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Library Philosophy and Practice (e-journal) Libraries at University of Nebraska-Lincoln

Summer 6-5-2024

INFLUENCE OF THE USE OF ICT ON STUDENTS’ ACADEMIC

PERFORMANCE IN MATHEMATICS IN EFON-ALAAYE LGA, EKITI
STATE
Temitope Samuel Akinbinu Mr
University of Ibadan, Nigeria, topsam_akins@yahoo.com

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Akinbinu, Temitope Samuel Mr, "INFLUENCE OF THE USE OF ICT ON STUDENTS’ ACADEMIC
PERFORMANCE IN MATHEMATICS IN EFON-ALAAYE LGA, EKITI STATE" (2024). Library Philosophy and
Practice (e-journal). 8226.
https://digitalcommons.unl.edu/libphilprac/8226
 CHAPTER ONE

1.0 INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Information and Communication Technologies (ICTs) are generally accepted as a modern

instrumental tool that enables the educators to modify the teaching methods they use in order to
increase students interest. Its general definition covers any product that will store, retrieve,
manipulate, transmit or receive information electronically in a digital form. It consists of hardware,
software, networks and media for collection, storage, processing, transmission and
presentation of information (voice, data, texts and images) (World Bank, 2002).
The information and communication technologies (ICT), refers to technologies that
provide access to information through communications. According to Abe &Adu,(2007), it is an
umbrella term that includes any communication device, comprising radio, television, cell phones,
computer and network hardware, satellite systems and so on, as well as the various services and
application associated with them such as video conferencing and distance learning.
Education and information has great relationship, ICT in Education means teaching and
learning with information and communication technology. Therefore, the application of
Information and Communications Technology (ICTs) in education has revolutionized teaching and
learning. For effective use of ICT in schools there is need for skilled teaching staff and visionary
school leadership. Teachers and school leaders need to be knowledgeable about the potential that
ICT presents during teaching and learning in schools (Adegbite,2017).
Garrison and Anderson (2003) argue that the application of ICTs in the teaching-learning
process can enhance the quality of education in several ways such as increasing learner motivation
and engagement, facilitating the acquisition of basic skills, and enhancing teacher training. Since
several subjects has been offered at both secondary and tertiary levels, its relevance and sustenance
in the 21st century requires the adequate application of ICTs like video tapes, television and
multimedia computer software that combine text, sound and colorful moving images which can be
used to provide challenging and authentic content that will not only engage the student in the
learning process but as well make learning concrete.

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 In classroom teaching and learning process, the use of ICT is imperative as it gives chance
to the instructors and learners to operate, store, control and retrieve data other than to promote self-
regulated and active learning (Ali, Haolader & Muhammad, 2013). ICT-based learning includes
an expanded propensity towards collaborative learning among learners and instructors, not just in
a specific classroom. This kind of collaboration is in contrast to the conventional learning
environment, for example, distance learning inspires educators and learners to engage in learning
even after school time (Ali, Haolader & Muhammad, 2013). The system helps instructors to plan
and prepare lessons and design materials such as course content (Ali, Haolader & Muhammad,
2013).
Students with diverse learning styles are able to maximize their learning potential when
instructors use ICT to support their teachings. ICT enables the students to be more independent,
reflective and self-regulated in their learning process. In addition, ICT makes it possible to deliver
virtual instruction to students outside the classroom. ICTs help students acquire skills though it
depends on the teacher’s instructional goal, students’ levels, instructional needs and available
resources. Stephen, Thomas and Cook (2002), stated that technology teaching strategies are often
based on cognitive view of teaching and learning. Teachers here are viewed as facilitators and
collaborators with students as they learn, rather than as experts imparting knowledge. There also
tend to be strong emphasis on the use of problem-solving and research skills as students take more
active role in defining, developing their ideas. Areas teachers can use ICTs in their teaching are
broad, as with most developments in technology, new tools and techniques are developed every
day. Although such teaching strategies are very expensive to come by, they are exciting. Examples
of such facilities include: the use of multimedia, C.D Rom, web-based instructions (WBI), the
intelligent tutoring systems (ITS), Virtual reality (VR), Audio visual aid, computer-assisted
instruction and a host of other recent development network Stephen (2000).
The impact of ICTs on learning is in relation to use of digital media, primarily computers
and internet to facilitate teaching and learning. ICTs are the technologies used in conveying,
manipulation and storage of data by electronic means. They provide powerful tools that may help
in transforming the present isolated teacher-centered and text-bound classrooms into rich-student-
focused, interactive knowledge environments. To meet these challenges, learning institutions must
embrace the new technologies and appropriate ICT tools for learning. The direct link between ICT
use and students’ study habits and academic performances have been the focus of extensive

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literature during the last two decades. Some of them help students with their learning by improving
the communication between them and the instructors (Valasidou and Bousiou, 2005).
Leuven, E., Lindahl, M.; Oosterbeek, H.; Webbink, D. (2004) stated that there is no
evidence for a relationship between increased educational use of ICT and students’ performance.
In fact, they find a consistently negative and marginally significant relationship between ICT use
and some student achievement measures. In support to these, some students may use ICT to
increase their leisure time and have less time to study. Online gaming and increased
communication channels do not necessarily mean increased achievement. On the other hand, ICT
improves the standard of education by encouraging learning through ongoing discussion, delayed
time discussion, directed instruction, self-learning, critical thinking, data seeking and analysis
(Yuen, Law & Wong, 2003). ‘Computer Aided Instruction’ has been seen to slightly “improve
student performance on multiple choice, standardized testing in some areas Computer Aided
(Assisted) Instruction (CAI)”, which refers generally to student self-study or tutorials on PCs, has
been shown to slightly improve student test scores on some reading and math skills, although
whether such improvement correlates to real improvement in student learning is debatable.(Sadiq
Khan et al,2015)
Utilization of ICT can enhance outcomes, instruction, administration and create important
abilities in the underprivileged groups (Sharma, 2003), and at the same time influence educational
instruction and research process (Yusuf, 2005).
Computers and the Internet have been touted as potentially capable means to empower the
users for educational changes and improvement, by utilizing various information and resources
and reviewing information from different points of view; hence, cultivating the authenticity and
actuality of learning situations (Tinio, 2003). ICT helps to make complicated things simple to
comprehend by simulations that once more add to real learning situations. Hence, ICT may act as
a facilitator of dynamic learning and higher order thinking (Alexander, 1999).
To enhance the academic performance of students, there is a need to turn from conventional
teaching methods to modern teaching methods. ICT is conceived as a tool that supports a change
in pedagogical approach. The successful integration of ICT depends on the ability of teachers to
merge technology with new pedagogies. To achieve this, there is a need for extensive preparation,
adequate time, and ongoing support for teachers to ensure they have the knowledge, skills, and
confidence in teaching with ICT. The need to provide teacher education programs and professional

