen & Iyamu, 2005). The lack of ICT integration is therefore not just a technological issue it reflects deeper problems in the educational system, including policy implementation gaps and infrastructural challenges.
Furthermore, the use of ICT is expected to transform traditional teaching approaches by making learning more interactive, engaging, and effective. It is supposed to support teachers in simplifying complex mathematical concepts and helping students develop deeper understanding through visual aids, simulations, and digital resources (Yusuf, 2005). However, in many schools, especially at the secondary level, ICT resources are either underutilized or completely unavailable. Even where such tools are present, their impact is often limited by a lack of proper training for teachers, irregular power supply, and poor maintenance culture (Ajayi, 2008). It is against the backdrop that this study seeks to address this gap by examining how ICT is being used in mathematics instruction and its effect on students’ academic performance.
1.3 Aim and Objectives of Study
The aim of this study is to examine the effect of Information and Communication Technology (ICT) on students’ academic performance in mathematics in selected secondary schools.
The specific objectives of the study are to:
- Investigate the extent to which ICT is used in the teaching and learning of mathematics;
- Assess the impact of ICT tools on students’ understanding and performance in mathematics;
- Identify the challenges faced by teachers and students in the use of ICT for mathematics instruction;
- Examine the relationship between ICT integration and students’ interest in learning mathematics;
- Recommend strategies for effective ICT implementation to improve mathematics performance.
1.4 Research Questions
Based on the objectives of the study, the following research questions will guide the investigation into the Effect of Information Communication Technology (ICT) on Students’ Academic Performance on Mathematics:
- To what extent is ICT used in the teaching and learning of mathematics in secondary schools?
- How does the use of ICT tools impact students’ understanding and performance in mathematics?
- What are the major challenges faced by teachers and students in using ICT for mathematics instruction?
- What is the relationship between the integration of ICT and students’ interest in learning mathematics?
- What strategies can be adopted to enhance the effective use of ICT in improving students’ performance in mathematics?
- What best practices can cooperative managers adopt to optimize working capital management and enhance cooperative efficiency?
1.5 Research Hypotheses
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 is no significant effect of Information and Communication Technology (ICT) on students’ academic performance in mathematics.
- H1: There is a significant effect of Information and Communication Technology (ICT) on students’ academic performance in mathematics.
Hypothesis Two
- H0: Information and Communication Technology (ICT) has a significant negative effect on students’ academic performance in mathematics.
- H1: Information and Communication Technology (ICT) has a significant positive effect on students’ academic performance in mathematics.
Hypothesis Three
- H0: There is no significant relationship between the level of ICT integration and students’ interest in learning mathematics.
- H1: There is a significant relationship between the level of ICT integration and students’ interest in learning mathematics.
1.6 Significance of Study
The outcome realized from the research findings will have significance for various stakeholders:
- Students: Students would benefit from the findings and recommendations of this study because it would help them to be able to be more aware of the information communication technology in the school. This study will enable students to get more involved in the utilization of information communication technology due to the benefits derivable from it.
- Teachers: They would find this study beneficial because with the findings and recommendations of this study, teachers would avail themselves of the opportunity to get involved in the use of information communication technology because of the numerous benefits that can be derived from it. With the study also, information communication technology and their functions.
- Family: Parents would benefit from this study because it would enable them to know the benefits their children/wards derived from using the information communication technology in their academic work or activities. Parents themselves, will avail themselves of the opportunity of knowing the importance of information communication technology through this study and those who do not use information communication technology would start to use it as it is beneficial to all human activities.
- The School Authority: This study would assist the school authority to be able to know more about information communication technology and its functions especially in the life of the full-time student. The recommendations of this study would enable the school authority to expand its policy on the availability and usage of information communication technology in the school system in Nigeria.
- The Society: The society would benefit from this study, because it will assist the society to be information communication technology friendly due to the advantages it has. This study will afford the society to know more about information communication technology and its functions in the world today.
1.7 Scope of Study
This study focuses on examining the effect of Information Communication Technology (ICT) on students’ academic performance in mathematics within selected secondary schools in Lagos State, Nigeria.
The research will concentrate on both public and private secondary schools that have some level of ICT infrastructure available for teaching mathematics. The scope is limited to Lagos State due to its status as an educational hub with relatively better access to ICT facilities compared to other regions in Nigeria.
1.8 Limitations of the Study
Several limitations were encountered during the course of this study, which may have influenced the results and conclusions.
- Delay from Respondents: Many participants experienced time constraints or hesitated to commit to the study due to their busy schedules. This delay limited the volume of data that could be gathered within the planned timeframe.
- Financial Constraints: Due to budget limitations, there was insufficient funding to expand the research to a larger sample size or to include more varied geographic locations, which might have provided a broader perspective.
- Response Bias: The study will involve surveys and interviews with cooperative managers and members. Response bias may occur if respondents provide socially desirable answers or if there is reluctance to disclose negative financial information due to privacy concerns or fear of repercussions.
- Time Constraints: This constraint restricted the study’s breadth, limiting the number of schools and respondents that could be included within the research timeline.
1.9 Definition of Terms
Information Communication Technology (ICT):
ICT refers to the various technologies used to handle information and aid communication, such as computers, the internet, software applications, and multimedia tools. in the context of education, ICT involves the use of these tools to enhance teaching and learning processes (Ojo, 2018). It helps make learning more interactive and accessible, especially in subjects like mathematics.
Academic Performance:
Academic performance is the level of achievement students attain in their studies, usually measured through examination scores, tests, and continuous assessments. It reflects how well students understand and apply what they have learned (Adeyemi, 2017). In this study, it specifically relates to students’ results in mathematics.
Mathematics:
Mathematics is a core academic subject that deals with numbers, quantities, shapes, and their relationships using symbols and formulas. It is essential for problem-solving and logical reasoning, playing a critical role in students’ overall academic development (Nwangwu, 2019).
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