CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents all the related information, topics, ideas,

studies, and observations by various researchers, writers, and authors

on the variables which formed the conceptual framework of this study.

ICT

According to Babalola (2007) to determine the effectiveness

of video and comparison with selected instructional media for

teaching primary school pupils and rural children in Africa and

agriculture and environmental sciences. Thus, the effect of

gender and grade on the performance of the pupils taught with

four instructional media 240 pupils from 3 rural primary school

in Badagry local Government Area of Lagos state, Nigeria were

taught three topics drawn from agriculture and environmental

sciences. The rebuild that the pupils taught with the video

performed equally as well as those taught real objects while

both groups perform significantly done those taught and without

instructional medium. There was no significant difference

performance based on the gender, only the group without

instructional medium had a significant difference. The study

conclude that videos are more than effective than traditional

teacher in teaching primary school children agriculture and

environmental issues this confirms that the assertion of many

researchers of the potential of using video as a medium of

children in the formal school system. Based on the findings of

this study it is concluded that the use of video in teaching

primary school pupils is as effective as when the teacher uses

the real objects in teaching agricultural and environmental

sciences. The use of media as instructional materials is more

effective than the use of charts and when no instructional media

is used.

Furthermore, promoting of using computers in the classroom

is more effective and it can gain more knowledge and develop the

ability of learners and using computers in the classroom has

proven advantageous is more than one respect. But according to

Frizzler (1995) that even though they will never replace

teachers. The findings revealed that the majority of the student

reported being fairly proficient to proficient in computer,

skill such as the deleting files (81. 43%), formatting a floppy

disk (67.15%) copying files (78.57%) and installing a program

on a hard disk (64.29%), while most are reported being not or a

little proficient in computer skill such as using images from a

camcorder or digital camera and computers (84.76%), using

PowerPoint (80%), and creating data bases (78.09%), the results

further revealed no significant effect for year of study on

students perception on computer literacy. Despite the benefits

of using the computer in language teaching and learning, there

has been a shortage it is use in Jordanian classroom. Jordan

quality of education, computerized schools, modernized curricula

and teaching methods, enhance teaching and learning processes

to ensure equal access for the poor in regards to basic education

among the learners. Despite these findings, research suggest a

correlation between changes in preservice teachers’ perception

and classroom technology use. Lot of researcher has been

conducted on the effect of computer use on various aspects of

the educational process on how they use. However, although the

literature emphasizes the strong relationship between the user’s

proficiency in and attitudes towards using the computers, it has

little research, the user’s perception of their computer

literacy and the obstacles that face them, especially in third

world countries. The present researchers urge fellow researchers

to conduct further research on the students and teachers need

for and attitudes towards the use of computer for educational

purposes, on the effect of the usage of computer on teaching-

learning the various skills, on contextualizing- providing a

cultural context for foreign language learning- on promoting

learner autonomy and independent learning, and on developing

students to improve their critical thinking and problem solving

abilities with the help of computers.

According to Ruba fahmi et,al.(2006) teacher’s influence

in the use of information and communication technologies (ICT)

at schools, such as years of experience, gender the duration of

the most commonly used and well-known ICT types among teachers

are the internet, email and etc. attitude towards computer and

the internet are generally positive ICT has potential tools for

change and innovation in education. Turkey spent about $400 per

person, and allocated 11.7% of its budget to ICT however this

rate is lower than those of Europe and central Asia, Turkish

ministry of national education make attempts to disseminate ICT

at school as other countries one of the factors that determine

educational development and innovation in general is teachers

as they are the ones to use the ICT investments for educational

development.

Adoption
According to Wael Sh. Basri et al.(2018) Information

communication technology (ICT) is one of the latest

innovation that help revolutionized various operation in

the world. It has became particularly important in the field

of education since it has recently created such platforms

and opportunities that have facilitated to some extent the

acquisition of knowledge. As a result, it has seen evident

that majority of the respondents value ICT, each of them

feels that they should have the facility in order to have

the opportunity to adopt on ICT more closely.

a large number of students mentions that the absence of ICT to

them have resulted in difficulty to utilize ICT platforms on

regular basis. It also reveals that more than fifty percent of

the students keep accounts on social media. This indicates

that ICT performs a role more than academic for most

students. Besides searching for information from the

internet is much more convenient than searching manually

on the books present in the libraries, these university

students make use of ICT for communication and social

connections with friends and relatives. This explains why

it is a major booster to academic performance of the

students. Often the same students can use ICT to facilitate

discussions and feedback on academic matters from teachers,

seniors, and colleagues. This kind of interaction is

necessary to improve their study and research skills as

well as their camaraderie.

It also revealed that students who achieve score higher grades

in GPA are more interested in ICT that their colleagues who

scolre lower grades. This is likely because ICT provides some

basic knowledge for anyone. Smarter students are therefore

likely to embrace ICT. Furthermore, students remain brighter

because they embrace the technology which requires concentration

of the participants.
Students

Conceptual framework

Dependent Variable

School

Students

Teachers
Popular media:

Independent Variable Implications to students

Laboratories

Equipment

Figure 1. Conceptual framework of the study.

Popular media has been evolving since the invention of

technological products such as newspapers, magazines,

encyclopedias, videos specially on the internet what we call

blogs, documentaries, articles, social media and others.

The conceptual framework shown in Figure 1 consists of

interplay of dependent and independent variables used in this

study. In this study the researchers conceptualized that the

school consist of namely: students and teachers has correlation

that directly implicates students’ learning skills with the help

of ICT of the school in terms of laboratories, equipment.

Popular media: its implication to students

Profile of the Locale of the Study

 age
 sex

Respondents of the
Perceived effect of Study
the popular media to
students.

 Easier to acquire
knowledge.
 Participative in
every lessons. Research Instruments
 Improve learning
capabilities of the  Survey
learners. questionnaire


Data Analysis

 Percentages
 mean

Improved results of usage of popular media to students

Figure 2. conceptual diagram