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development facilities for practicing teachers and pre-service teachers cannot be overemphasized.
A high level of competence in the utilization of technology has become necessary for people to
function in a knowledge society or the information age. Turner (2005) listed twenty basic
technology skills that all educators should now have which include word-processing skills,
spreadsheet skills, database skills, electronic presentation, Web navigation, e-mail management
skills, file management and Windows Explorer skills scanner knowledge, and downloading
software, among others. According to Martin and Dunsworth (2007) some of the new computer
literacy skills are electronic gaming, synchronous and asynchronous communication, weblogs,
webpages, and multimedia text production (Adegbite,2017). Computer Assisted Instruction
(CAI) is space and time independent making it convenient for students to go through the program
are either at home or on a school computer. This encourages interactivity, which individualizes
content for each learner based on their needs and it provides formative feedback to multiple choice
questions. CAI enhances learning rate where the learners are able to learn more materials given
the same amount of time as compared to conventionally taught learners. Moreover, students
receiving instructions through ICT retain learning better (Cotton, 2001). According to Hussain et
al(2017) the issue of low achievement among the learners has been tormenting the instructive
framework right from the elementary classes to university level. The focus of this study is to examine
the influence of ICT on student performance.

1.2 Statement of the Problem

The impact of ICT on various fields of human endeavour such as medicine, tourism,
business, law, banking, engineering and architecture over two or three decades has been enormous.
But when one looks at the field of education, there seems to have been an uncanny lack of influence
of ICT and far less change than other fields have experienced. A number of scholars have
attempted to explore this lack of activity and influence of ICT on education and many others. In
other words, though ICT has begun to have presence in education, its impact has not been as
extensive as in other fields. Education is a very socially oriented activity and quality education has
traditionally been associated with strong teachers having high degrees of personal contact with
learners. With the world moving rapidly into digital media and information, the role of ICT in
education is becoming more and more important. It has been suggested that information and
communication technologies (ICTs) can and play a number of roles in education such as

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developing the kind of graduates and citizens required in an information society; improving
educational outcomes and enhancing and improving the quality of teaching and learning. Hence,
this study seeks to investigate the effect of the use of ICT on students’ academic performance in
mathematics in Efon-Alaaye LGA, Ekiti State.;

1.3 Objectives of this Study

The major objective of this study is to investigate the influence of ICT on student’s academic
performances. These includes

1. To determine the attitude of students towards ICT in learning Mathematics.

2. To determine the extent to which student use of ICT in Efon Alaaye local government
LGA.
3. To determine the frequency of use of ICT in learning Mathematics in classroom
4. To determine the problems facing students in the use of ICT in the classroom.
5. To determine the significant effect of ICT on students’ academic performance in Efon-
Alaaye LGA.
6. To determine the significant difference in student academic performance based on gender.

1.4 Research Questions

1. What is the attitude of the students towards the use of ICT in learning mathematics?
2. To what extent is ICT used by the students of Efon-Alaaye local government area?
3. How often is ICT used in learning mathematics in classroom?
4. What are the problems facing students in the use of ICT in classroom?
5. Is there any significant effect of the use of ICT on students’ academic performance in
Efon-Alaaye LGA, Ekiti State?
6. Is there any significant difference in students’ academic performance based on gender?

1.5 Significance of the Study

Concerns over educational relevance and quality coexist with the imperative of expanding
educational opportunities to those made most vulnerable by globalization developing countries in
general; low-income groups, girls and women, and low-skilled workers in particular. “Global
changes also put pressure on all groups to constantly acquire and apply new skills”. The

5
International Labor Organization defines the requirements for education and training in the new
global economy simply as “basic education for all”, core work skills for all and “lifelong learning
for all”. Information and communication technologies (ICTs) which include radio and
television, as well as newer digital technologies such as computers and the Internet have been
touted as potentially powerful enabling tools for educational change and reform. “When used
appropriately, different ICTs are said to help expand access to education, strengthen the relevance
of education to the increasingly digital workplace, and raise educational quality by, among others,
helping make teaching and learning into an engaging, active process connected to real life”.
Positive impact more likely when linked to pedagogy. “It is believed that specific uses of
ICT can have positive effects on student achievement when ICTs are used appropriately to
complement a teacher’s existing pedagogical philosophies”.
1.6 Scope of the Study

This study was limited to four selected senior secondary schools in Efon-Alaaye
Government Area of Ekiti State.These included the Ekiti State Government College Efon-Alaaye,
Anglican Grammar School, Efon-Alaaye where ICT is used in teaching process and CAC
Grammar school Efon-Alaaye as well as Apostle Ayo Babalola Community Secondary School
Efon-Alaaye where ICT is not used in the teaching process. The categorization was made based
on the researcher’s observation and interview conducted with selected teachers and students of
each school. This is in line with the aim of the study to compare between the use of ICT or
otherwise in learning and possibly determine its influence on students’ academic performance.

1.7 Definitions of terms

Influence: a strong effect something has on another

ICT: information and communication technology is the general term for describing the
transmission/communication of information through technology.
Education: The process of positively changing the behavior of an individual to become a
responsible member of the society
Student: Someone who studies at a secondary school or university
Academics: is a scholarly engagement which involves acquisition of knowledge
Academic performance: the outcome of an academic activity

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 CHAPTER TWO

LITERATURE REVIEW

2.0 Introduction

Information & Communication Technology (ICT) has become an important part of most
educational organizations all over the world. According to Daniels (2002) ICTs have become
within a very short time, one of the basic building blocks of modern society. Many countries now
regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of
education, alongside reading, writing and numeracy. There is no doubt that Information and
Communication Technology (ICT) provides productive teaching and learning in order to increase
learners’ creative and intellectual resources especially in today’s information society. Jones (2010)
has it that technology travels with people.

