1.0 Introduction
1.1 Background of Study
The integration of Information and Communication Technology (ICT) into education has revolutionized the way students learn and interact with the world around them. Over the years, secondary schools worldwide have increasingly incorporated ICT into their teaching methods, providing students with access to a wide range of digital tools, such as computers, the internet, and mobile devices. This has brought about significant changes in the educational landscape, improving the quality of teaching and learning, and expanding students' access to information. However, alongside these educational benefits, there are concerns regarding the potential impact of ICT on the moral behaviour of students.
As ICT became more prevalent in secondary schools, educators began to recognize its dual role: while it enhanced academic performance and student engagement, it also introduced new challenges. The rapid growth of social media, gaming platforms, and other digital tools created new spaces for students to interact, which raised concerns about their influence on moral and social development. Scholars began to focus on the potential risks posed by ICT, particularly the exposure to inappropriate online content, cyberbullying, and its effects on students' attitudes, values, and behaviours (Livingstone, 2008). Today, the influence of Information Communication Technology on students' moral behaviour continues to be an evolving field of study, with ongoing research into how ICT can be used responsibly to foster positive moral development in secondary school students (Olumide & Fola, 2020).
Research indicates that the exposure of students to digital content can have both positive and negative consequences on their moral development. On the one hand, ICT can serve as a platform for promoting positive moral values through educational programs, online resources, and virtual discussions (Akinbobola & Olowu, 2019). On the other hand, it also exposes students to risks such as cyberbullying, inappropriate online content, and excessive screen time, which may negatively influence their ethical beliefs and actions (Chakrabarti & Chetia, 2018). Various studies have highlighted the potential of ICT to impact students' behaviour, particularly when it comes to their social interactions and sense of responsibility (Olumide & Fola, 2020). For instance, excessive use of social media platforms can lead to the development of poor communication skills, lack of empathy, and reduced face-to-face interaction, which may erode students' social values. Additionally, access to unregulated online content, such as violence, pornography, and hate speech, poses a threat to students' moral development, leading to the adoption of harmful behaviours.
The rapid advancement of Information and Communication Technology (ICT) has significantly transformed various aspects of modern education, including the way students access information and interact with their environment. In secondary schools, ICT tools such as computers, smartphones, and the internet are increasingly integrated into the learning process, offering a range of benefits for both academic achievement and social development. However, this shift also raises concerns about the potential impact of ICT on the moral behaviour of students. While ICT has the potential to enhance learning experiences, it may also expose students to harmful content, leading to undesirable behavioural changes. Scholars have noted that excessive use of ICT could influence students' social interactions, attitudes, and values (Olumide & Fola, 2020; Adebayo, 2017). Moreover, while ICT facilitates access to educational resources, it also brings about the challenge of managing online interactions, cyberbullying, and exposure to inappropriate material, which could negatively impact students' moral development (Subramaniam, 2016).
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to examine the influence of information communication technology (ICT) on moral behaviour of secondary school students.
1.2 Statement of Problems
Investigation revealed that there is exposure of students to inappropriate content on the internet, including violence, cyberbullying, and explicit material. This exposure is influencing the way students perceive social norms and ethical values, leading to the adoption of behaviours that might not align with societal expectations (Olumide & Fola, 2020). Another issue is the over-reliance on digital platforms, which is affecting students' ability to engage in face-to-face communication and develop essential social skills such as empathy and respect.
Furthermore, excessive use of social media is contributing to a decline in students' attention to academic work, as well as promoting a culture of instant gratification rather than perseverance and responsibility (Chakrabarti & Chetia, 2018). The lack of sufficient guidance and supervision by teachers and parents also exacerbates the situation, as students are often left to navigate the digital world without clear moral direction.
It is against the backdrop that this study seeks to address these problems by evaluating the influence of information communication technology (ICT) on moral behaviour of secondary school students.
