1.1 Introduction
Information and Communication Technology (ICT) is defined as the integration of computing, telecommunication, and multimedia technologies to create, store, retrieve, transmit, and manipulate information in various forms (UNESCO, 2013). In the context of education, ICT is dynamic tools that supports teaching and learning processes by providing innovative approaches to access knowledge, foster collaboration, and enhance students' understanding of concepts (Aduwa-Ogiegbaen & Iyamu, 2005). Business Studies, as an academic discipline, equips students with knowledge and skills in commerce, accounting, economics, and entrepreneurship. The subject requires both theoretical understanding and practical application, making ICT an essential resource for effective learning (Oye, Iahad, & Ab-Rahim, 2014). ICT tools such as computers, projectors, educational software, and the internet enable students to access relevant learning materials, simulate business scenarios, and develop problem-solving and critical thinking skills that are vital for excelling in Business Studies.
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, Limitation of the study and Definition of terms.
1.2 Background of the Study
The use of Information and Communication Technology (ICT) in education has its origins in the early adoption of computers and digital tools in schools during the late 20th century. According to UNESCO (2013), ICT in education initially focused on enhancing administrative efficiency, but gradually expanded to support teaching and learning processes through interactive and multimedia resources. Early applications included the use of educational software, word processing, and basic computer literacy programs, which laid the foundation for integrating ICT into various academic disciplines, including Business Studies (UNESCO, 2013).
In Nigeria, the integration of ICT into secondary education was formally emphasized with the introduction of the Universal Basic Education (UBE) program in 1999, which aimed to improve access to quality education and promote the use of modern technology in schools (Aduwa-Ogiegbaen & Iyamu, 2005). Subsequent educational policies, such as the National Policy on Education (2004, revised 2013), affirmed that ICT should be a core component of teaching and learning at all levels.
Information and Communication Technology (ICT) has increasingly become a vital component in modern education, transforming the methods of teaching and learning in schools. According to UNESCO (2013), ICT encompasses the use of computers, software, telecommunications, and multimedia tools to create, store, retrieve, transmit, and manage information. It is widely acknowledged that ICT provides innovative approaches to teaching and learning, promoting interactive engagement and facilitating access to a vast range of educational resources.
In the context of Business Studies, which involves the study of commerce, accounting, entrepreneurship, and economics, ICT plays a critical role in enhancing students' understanding and practical application of concepts. Eze (2014) reported that schools with functional ICT facilities tend to exhibit higher levels of student engagement and better academic performance. Similarly, Oye, Iahad, and Ab-Rahim (2014) asserted that the integration of ICT in secondary schools contributes significantly to improved learning outcomes by providing students with access to up-to-date information and digital tools that enhance conceptual understanding.
Aduwa-Ogiegbaen and Iyamu (2005) stated that inadequate access to computers, unreliable internet connectivity, and insufficient teacher training in ICT integration remain major barriers to optimal learning. Furthermore, Ojediran, Fashiku, and Ogunleye (2017) affirmed that some students and teachers are reluctant to adopt ICT due to limited awareness of its advantages or fear of technological complexity. These limitations adversely affect students' academic performance in Business Studies, highlighting a gap between the potential of ICT and its actual impact in schools.
On the other hand, studies have contended that schools that successfully integrate ICT into the teaching-learning process experience notable improvements in students' academic achievements and problem-solving abilities (Eze, 2014). ICT tools such as multimedia presentations, online simulations, and educational software create interactive and engaging learning environments that foster collaboration and independent learning. This underscores the importance of investigating the influence of ICT on students' academic performance to identify factors that facilitate or inhibit its effective use in schools. This study is set against the backdrop of understanding how ICT affects the academic performance of students in Business Studies within Alimosho Local Government Area of Lagos State.
1.3 Statement of Problems
Investigation revealed that the integration of Information and Communication Technology (ICT) into education has become a major focal point in enhancing the learning process. ICT is increasingly considered a powerful tool that is capable of transforming traditional teaching and learning methods, especially in subjects like Business Studies, which require practical and theoretical understanding (Oye, et al., 2014). On the other hand, there is evidence suggesting that when effectively integrated, ICT is able to make learning more interactive, improve student engagement, and provide access to a wider range of learning resources, which ultimately positively influences academic performance (Eze, 2014).