Information and communication is integral to human society. Before the advent of technology
in Nigeria, people communicated using various instruments and codes such as talking drums,
flutes, gongs, town criers and village square meetings (Dev-Net, 2003). The use of writing and
invention of printing materials transformed the type and context of recorded history
communication on a universal scale became possible through the use of Books, Newspapers,
Magazines and Radio. The advancement in technology has created so many ICT tools that are
necessary and useful in the development process. These new technologies are central to
contemporary societies and therefore referred to this age as information technology age driven by
knowledge economy. The education community is not left out in this trend as there have been
considerable investments towards teaching and learning methods that necessitated the quest to
measure the impact of these investments on students’ academic performance as return on
investment in education.
The various kinds of ICT products available and having relevance to education, such as
teleconferencing, email, audio conferencing, television lessons, radio broadcasts, interactive radio
counselling, interactive voice response system, audiocassettes and CD ROMs etc have been used
in education for different purposes (Sharma, 2003; Sanyal, 2001; Bhattacharya and Sharma, 2007).
The field of education has been affected by ICTs, which have undoubtedly affected teaching,
learning, and research (Yusuf, 2005). A great deal of research has proven the benefits to the quality

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of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enrich, and deepen
skills, to motivate and engage students, to help relate school experience to work practices, create
economic viability for tomorrow's workers, as well as strengthening teaching and helping schools
change (Yusuf, 2005). As Jhurree (2005) states, much has been said and reported about the impact
of technology, especially computers, in education. Although interest has been on how to use ICTs
to support teaching methods in order to enhance motivation to learning, students’ characteristics
as well as teachers have been noted as hindering factors. But the need arises for one to look at both
direct and indirect effects of ICTs to learning. This article seeks to explore the ways in which
advances in ICT and their use in education, particularly influences students’ performance/output
to learning.
2.1 The Concept of ICT

ICT is an augmented term for information technology (IT) which accentuates on the role
of integrated communications (Murray, 2011) and the integration of telecommunications
(telephone lines and wireless signals), computers and other necessary enterprise software (Foldoc,
2008). According to Ikwuka (2017) Information and Communication Technology (ICT) can be
defined as a diverse set of electronic technologies and technological tools and resources used to
communicate, create, store, disseminate and manage information. Ubaru (2005) sees it as the
combination of technologies for collecting, storing, processing, communicating and delivering
information.
ICT (information and communications technology - or technologies) is an umbrella term
that includes any communication device or application, encompassing: radio, television, cellular
phones, computer and network hardware and software, satellite systems and so on, as well as the
various services and applications associated with them, such as videoconferencing and distance
learning. (Abe & Adu, 2007). Singh (2013) defines ICT as a collection of technical devices and
resources which are used to transmit, store and manage information. Pelgrum and Law (2003) state
that near the end of the 1980s, the term ‘computers’ was replaced by ‘IT’ (information technology)
signifying a shift of focus from computing technology to the capacity to store and retrieve
information. This was followed by the introduction of the term ‘ICT’ (information and
communication technology) around 1992, when e-mail started to become available to the general
public (Pelgrum, W.J., Law, N., 2003). The 1990s was the decade of computer communications
and information access, particularly with the popularity and accessibility of internet-based services

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such as electronic mail and the World Wide Web (WWW). At the same time the CD-ROM became
the standard for distributing packaged software (replacing the floppy disk). According to a United
Nations report (1999) ICTs cover Internet service provision, telecommunications equipment and
services, information technology equipment and services, media and broadcasting, libraries and
documentation centres, commercial information providers, network-based information services
and other related information and communication activities. As a result, educators became more
focused on the use of the technology to improve student learning as a rationale for investment.
Any discussion about the use of computer systems in schools is built upon an understanding of the
link between schools, learning and computer technology. However, the utilization of ICT in the
instructive process has been partitioned into two general classifications: ICT for education and
ICT in education. ICT for education suggests the development of ICT particularly for teaching and
learning purposes and ICT in education includes the adoption of general parts of ICT in the
instructional process (Okoro & Ekpo, 2016).
2.2 ICT in Education

The emergence of ICT has transformed the existence and activities of contemporary man
particularly in the setting of globalization (Evey, Emmanuel, Joseph, Denis & Asinde, 2010). In
recent times, there has been and extraordinary advocacy both nationally and internationally for the
use of ICT in instructional and learning process (Okoro & Ekpo, 2016).
ICTs in education involve the adoption of general components of information and
communication technologies in the teaching learning process. “These technologies include
computers, the Internet, broadcasting technologies (radio and television), and telephony”. In recent
years there has been a groundswell of interest in how computers and the Internet can best be
harnessed to improve the efficiency and effectiveness of education at all levels and in both
formal and non-formal settings. “But ICTs are more than just these technologies; older
technologies such as the telephone, radio and television, although now given less attention, have a
longer and richer history as instructional tools”. For instance, radio and television have for over
forty years been used for open and distance learning, although print remains the cheapest, most
accessible and therefore most dominant delivery mechanism in both developed and developing
countries. “The use of computers and the Internet is still in its infancy in developing countries, if
these are used at all, due to limited infrastructure and the attendant high costs of access”
(Aribamikan, 2007).

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 The educational field has been influenced by ICT, which has explicitly influenced
instructional process and research. (Yusuf, 2005) believe that ICT has the strength to speed up,
improve and extend aptitude reforms as it has the capacity to boost teaching by inspiring and
engaging learners, and help schools reform by assisting schools in understanding financial and
functional practices. Ashley (2016) reiterates that technology helps educators in preparing students
for the real world setting and stresses that as our countries turn out to be progressively more
technology dependent, it becomes significantly more essential that to be good citizens, students
must figure out how to be well informed about ICT.

10
The utilization of ICT in teaching is a pertinent and practical method for providing education to
learners that will enrich them with the required abilities with regards to the world of work. It offers
a totally new and advanced learning environment for learners; consequently they acquire various
aptitude sets in order to be fruitful and successful. Critical thinking, research and appraisal
aptitudes are developing significantly as learners have expanding dimensions of information from
a number of sources to deal with. The incorporation of ICT in instructional process is believed as
a medium in which a number of methodologies and pedagogical theories might be implemented;
however, ICT as a teaching aid is more difficult and multifaceted as it needs positive attitude from
the educators (Salehi & Salehi, 2012).
Furthermore, ICT increases the flexibility of delivery of education so that learners can
access knowledge anytime and from anywhere. It can influence the way students are taught and
how they learn as now the processes are learner driven and not by teachers. This in turn would
better prepare the learners for lifelong learning as well as to improve the quality of learning. In
concert with geographical flexibility, technology-facilitated educational programs also remove
many of the temporal constraints that face learners with special needs (Yusuf,2005). Students are
starting to appreciate the capability to undertake education anywhere, anytime and anyplace.
One of the most vital contributions of ICT in the field of education is- Easy Access to
Learning. With the help of ICT, students can now browse through e-books, sample examination
papers, previous year papers etc. and can also have an easy access to resource persons, mentors,
experts, researchers, professionals, and peers-all over the world. This flexibility has heightened
the availability of just-in-time learning and provided learning opportunities for many more learners
who previously were constrained by other commitments (Young, 2002). Wider availability of best
practices and best course material in education, which can be shared by means of ICT, can foster
better teaching. ICT also allows the academic institutions to reach disadvantaged groups and new
international educational markets. As well as learning at any time, teachers are also finding the
capabilities of teaching at any time to be opportunistic and able to be used to advantage. Mobile
technologies and seamless communications technologies support 24x7 teaching and learning.
Choosing how much time will be used within the 24x7 envelope and what periods of time are
challenges that will face the educators of the future (Young, 2002). Thus, ICT enabled education
will ultimately lead to the democratization of education. Especially in developing countries like
India, effective use of ICT for the purpose of education has the potential to bridge the digital divide.

