Full Project – INVESTIGATION ON BIOLOGY TEACHERS’ STATE OF READINESS FOR INTEGRATING ICT IN TEACHING AND LEARNING

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INVESTIGATION ON BIOLOGY TEACHERS’ STATE OF READINESS FOR INTEGRATING ICT IN TEACHING AND LEARNING

CHAPTER ONE

INTRODUCTION

1.1 Background of Study

In the twenty-first century, the term “technology” is an important issue in many areas, including education. This is because, in the majority of countries, technology has become the dominant mechanism of knowledge transfer. Nowadays, technological integration has advanced and transformed our society, drastically altering how people think, work, and live (Grabe, 2017). Schools and other educational institutions responsible for training students to live in a “knowledge society” must consider incorporating ICT into their curricula as part of this (Ghavifekr, Afshari & Amla Salleh, 2021).

Information, communication, and technology (ICT) integration in education refers to the incorporation of computer-based communication into the daily classroom teaching process. Teachers are considered as critical players in incorporating ICT into their daily lessons, as well as preparing students for the modern digital environment.

This is due to the fact that ICT can provide a dynamic and proactive teaching-learning environment (Arnseth & Hatlevik, 2021). While the purpose of ICT integration is to improve and raise the quality, accessibility, and cost-effectiveness of student teaching, it also refers to the advantages of networking learning communities to tackle the challenges of current globalization (Albirini, 2016). Adoption of ICT is a series of ongoing and continuous procedures that thoroughly support teaching and learning as well as information resources (Young, 2021).

ICT integration in education, in general, refers to a technology-based teaching and learning process that is closely linked to the usage of learning tools in schools. Because kids prefer to study in a technology-based environment, the subject of ICT integration in schools, particularly in the classroom, is crucial. This is because the use of technology in education substantially contributes to the pedagogical features in which the use of ICT will lead to effective learning with the aid and support of ICT elements and components (Jamieson-Procter et al., 2021). It is accurate to say that virtually all subjects, beginning with mathematics, physics, languages, arts and humanities, and other critical topics, may be learned more effectively with technology-based tools and equipment. Furthermore, when it comes to successful learning with computers as learning aids, ICT provides help and complementary supports for both teachers and students (Jorge et al., 2019).

The need for ICT integration in education is critical since technology allows teaching and learning to take place not just in the classroom but even when teachers and students are physically separated. However, ICT integration is not a one-time learning process; rather, it is a continuous learning process that provides a proactive teaching-learning environment (Young, 2021). ICT may be utilized in a variety of ways to assist both instructors and students in learning about their respective topic areas. A technology-based teaching and learning offers a variety of exciting techniques, such as instructional movies, stimulation, data storage, database use, mind-mapping, guided discovery, brainstorming, music, and the World Wide Web (www), to make the learning experience more gratifying and meaningful (Finger & Trinidad, 2022). Students, on the other hand, will gain from ICT integration since they will not be constrained by a limited curriculum and resources; instead, hands-on activities in a technology-based course are meant to assist them boost their grasp of the topic. It also assists teachers in creating lesson plans that are successful, innovative, and fascinating, resulting in active learning from students. Previous study has shown that using ICT in the classroom improves the learning process and enhances students’ skills in active learning.

1.2 STATEMENT OF THE PROBLEM

Science educators and school science instructors have been poor in distributing knowledge in the classroom (Olakulehin, 2019). Teachers are unsure how far technology may assist in the facilitation and augmentation of learning (Fisseha, 2021). Of course, some instructors may have negative attitudes about the use of ICT and refrain from utilizing it in the classroom owing to a lack of self-efficacy or a belief that they are not equipped to teach with technology. Teaching and learning have become passive, with students’ attention seldom being captivated and their minds rarely engaged, particularly in science courses (Olakulehin, 2020). As a result, student performance has suffered significantly, particularly in the area of biology. Due to their low biology grade, several science students have been unable to pursue their preferred scientific subject at university. According to Akpan, Nigerian students, both elementary and secondary, have lagged behind other African countries in scientific evaluation (2018). This predicament has prompted experts to look for new teaching techniques, but to no success. This has caused worry among administrators, teachers, parents, the Ministry of Education, and students. This study therefore seeks to investigate the biology teachers’ state of readiness  for integrating ICT in learning and teaching in selected schools in Kogi state.

1.3 OBJECTIVES OF THE STUDY

The broad objective of this study is to investigate biology teachers’ state of readiness for integrating ICT in teaching and learning. Specifically, the study seeks:

i.          To determine the level of biology teachers’ awareness of integrating ICT on learning among students

ii.        To ascertain the level biology teachers’ knowledge of integrating ICT on their teaching among students

iii.      To  establish whether biology teachers’ competence for  integrating ICT is dependent on their teaching experience among students

iv.      To ascertain if gender difference in biology teachers’  state  of readiness  for integrating ICT in learning and teaching.

1.4 RESEARCH QUESTIONS

i.          What is the level of biology teachers’ awareness of integrating ICT on learning among students?

ii.        What is the level biology teachers’ knowledge of integrating ICT on their teaching among students?

iii.      Does biology teachers’ competence for  integrating ICT is dependent on their teaching experience among students?

iv.      Is there gender difference in biology teachers’  state  of readiness  for integrating ICT in learning and teaching.

1.5 SIGNIFICANCE OF THE STUDY

ICTs increasingly pervade every aspect of life (work, learning, leisure, and health). Because ICTs are excellent tools for information processing, the new generation needs to become competent in their use, should acquire the necessary skills, and therefore must have access to computers and networks while at school (Kok, 2007). Schools are information and knowledge holding institutions. Therefore, as a result of this study ICT will be fundamental information management tool at all levels of an educational system, from classroom to ministries. Schools will profoundly revise present teaching practices and resources to create effective learning environments and improve life-long learning skills and habits in their students.

1.6 SCOPE OF THE STUDY

This study covers selected public secondary schools in Lokoja Local Government Area of Kogi State. Principals, teachers and students of these schools are intended to be used as respondents.

1.7   LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. The significant constraint was the scanty literature on the subject owing that it is a new discourse thus the researcher incurred more financial expenses and much time was required in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size covering only public secondary schools in Lokoja Local Government Area, Kogi State. Thus findings of this study cannot be used for generalization for other secondary schools in other  States within Nigeria. Additionally, the researcher will simultaneously engage in this study with other academic work will impede maximum devotion to the research. Howbeit, despite the constraint  encountered during the  research, all factors were downplayed in other to give the best and make the research successful.

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