1.3 Aim and Objectives of Study
The aim of this study is to examine the influence of Information Communication Technology (ICT) on the moral behaviour of secondary school students. The objectives of the study are as follows:
- To assess the extent to which ICT affects the moral behaviour of secondary school students.
- To identify the positive and negative influences of ICT on students' ethical values and social interactions.
- To explore the role of parents, teachers, and school administrators in guiding students' responsible use of ICT.
- To evaluate strategies that promote the positive use of ICT while minimizing its adverse effects on students' moral behaviour.
- To provide recommendations on how ICT tools can be leveraged to foster positive moral development among secondary school students.
1.4 Research Questions
The research questions for this study, derived from the stated objectives, are as follows:
- How does the use of ICT influence the moral behaviour of secondary school students?
- What are the key challenges associated with ICT use that impact students' ethical and social values?
- What ICT-based initiatives can be created to foster positive moral behaviour among secondary school students?
- How can frameworks and guidelines for responsible ICT usage in educational settings be effectively designed?
- What strategies can be implemented to maintain a balance between the benefits of ICT and its potential risks to students' moral development?
1.5 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: ICT-based initiatives can effectively foster negative moral behaviour among secondary school students
- H1: ICT-based initiatives can effectively foster positive moral behaviour among secondary school students
Hypothesis Two
- H0: Challenges associated with ICT use, such as exposure to inappropriate content, does not significantly affect students' ethical and social values.
- H1: Challenges associated with ICT use, such as exposure to inappropriate content, significantly affect students' ethical and social values.
1.6 Significance of Study
The outcome of this research will be beneficial for educators, as they will guide the development of effective strategies to integrate ICT in a manner that promotes positive moral development. The study will also be significant for parents, helping them understand the critical role they play in supervising and guiding their children's use of Information Communication Technology at home.
Furthermore, policymakers and school administrators will benefit from recommendations on creating and maintaining guidelines for responsible ICT use in educational settings. Additionally, this research will contribute to the academic discourse on ICT's societal impact, serving as a reference for future studies exploring its effects on youth behaviour.
1.7 Scope of the Study
The scope of this study will focus on investigating the influence of Information Communication Technology (ICT) on the moral behaviour of secondary school students in Lagos State, Nigeria.
1.8 Limitations of the Study
The study was limited by several factors that influenced the depth and breadth of the research.
- Delays from respondents in completing questionnaires and providing feedback slowed the research process.
- Financial constraints were also a limitation, as the study required significant resources for transportation, data collection tools, and ICT-related equipment.
- Furthermore, time constraints during the academic calendar restricted the duration of interactions with respondents, limiting the opportunities to gather more extensive qualitative data.
1.9 Definition of Terms
Information Communication Technology (ICT):
ICT refers to the various technologies and tools used to create, store, transmit, and share information digitally. These include devices like computers, smartphones, and internet-based applications that facilitate communication and learning. ICT is a critical driver in modern education, enabling access to vast information resources and fostering digital interaction (UNESCO, 2020).
Moral Behaviour:
Moral behaviour involves actions that align with societal norms, values, and ethical principles. It encompasses respect, honesty, empathy, and responsibility, guiding individuals in distinguishing between right and wrong in their interactions (Colby & Damon, 1992).
Secondary School Students:
These are learners enrolled in middle and high school education, typically between the ages of 12 and 18. This phase is crucial for cognitive, emotional, and moral development, where students form habits and values influenced by various factors, including ICT exposure (World Bank, 2018).
Ethics in ICT:
This term describes the principles and guidelines for the responsible use of technology, ensuring that users respect privacy, intellectual property, and digital integrity. Ethics in ICT helps mitigate the potential risks associated with misuse, such as cyberbullying or exposure to inappropriate content (Johnson, 2021).
Digital Literacy:
Digital literacy is the ability to effectively use technology to find, evaluate, and communicate information. It is an essential skill for navigating the modern digital world and fostering responsible ICT usage among students (Eshet, 2012).
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