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This includes infrastructure, teacher and the processes quality. There exist drawbacks in general
education in India as well as all over the world like lack of learning materials, teachers, remoteness
of education facilities, high dropout rate etc (UNESCO,2002). Innovative use of Information and
Communication Technology can potentially solve this problem. Internet usage in home and work
place has grown exponentially (McGorry, 2002).
ICT has the potential to remove the barriers that are causing the problems of low rate of
education in any country. It can be used as a tool to overcome the issues of cost, less number of
teachers, and poor quality of education as well as to overcome time and distance barriers
(McGorry, 2002). People have to access knowledge via ICT to keep pace with the latest
developments (Plomp, Pelgrum & Law, 2007). ICT can be used to remove communication barriers
such as that of space and time (Lim and Chai, 2004). ICTs also allow for the creation of digital
resources like digital libraries where the students, teachers and professionals can access research
material and course material from any place at any time (Bhattacharya and Sharma, 2007; Cholin,
2005). Such facilities allow the networking of academics and researchers and hence sharing of
scholarly material. This avoids duplication of work (Cholin, 2005).ICT eliminating time barriers
in education for learners as well as teacher. It eliminates geographical barriers as learners can log
on from any place (Sanyal, 2001; Mooij, 2007; Cross and Adam, 2007; UNESCO, 2002;
Bhattacharya and Sharma, 2007). ICT provides new educational approaches (Sanyal, 2001). It can
provide speedy dissemination of education to target disadvantaged groups (UNESCO, 2002;
Chandra and Patkar, 2007). ICT enhances the international dimension of educational services
(UNESCO, 2002). It can also be used for non-formal education like health campaigns and literacy
campaigns (UNESCO, 2002). Use of ICT in education develops higher order skills such as
collaborating across time and place and solving complex real world problems (Bottino, 2003;
Bhattacharya and Sharma, 2007; Mason, 2000; Lim and Hang, 2003).

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Bottino (2003) and Sharma (2003) mention that the use of ICT can improve performance, teaching,
administration, and develop relevant skills in the disadvantaged communities. It also improves the
quality of education by facilitating learning by doing, real time conversation, delayed time
conversation, directed instruction, self-learning, problem solving, information seeking and
analysis, and critical thinking, as well as the ability to communicate, collaborate and learn (Yuen
et al, 2003). A great deal of research has proven the benefits to the quality of education (Al-Ansari
2006).Hepp, Hinostroza, Laval and Rehbein (2004) state that the literature contains many
unsubstantiated claims about the revolutionary potential of ICTs to improve the quality of
education. They also note that some claims are now deferred to a near future when hardware will
be presumably more affordable and software will become, at last, an effective learning tool.
2.21 Types of ICT in Education

E-learning

Although most commonly associated with higher education and corporate training, e-
learning encompasses learning at all levels, both formal and non-formal, that uses an information
network—the Internet, an intranet (LAN) or extranet (WAN)—whether wholly or in part, for
course delivery, interaction, evaluation and/or facilitation. “Others prefer the term online learning.
Web-based learning is a subset of e-learning and refers to learning using an Internet mainly using
a browser (such as Chrome or Firefox or Internet Explorer)”. It can also be viewed as learning
through the use of electronic devices (Sadiq khan,2015)
Blended Learning

“This refers to learning models that combine traditional classroom practice with e-
learning solutions”. For example, students in a traditional class can be assigned both print-based
and online materials have online mentoring sessions with their teacher through chat and are
subscribed to a class email list. “Or a Web-based training course can be enhanced by periodic face-
to face instruction”. Blending was prompted by the recognition that not all learning is best achieved
in an electronically-mediated environment, particularly one that dispenses with a live instructor
altogether. (Asiabeka, 2010).

Open and distance learning

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Open and distance learning is defined by the Commonwealth of Learning as a way of providing
learning opportunities that is characterized by the separation of teacher and learner in time or place,
or both time and place; learning that is certified in some way by an institution or agency; the use
of a variety of media, including print and electronic; two-way communications that allow learners
and tutors to interact; the possibility of occasional face-to-face meetings; and a specialized division
of labor in the production and delivery of courses” (Sadiq khan,2015).

2.3 Advantages of ICT

Information and Communication Technologies have recently gained groundswell of
interest. It is a significant research area for many scholars around the globe. “Their nature has
highly changed the face of education over the last few decades. For most European countries, the
use of ICT in education and training has become a priority during the last decade”. “However,
very few have achieved progress. Indeed, a small percentage of schools in some countries achieved
high levels of effective use of ICT to support and change the teaching and learning process in many
subject areas”. Others are still in the early phase of Information and Communication Technologies
adoption.
Many teachers use ICT to support traditional learning methods, for example, information
retrieval in which students are ‘passive learners of knowledge instead of ‘active producers able to
take part in the learning process. “In a document entitled teaching and learning with ICT, Galea
(2002) explains how ICT can promote teaching and learning. According to her there are two main
reasons behind increasing the use of ICT in education in UK”. Firstly, ICT can change the lessons’
pace: she stated that children in modern society need to develop sufficient potentials and skills that
enable them to take full advantage from the new opportunities that ICT offer. “Second, there are
groundswells of interest of academic researchers in UK in how technological tools can
enhance the quality of teaching and learning in schools, and so help learners to achieve better
outcomes”.
Generally, ICT is the nerve center of technological development. Throughout the twentieth
century, people received most of their information by word of mouth and from letters, broadcasters
or publishers of newspapers and books. “Today, technological development and the increasing
availability of the internet have sped up and blurred the distinction between information-creator
and information receiver. Information flows are now broad, diverse, reversible and accessible”.

