1.1 Introduction
Information and Communication Technology (ICT) is broadly defined as the application of digital tools and resources such as computers, the internet, multimedia, and telecommunication systems to facilitate the collection, processing, storage, dissemination, and use of information (UNESCO, 2019). In the context of education, ICT is not only a tool for enhancing teaching and learning processes but also a driver for improving students' academic performance and preparing them for participation in a globalized knowledge economy. As societies become increasingly digitalized, the integration of ICT in schools is viewed as a prerequisite for quality education and sustainable national development (Okebukola, 2020).
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 Study
The evolution of Information and Communication Technology (ICT) in education has its roots in the global technological revolution of the mid-20th century. According to Olatoye (2017), the introduction of computers in schools during the 1960s and 1970s marked the beginning of technology-assisted learning, with developed countries like the United States and the United Kingdom leading the way. UNESCO (2019) reported that ICT became widely recognized as a tool for advancing education, promoting inclusive learning, and bridging knowledge gaps between developed and developing nations.
Information and Communication Technology (ICT) has become a global force driving innovation, communication, and knowledge dissemination. In the field of education, ICT is recognized as a transformative tool that enhances teaching methods, supports interactive learning, and improves student outcomes. According to UNESCO (2019), ICT is essential in modern education because it provides opportunities for learners to access knowledge beyond the limitations of the classroom and equips them with the digital skills needed for participation in a knowledge-driven economy.
Over the years, researchers have continued to examine the link between ICT and students' academic performance. Bamidele (2019) reported that students with consistent exposure to ICT tools tend to perform better in research-based subjects and develop stronger problem-solving skills compared to those without such exposure. On the other hand, Ugwoke and Eze (2020) contended that misuse of ICT for social networking, gaming, and non-academic activities has negatively affected the performance of some students, raising concerns about the double-edged nature of Information and Communication Technology (ICT) in education.
In the Nigerian context, Ajayi (2018) reported that ICT is increasingly being integrated into the secondary school system to boost students' academic performance and prepare them for higher education. He further asserted that ICT promotes collaborative learning, creativity, and critical thinking, which are crucial for academic success. Similarly, Okebukola (2020) stated that ICT integration into the curriculum is a significant strategy for bridging the gap between traditional teaching methods and global educational trends. He affirmed that when effectively utilized, ICT encourages independent learning and enhances students' motivation towards their studies.
Adewale and Adepoju (2021) reported that poor infrastructure, irregular electricity supply, and limited access to modern ICT facilities remain major obstacles in many public schools. In addition, Ugwoke and Eze (2020) asserted that both teachers and students often lack the technical competence required to maximize the benefits of ICT in the learning process. They also contended that some students misuse ICT resources for non-academic purposes such as social networking, gaming, and entertainment, which reduces the positive impact on academic performance.
In Nigeria, ICT is gaining recognition as a fundamental instrument in the secondary school system, particularly in enhancing students' academic achievements. Academic performance refers to the level of attainment of educational goals measured through tests, examinations, or assessments. ICT is influencing this by providing platforms for collaborative learning, and the development of problem-solving and critical-thinking skills among learners (Ajayi, 2018). On the other hand, Bamidele (2019) affirmed that where ICT resources are adequately available and appropriately applied, students show significant improvement in research skills, problem-solving abilities, and overall academic achievement. This position is supported by the Federal Ministry of Education (2020), which stated that ICT-driven education is crucial for preparing Nigerian students to compete in a globalized world and to meet the demands of the modern workforce. This study is set against the backdrop of investigating the influence of ICT on the academic performance of senior secondary school students.
1.3 Statement of Problems
Investigation revealed that education is universally recognized as the cornerstone of national development, and in today's knowledge-driven world, the role of Information and Communication Technology (ICT) in enhancing learning outcomes is indispensable. ICT is transforming the way students access, process, and apply information in the classroom. In Nigeria, especially in senior secondary schools, ICT is increasingly viewed as a critical tool that is expected to promote efficiency in teaching, deepen knowledge retention, and improve academic performance. However, the extent to which ICT is actually influencing students' performance in schools within Abeokuta South Local Government remains a pressing concern.