However, in many public secondary schools in Alimosho, the inconsistent availability of computers, internet connectivity issues, and lack of teacher competency in ICT usage is affecting students' ability to benefit from these resources. The disparity between the potential benefits of ICT and the actual utilization in schools is contributing to persistent challenges in achieving desired academic outcomes.
Furthermore, some students and teachers show reluctance or limited willingness to embrace ICT, often due to insufficient awareness of its advantages or fear of technological complexity (Ojediran, et al., 2017). It is against this backdrop that this study seeks to investigate the influence of ICT on the academic performance of students in Business Studies in Alimosho Local Government Area of Lagos State.
1.4 Aim and Objectives of the Study
The aim of the study is to assess the impact of ICT on students' academic performance in Business Studies within secondary schools in Alimosho Local Government Area of Lagos State. The specific objectives of this study are:
- To determine the extent of ICT usage in teaching and learning Business Studies in Alimosho secondary schools.
- To examine the relationship between ICT availability and students' academic performance in Business Studies.
- To identify challenges faced by teachers and students in integrating ICT into Business Studies lessons.
- To suggest strategies for enhancing ICT integration to improve students' performance in Business Studies.
1.5 Research Questions
Based on the stated objectives, the study will address the following research questions:
- To what extent is ICT utilized in teaching and learning Business Studies in Alimosho secondary schools?
- What is the relationship between ICT availability and students' academic performance in Business Studies?
- What challenges do teachers and students face in integrating ICT into Business Studies lessons?
- What strategies can be adopted to enhance ICT usage for improving students' academic performance?
1.6 Significance of the Study
It is believed that at the completion of the study, the findings will contribute to improving teaching strategies, guiding ICT resource allocation, and promoting effective technology adoption in schools. It will also raise awareness among educators and policymakers about the benefits and challenges of Information and Communication Technology integration, ultimately enhancing educational outcomes.
Additionally, teachers will benefit from this study as it will inform them on the importance of integrating ICT into their teaching strategies. It will provide guidance on effective methods of using digital tools, multimedia resources, and online platforms to enhance lesson delivery, making learning more interactive and impactful.
Furthermore, school administrators and policymakers will find this study valuable as it will emphasize the need for adequate investment in ICT infrastructure, teacher training, and maintenance of digital resources. The study will serve as a reference for developing strategies that ensure all students have access to functional ICT facilities, thereby promoting equitable and quality education.
Lastly, researchers and educational stakeholders will find this study useful as it will contribute to the growing body of knowledge on the role of ICT in education. The findings will provide a basis for further studies on technology-enhanced learning, particularly in the context of Business Studies in Nigerian secondary schools.
1.7 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.
- H0: There is no significant relationship between ICT integration and the academic performance of students in Business Studies in Alimosho Local Government Area.
- H1: There is a significant relationship between ICT integration and the academic performance of students in Business Studies in Alimosho Local Government Area.
1.8 Scope of the Study
The scope of this research is focused on the Influence of ICT on the Student Academic Performance in Business Studies. The research primarily includes students and teachers within selected schools in Alimosho, assessing Information and Communication Technology (ICT) availability, utilization, and challenges faced.
1.9 Limitations of the Study
During the course of this study, there were some problems encountered which stood as limitations to the research work. Some of the limitations include:
- 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.
- 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).
- Initial Cooperation Delay from Respondents: A particular limitation of this work came as a result of the respondent refusal to offer their cooperation at the initial time they were contacted. This contributed in making the success of this research study difficult.
1.10 Definition of Terms
Information and Communication Technology (ICT): Refers to the use of digital technologies, including computers, software, and the internet, to access, store, and communicate information in the learning process (UNESCO, 2013).
Academic Performance: The measurable outcomes of students' learning, often evaluated through examinations, continuous assessments, and practical exercises (Eze, 2014).
Business Studies: A secondary school subject that teaches students about commerce, accounting, entrepreneurship, and economics (Oye, Iahad, & Ab-Rahim, 2014).
Integration of ICT: The effective use of digital tools and technologies in teaching and learning to improve students' understanding and engagement (Aduwa-Ogiegbaen & Iyamu, 2005).
Secondary School Students: Learners enrolled in senior secondary classes within Alimosho Local Government Area, Lagos State, studying subjects including Business Studies (Ojediran, Fashiku, & Ogunleye, 2017).
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