14
The ability of almost anybody to set up a website and begin publishing or broadcasting content has
led to fundamental changes in the media. Companies and individuals can publish anything from
text or images to a video using high speed and broad bandwidth digital technology. They can then
deliver them direct to computers or mobile devices worldwide 2014.
In the same vain, several studies in the last two decades confirm the positive effects that
ICT have on teaching and learning in schools. According to Peeraer, & Petergem, (2011) ICT
benefits schools in several ways: (i) enhancing learning in classroom (ii) improves management
of school (for example, it helps in timetabling, record storage, secretarial work like, typing staff
meeting minutes, examinations and letters) (iii) improves accountability, efficiency and
effectiveness in school activities. (iv) use of PowerPoint presentations and internet. Hennessey
(2010) takes a cautionary view by stating that putting ICT infrastructure in school does not itself
create stimulating new learning environment that are about shifting the culture of classroom
teaching and the ethos of schools.
By implementing ICT, schools can present high quality teaching and learning. Keengwe,
& Onchwari, (2011) identifies four different ways schools can offer quality education supported
by ICT: real time conversation, learning by doing, directed instruction and delayed time
conversation. Higgins, & Moseley, (2011) observed use of ICT could improve teaching, learning,
performance and management, improves impact on school as a whole, and develop significant
skills in the marginalized communities (hence helping in liberation and their transformation). EFA
Global monitoring Report, (2012) observed that use of ICT could help in achieving “Education
For All” (EFA) goals. The report recommends that ICT should be harnessed to sustain EFA goals
at affordable cost. The report went further to note that these technologies have great potential for
effective learning, knowledge and development of more efficient school services. According to
Hennessy, (2010) ICT should be used as a tool to support school objectives like cooperation in
school, problem solving, communication, developing skills, assessing and searching information-
which are essential in preparation of students for knowledge society. A study by Higgins, &
Moseley, (2011) found that teachers who use ICT in classroom perceived it as useful for personal
work and for teaching and were prepared to continue using it due to its usefulness. Some of
usefulness of ICT by teachers this study found were: making teaching more interesting, easier, and
more diverse, more fun for them and students, more enjoyable and motivating to students.
Additional personal usefulness were found to be: allowing larger access to computer for personal

15
use, improving presentation of materials in class, giving more prestige to teachers, giving more
power to teachers in school, providing professional support through the internet and making
management in school more efficient and effective.
Literature shows that if ICT is well-utilized in schools it has a potential to enhance the
teaching and learning process in many ways, such as engaging students in learning since it is
generally learner centered. Research shows that students are motivated when learning activities
are challenging, authentic, multi-sensorial and multi-disciplinary. Dzidonu, (2010) established that
students report higher attendance, motivation and academic accomplishment as a result of ICT
programs. To address the challenge of high school drop-out rates experienced in sub-Sahara
Africa, ICT can be used to make school curriculum more interesting. Studies have established that
children enjoy learning using technology. This motivation may discourage students from dropping
out of school. Rebecca, & Marshall, (2012) described how using internet in school for street
children in Colombia enticed a higher than usual number back to classroom.
Research shows that ICT if fully utilized can reduce the cost of education and increase
efficiency. Aguyo (2010) point out that ICT in school can be viewed as a cost effective especially
in terms of manpower as one teacher can reach many learners through internet, interactive white
board and video conference technologies. Parents are also spared the agony of buying many
textbooks because many of them would be available online. Study and teaching materials are very
sparse in many schools in developing countries; ICTs can play a significant role in providing
teachers and students with access to educational content and up to date resources. The usage of
ICT by students helps develop future workforce that can effectively participate in the increasingly
networked world and the emerging knowledge economy.
2.4 Impact of ICT on teaching and learning processes

The integration of ICT in teaching and learning is not a method; rather it is a medium in
which a variety of methods, approaches and pedagogical philosophies may be implemented (Salehi
& Salehi,2012). This statement shows that the effectiveness of ICT depends on how and why it is
applied and integrated. Tutorial programmes lead learners step-by-step through a programme such
as drill and practice. Using technology as a tool can help other types of problems, for example,
technology as a tool is frequently seen in tutorial or explanatory programmes. According to Yunus
M.M, Lubis M, Lin C(2009),ICT acts as a tutee where students programme the computers in order
to gain more understanding. A number of different ICT tools and applications may be integrated

16
in teaching and learning. Some of these tools and applications may be designed specifically for
educational purposes and some others for more general use. Roblyer and Edwards(2000) believe
that the use of ICT in education has evolved from two main approaches, namely directed and
constructivist instructional methods. The theoretical foundations of directed instruction are based
on behaviorist learning theories and information processing theory, which is a branch of cognitive
psychology. The theoretical foundations of the constructivist approaches are based on the
principles of learning derived from cognitive learning theory.
The field of education has been affected by ICTs, which have undoubtedly affected
teaching, learning and research (Yusuf, 2005). ICTs have the potential to accelerate, enrich, and
deepen skills, to motivate and engage students, to help relate school experience to work practices,
create economic viability for tomorrow's workers, as well as strengthening teaching and helping
schools change (Yusuf, 2005). In a rapidly changing world, basic education is essential for an
individual be able to access and apply information. Such ability must find include ICTs in the
global village.
Conventional teaching has emphasized content. For many years course have been written around
textbooks. Teachers have taught through lectures and presentations interspersed with tutorials and
learning activities designed to consolidate and rehearse the content. Contemporary settings are
now favouring curricula that promote competency and performance. Curricula are starting to
emphasize capabilities and to be concerned more with how the information will be used than with
what the information is. Contemporary ICTs are able to provide strong support for all these
requirements and there are now many outstanding examples of world class settings for competency
and performance-based curricula that make sound use of the affordances of these technologies
(Oliver, 2000). The integration of information and communication technologies can help revitalize
teachers and students. This can help to improve and develop the quality of education by providing
curricular support in difficult subject areas. To achieve these objectives, teachers need to be
involved in collaborative projects and development of intervention change strategies, which would
include teaching partnerships with ICT as a tool. According to Zhao and Cziko (2001) three
conditions are necessary for teachers to introduce ICT into their classrooms: teachers should
believe in the effectiveness of technology, teachers should believe that the use of technology will
not cause any disturbances, and finally teachers should believe that they have control over
technology. However, research studies show that most teachers do not make use of the potential