On the other hand, there is a growing argument that ICT is contributing positively to students' learning, especially for those who have access to smartphones, personal computers, and internet resources outside the school environment. Students exposed to ICT are believed to develop stronger research skills, broader knowledge horizons, and better critical thinking abilities (Bamidele, 2019). Yet, this advantage may be limited to students from relatively privileged backgrounds, raising concerns about equity and the widening of educational disparities within the same locality.
The problem is further compounded by the attitude of some students who use ICT devices for non-academic purposes such as social networking, gaming, and entertainment, which is reported to distract from their studies (Ugwoke & Eze, 2020). Thus, while ICT is intended to serve as an enabler of academic achievement, it is also posing challenges that undermine its effectiveness when not properly guided. This conflicting reality raises a critical question about the actual influence of ICT on the academic performance of senior secondary school students in Abeokuta South. It is against this backdrop that this study seeks to examine the influence of Information and Communication Technology (ICT) on the academic performance of senior secondary school students in Abeokuta South Local Government.
1.4 Aim and Objectives of Study
The aim of this study is to investigate the influence of ICT on the academic performance of senior secondary school students in Abeokuta South Local Government.
The specific objectives of this study are to:
- Determine the extent of ICT usage among senior secondary school students in Abeokuta South.
- Examine the influence of ICT tools on students' academic performance.
- Identify the challenges facing effective ICT utilization in secondary schools.
- Suggest strategies for improving ICT use to enhance students' performance.
1.5 Research Questions
Based on the stated objectives, the following research questions are posed:
- What is the extent of ICT usage among senior secondary school students in Abeokuta South Local Government?
- How does ICT influence the academic performance of senior secondary school students?
- What challenges hinder effective ICT utilization in secondary schools in Abeokuta South?
- What strategies will improve the use of ICT to enhance academic performance?
1.6 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: ICT usage has no significant influence on the academic performance of senior secondary school students in Abeokuta South Local Government.
- H1: ICT usage has a significant influence on the academic performance of senior secondary school students in Abeokuta South Local Government.
Hypothesis Two
- H0: Challenges such as poor infrastructure and lack of training does not significantly hinder ICT utilization in secondary schools
- H1: Challenges such as poor infrastructure and lack of training significantly hinder ICT utilization in secondary schools
1.7 Significance of Study
It is believed that at the completion of the study, this research will add to existing literature and will serve as a guide for policy implementation. Also, students will benefit as the study will show how Information and Communication Technology (ICT) will improve their study habits, academic achievements, and research skills.
Furthermore, policymakers will benefit as the study will serve as a reference point for improving ICT-based educational policies and infrastructure.
Lastly, parents will benefit as the study will reveal how ICT will support their children's learning and how they will guide against misuse.
1.8 Scope and Limitations of the Study
The scope of this research is focused on the influence of information and communication technology on academic performance of senior secondary school students. The study is limited to secondary schools in Abeokuta South Local Government, Ogun State, where both public and private schools will be considered.
The limitations of the study include restricted access to some schools due to administrative bottlenecks, lack of comprehensive ICT data in some institutions, and constraints such as inadequate funding, limited time frame, and poor electricity supply, which affected the full scope of data collection.
1.9 Definition of Terms
Information and Communication Technology (ICT):
ICT refers to technological tools and resources such as computers, the internet, and telecommunication systems that are used to collect, process, and disseminate information for educational purposes (UNESCO, 2019).
Academic Performance:
This is the measurable outcome of students' efforts in learning, often assessed through grades, tests, and examinations, reflecting their level of knowledge acquisition (Ajayi, 2018).
Senior Secondary School Students:
These are students in the upper level of secondary education, usually between the ages of 15 and 18, preparing for external examinations such as WAEC and NECO (Federal Ministry of Education, 2020).
ICT Integration:
This refers to the process of incorporating ICT tools into teaching and learning activities to improve effectiveness and enhance educational outcomes (Okebukola, 2020).
ICT Infrastructure:
These are the physical and digital resources such as computer labs, internet connectivity, and software applications that enable effective use of ICT in schools (Adewale & Adepoju, 2021).
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