17
of ICT to contribute to the quality of learning environments, although they value this potential
quite significantly (Smeets, 2005). Harris (2002) conducted case studies in three primary and three
secondary schools, which focused on innovative pedagogical practices involving ICT. Harris
(2002) concludes that the benefits of ICT will be gained “…when confident teachers are willing
to explore new opportunities for changing their classroom practices by using ICT. As a
consequence, the use of ICT will not only enhance learning environments but also prepare next
generation for future lives and careers (Wheeler, 2001). Changed
The use of ICT in educational settings, by itself acts as a catalyst for change in this domain.
ICTs by their very nature are tools that encourage and support independent learning. Students
using ICTs for learning purposes become immersed in the process of learning and as more and
more students use computers as information sources and cognitive tools (Yusuf,2005), the
influence of the technology on supporting how students learn will continue to increase. In the past,
the conventional process of teaching has revolved around teachers planning and leading students
through a series of instructional sequences to achieve a desired learning outcome.
Furthermore, for effective integration of ICT in instructional process, it can be inferred that
the factors that teachers’ attitudes, ICT competence, computer self-efficacy, professional
development, teaching experience, education level, technical support, accessibility, leadership
support, pressure to use technology, government policy regarding ICT education and technological
characteristics positively affect teachers’ and administrators’ use of ICT in education (Ali,
Haolader & Muhammad, 2013). Andoh (2012) conducted a study to review literature regarding
factors influencing integration of ICT and found three levels of factors: (a) teacher-level, (b)
school-level, and (c) system-level barriers. Teacher level hindrances comprise teachers’
incompetency of ICT use, lack of teacher self-confidence, lack of teacher professional and
pedagogical training and lack of differentiated training programs. School-level hindrances include
lack of specially designed infrastructure for ICT use, old or ineffectively maintenance of
equipment, absence of appropriate instructive programming and software; poor accessibility to
ICT, poor project related understanding, and lack of ICT mainstreaming into school’s policy.
System level hindrances embrace unbending structure of conventional education systems,
traditional appraisal, obstructive curricula and limited organizational structure. Knowing the
degree to which these hindrances influence people and organizations may help in deciding how to
handle them (Andoh, 2012).Safdar, Yousuf, Parveen and Behlol (2011) conducted an experimental

18
study to identify the effectiveness of ICT in teaching mathematics at secondary level and they
found that information and communication technology is very effective in teaching mathematics
as compared to traditional teaching method.

19
Ziden, Ismail, Spian, and Kumutha, (2011) carried out an experimental study and concluded that
ICT has a positive effect on the academic accomplishment of students in science subjects. This
study additionally endeavored to decide the distinctions of accomplishment between the female
and male participants. The study found that male students showed better performance as compared
to female students. Carrillo, Onofa and Ponce (2010) carried out an experimental study on
information technology and students’ achievement and they found that ICT has a positive effect
on the achievement scores in mathematics test, but failed to increase achievement scores in
language test. Badeleh and Sheela (2011) inferred that generally to study chemistry, component
based achievement, retention of learning and comprehension, ICT was more successful than the
laboratory training model of teaching. Avinash and Shailja (2013) discovered that the ICT program
is more compelling and effective than the conventional teaching approach in terms of students’
achievement scores in chemistry.
In the 21st century, the teaching and learning of ICT in the Nigerian institutions have
developed within the framework of theory and practice. In this technological age, the effective
means of communication in the classroom instruction requires the use of communication
technologies. The illiterate of the 21st century, will not be those who cannot read and write, but
those who cannot learn, unlearn, and relearn. Alvin Toffler (cited in Shikshak, 2009). The above
statement pointed out the relevance of ICT revolution in the 21st century education. Haddad and
Jurich, (2002) argued that there are four basic issues in the use of ICTs in education in the 21st
century. They are effectiveness, cost, equality and sustainability. They pointed out that, in recent
years, there has been an upsurge of interest in how ICTs most importantly computers and the
internet can best be harnessed to improve the efficiency and effectiveness of education at all levels
and in both formal and non-formal settings (Haddad and Jurich, 2002). The role of ICT in the
teaching and learning of English in the 21st century can be seen in four major angles, namely, the
impact on teacher, learner and the image of English as a discipline. Conventional teaching which
is still common today in our schools emphasizes content. For many, teachers of English in
particular have taught through lectures and presentations interspersed with tutorials and learning
activities designed to consolidate and rehearse the content (Kamal and Banu, 2010). Meanwhile,
contemporary settings are now favouring curricula that promote competency and performance. In
the developed countries, curricula are starting to emphasize capabilities and to be concerned more
with how the information will be used than with what the information is. The moves to competency

20
and performance-based curricula are well supported and encouraged by emerging instructional
technologies (Stephenson, 2001). Such curricula tend to require: access to a variety of information
sources; access to a variety of information forms and types; student-centred learning settings based
on information access and inquiry; learning environments centred on problem-centred and inquiry-
based activities; authentic settings and examples; and teachers as coaches and mentors rather than
content experts. For many years, teachers wishing to adopt competency and performance-based
curricula have been limited by their resources and tools but with the proliferation and widespread
availability of contemporary ICTs, many restrictions and impediments of the past can now be
removed (Otakhor, 2007). As students and teachers gain access to higher bandwidths, more direct
forms of communication and access to sharable resources, the capability to support these quality
learning settings will continue to grow (Oliver, 2000). Another role of ICT in the teaching and
learning of English in the 21st century is the need for information literacy. In the 21st century,
there has emerged the need for educational institutions to ensure that graduates are able to display
appropriate levels of information literacy, the capacity to identify an issue and then to identify,
locate and evaluate relevant information in order to engage with it or to solve a problem arising
from it (Yusuf,2005). The drive to promote such developments stems from general moves among
institutions to ensure their graduates demonstrate not only skills and knowledge in their subject
domains alone but also to acquire general attributes and generic skills. Traditional generic skills
have involved such capabilities as ability to reason formally, to solve problems, to communicate
effectively, to be able to negotiate outcomes, to manage time, project management, and
collaboration and teamwork skills. The growing use of ICTs as tools of everyday life have seen
the pool of generic skills expanded in recent years to include information literacy (Kamal and
Banu, 2010).

2.5 Impact of ICT on Learning Motivation

According to Sadiq Khan (2015),“There is widespread belief that ICTs can and will
empower teachers and learners, transforming teaching and learning processes from being highly
teacher-dominated to student-centered, and that this transformation will result in increased
learning gains for students, creating and allowing for opportunities for learners to develop their
creativity, problem-solving abilities, informational reasoning skills, communication skills, and

21
other higher-order thinking skills”. However, there are currently very limited, unequivocally
compelling data to support this belief.
ICTs can enhance the quality of education in several ways, by increasing learner motivation
and engagement, by facilitating the acquisition of basic skills, and by enhancing teacher training.
ICTs are also transformational tools which, when used appropriately, can promote the shift to a
learner centered environment. ICTs, especially computers and Internet technologies, enable new
ways of teaching and learning rather than simply allow teachers and students to do what they have
done before in a better way. ICT has an impact not only on what students should learn, but it also
plays a major role on how the students should learn. Along with a shift of curricula from “content-
centered” to “competence-based”, the mode of curricula delivery has now shifted from “teacher
centered” forms of delivery to “student-centered” forms of delivery. ICT provides- Motivation to
Learn. ICTs such as videos, television and multimedia computer software that combine text, sound,
and colourful moving images can be used to provide challenging and authentic content that will
engage the student in the learning process.
Interactive radio likewise makes use of sound effects, songs, dramatizations, comic skits, and other
performance conventions to compel the students to listen and become more involved in the lessons
being delivered. Some of the parents of the respondents opined that their children were feeling
more motivated than before in such type of teaching in the classroom rather than the stereotype 45
minutes lecture.
ICT changes the characteristics of problems and learning tasks, and hence play an important task
as mediator of cognitive development, enhancing the acquisition of generic cognitive
competencies as essential for life in our knowledge society. Students using ICTs for learning
purposes become immersed in the process of learning and as more and more students use
computers as information sources and cognitive tools (Yusuf, 2005), the influence of the
technology on supporting how students learn will continue to increase. Learning approaches using
contemporary ICTs provide many opportunities for constructivist learning through their provision
and support for resource-based, student-centered settings and by enabling learning to be related to
context and to practice (Yusuf,2005). The teachers could make their lecture more attractive and
lively by using multi-media and on the other hand the students were able to capture the lessons
taught to them easily. As they found the class very interesting, the teachings also retained in their
mind for a longer span which supported them during the time of examination. More so than any

22
other type of ICT, networked computers with Internet connectivity can increase learner motivation
as it combines the media richness and interactivity of other ICTs with the opportunity to connect
with real people and to participate in real world events. ICT-enhanced learning is student-directed
and diagnostic. Unlike static, text- or print-based educational technologies, ICT-enhanced learning
recognizes that there are many different learning pathways and many different articulations of
knowledge. ICTs allow learners to explore and discover rather than merely listen and remember.
The World Wide Web (WWW) also provides a virtual international gallery for students’ work
(Loveless, 2003). ICT can engage and inspire students, and this has been cited as a factor
influencing ready adaptors of ICT (Long, 2001; Wood, 2004).
The use of ICT in educational settings, by itself acts as a catalyst for change in this domain.
ICTs by their very nature are tools that encourage and support independent learning. Students
using ICTs for learning purposes become immersed in the process of learning and as more and
more students use computers as information sources and cognitive tools (Yusuf,2005), the
influence of the technology on supporting how students learn will continue to increase. In the past,
the conventional process of teaching has revolved around teachers planning and leading students
through a series of instructional sequences to achieve a desired learning outcome. Typically these
forms of teaching have revolved around the planned transmission of a body of knowledge followed
by some forms of interaction with the content as a means to consolidate the knowledge acquisition.
Contemporary learning theory is based on the notion that learning is an active process of
constructing knowledge rather than acquiring knowledge and that instruction is the process by
which this knowledge construction is supported rather than a process of knowledge transmission
(Yusuf,2005). As mentioned previously, any use of ICT in learning settings can act to support
various aspects of knowledge construction and as more and more students employ ICTs in their
learning processes, the more pronounced the impact of this will become. Teachers generate
meaningful and engaging learning experiences for their students, strategically using ICT to
enhance learning. Students enjoy learning, and the independent enquiry which innovative and
appropriate use of ICT can foster. They begin to acquire the important 21st century skills which
they will need in their future lives.
2.6 Impact of ICT on Learning Environment

ICT is changing processes of teaching and learning by adding elements of vitality to learning
environments including virtual environments for the purpose. ICT is a potentially powerful tool

23
for offering educational opportunities. It is difficult and maybe even impossible to imagine future
learning environments that are not supported, in one way or another, by Information and
Communication Technologies (ICT). When looking at the current widespread diffusion and use of
ICT in modern societies, especially by the young the so-called digital generation then it should be
clear that ICT will affect the complete learning process today and in the future. Authenticity is an
important issue which should be addressed in the design and development of learning
environments (Collins, 1996). Learning environments need to reflect the potential uses of
knowledge that pupils are expected to master, in order to prevent the acquired knowledge from
becoming inert (Bransford, Sherwood, Hasselbring, Kinzer, & Williams, 1990; Duffy & Knuth,
1990). In addition, teachers should stimulate pupils to engage in active knowledge construction.
This calls for open-ended learning environments instead of learning environments which focus on
a mere transmission of facts (Collins, 1996; Hannafin, Hall, Land, & Hill, 1994; Jonassen, Peck,
& Wilson, 1999). ICT may contribute to creating powerful learning environments in numerous
ways. ICT provides opportunities to access an abundance of information using multiple
information resources and viewing information from multiple perspectives, thus fostering the
authenticity of learning environments. ICT may also make complex processes easier to understand
through simulations that, again, contribute to authentic learning environments. Thus, ICT may
function as a facilitator of active learning and higher-order thinking (Alexander, 1999; Jonassen,
1999). The use of ICT may foster co-operative learning and reflection about the content (Susman,
1998).

24
Furthermore, ICT may serve as a tool to curriculum differentiation, providing opportunities for
adapting the learning content and tasks to the needs and capabilities of each individual pupil and
by providing tailored feedback (Mooij, 1999; Smeets & Mooij, 2001). As Stoddart and
Niederhauser (1993) point out, ICT may fit into a spectrum of instructional approaches, varying
from traditional to innovative. Another aspect which may of course influence the use of ICT is
access to technology (Kennewell, Parkinson, & Tanner, 2000; OTA, 1995). This refers not only to
the number of computers, but also to the placement of the equipment, e.g. in the classroom or in a
computer room. Kennewell et al. (2000) feel it is essential that computers be placed in the
classroom, in order to maximize the opportunities for curriculum activity. ICT environment
improves the experience of the students and teachers and to use intensively the learning time for
better results. The ICT environment has been developed by using different software and also the
extended experience in developing web based and multimedia materials. ICTs have an important
role to play in changing and modernizing educational systems and ways of learning.
In addition, ICT in schools gives a chance to instructors to change their practices by furnishing
them with enhanced educational content and more powerful educating and learning techniques.
ICT enhances the instructional process through the arrangement of interactive instructive materials
that increase learner inspiration and encourage easy attainment of fundamental aptitudes.
Utilization of different multimedia tools such as TV, recordings, videos and computers
applications provides more challenging and attractive learning atmosphere for learners of any age
(Haddad & Jurich, n.d).

25
 Furthermore, it enlarges the flexibility of communicating education with the aim that
learners can get information on every occasion and from any place. It may affect the methodologies
through which the learners are educated and how they learn, as the instructional processes are
learner driven and they will therefore be prepared for effective learning and the quality of learning
will be improved (Moore & Kearsley, 1996).
One more advantage of introducing ICT in schools is that the learners who do not have
accessibility at homes may have the opportunity to utilize them in schools. It can be utilized as a
learning device to give instructions to enhance the students learning and retention (Aslan & Dogdu,
1993). This technology motivates and conveys dynamism to the classroom and reduces time in
learning. ICT can upgrade the nature of instruction by intensifying learner inspiration and
instructor training, which are the establishments of higher order thinking aptitudes (Aslan &
Dogdu, 1993).
Basically, ICT has changed the learning behavior where it has entered the classrooms to be
a part of educating and learning process (Agrahari & Singh, 2013). It is considered to be the most
effective medium of mass communication, which has altered the instructional process in many
ways. Poulter and Basford (2003) state that ICT is an instructing device and its potential for
enhancing the quality and principles of students’ education is noteworthy. The ICT program is
more viable than the conventional teaching approach in term of students’ achievement scores.
2.7 Impact of ICT on Students Academic Performance

Based on the extensive usage of ICTs in education the need appeared to unravel the myth
that surrounds the use of information and communication technology (ICT) as an aid to teaching
and learning, and the impact it has on students’ academic performance. ICTs are said to help
expand access to education, strengthen the relevance of education to the increasingly digital
workplace, and raise educational quality. However, the experience of introducing different ICTs
in the classroom and other educational settings all over the world over the past several decades
suggests that the full realization of the potential educational benefits of ICT. The direct link
between ICT use and students’ academic performance has been the focus of extensive literature
during the last two decades. ICT helps students to their learning by improving the communication
between them and the instructors (Valasidou and Bousiou, 2005).
The analysis of the effects of the methodological and technological innovations on the
students’ attitude towards the learning process and on students’ performance seems to be evolving

26
towards a consensus, according to which an appropriate use of digital technologies in education
can have significant positive effects both on students’ attitude and their achievement. Research has
shown that the appropriate use of ICTs can catalyze the paradigmatic shift in both content and
pedagogy that is at the heart of education reform in the 21st century. Kulik’s (1994) meta-analysis
study revealed that, on average, students who used ICT-based instruction scored higher than
students without computers. The students also learned more in less time and liked their classes
more when ICT-based instruction was included. Attwell and Battle (1999) examined the
relationship between having a home computer and school performance, their findings suggest that
students who have access to a computer at home for educational purposes, have improved scores
in reading and math. Becker (2000) found that ICT increases student engagement, which leads to
an increased amount of time students spend working outside class. ICTs especially computers and
Internet technologies enable new ways of teaching and learning rather than simply allow teachers
and students to do what they have done before in a better way.
ICT helps in providing a catalyst for rethinking teaching practice (Flecknoe,2002;
McCormick & Scrimshaw, 2001) developing the kind of graduates and citizens required in an
information society (Department of Education, 2001); improving educational outcomes (especially
pass rates) and enhancing and improving the quality of teaching and learning (Wagner, 2001;
Garrison & Anderson, 2003). ICT can help deepen students’ content knowledge, engage them in
constructing their own knowledge, and support the development of complex thinking skills
(Kozma, 2005; Kulik, 2003; Webb & Cox, 2004).
Studies have identified a variety of constructivist learning strategies (e.g., students work in
collaborative groups or students create products that represent what they are learning) that can
change the way students interact with the content (Windschitl, 2002). Albert Bandura, Girasoli
and Hannafin (2008) urge the use of asynchronous CMC tools to promote student self-efficacy
and hence academic performance. Fister et al (2008) also depict the power of tablet PCs to improve
mathematics instruction. ICTs have the potential for increasing access to and improving the
relevance and quality of education. The use of ICT in educational settings, by itself acts as a
catalyst for change in this domain.

27
Students using ICTs for learning purposes become immersed in the process of learning and as
more and more students use computers as information sources and cognitive tools (Yusuf,2005),
the influence of the technology on supporting how students learn will continue to increase.
In the same vain, the impact of ICT on student’s performance can be summarized as follows:
1. Positive impact more likely when linked to pedagogy. “It is believed that specific uses of
ICT can have positive effects on student achievement when ICTs are used appropriately to
complement a teacher’s existing pedagogical philosophies”.
2. ‘Computer Aided Instruction’ has been seen to slightly “improve student performance on
multiple choice, standardized testing in some areas Computer Aided (Assisted) Instruction
(CAI)”, which refers generally to student self-study or tutorials on PCs, has been shown to
slightly improve student test scores on some reading and math skills, although whether
such improvement correlates to real improvement in student learning is debatable.
3. Need for clear goals ICTs are seen to be less effective (ineffective) when the goals for their
use are not clear. “While such a statement would appear to be self-evident, the specific
goals for ICT use in education are, in practice, are often only very broadly or rather loosely
defined”.
2.8 Factors Affecting ICT Implementation in Schools
Effective school leadership has a positive influence in the implementation of ICT in schools
Effective leadership is important in coordinating and supporting ICT implementation in school.
As key leaders of school transformation, school leaders can facilitate and support the idea of
implementing ICT in their school. To achieve this, school leaders need to appreciate that, the idea
to implement ICT is not only about ICT use, but also about transformation of learning, teaching
and management of their schools (Laaria, 2012).
By being role model in ICT use, visionary, planners and custodian of ICT infrastructure, school
leaders should be committed, champion and have interest in the implementation of ICT in their
school. They should lead transformation of the school through being passionate, active and
enthusiastic (Laaria, 2012). They should be involved, concerned and supervise the whole process,
through promoting staff professional development, sharing decision making with other teachers,
delegating responsibilities and maintaining clear vision of the school. To be able to lead the
implementation, they should be dedicated to performance, creative thinker, people centered,
maintenance of professionalism and standard in the school. Laaria, (2012) argue that in many

28
instances, school leaders supports implementation of the technology in their school through
acquiring the needed infrastructure. However, very few, if any, used these facilities in significant
way with students, therefore lacked necessary vision and knowledge to lead transformation of the
school through implementation of ICT. The fear that the infrastructure can be damaged during the
process of learning and teaching curtailed innovative exploit of the ICT potential by the school
community. Implementation of ICT is becoming more essential to schools and success of such
implementation is often due to existence of effective school leadership.

Cost of ICT Infrastructure is a hindrance to implementation of ICT in schools

Despite a typical claim that investing in ICT is cost-effective, as well as the continuous decline in
ICT prices, the entire cost of possession of ICT including software, hardware, upgrading,
maintenance, development and acquiring right skills remains high. Investing in ICT for schools
might be perceived as an additional cost, and supporting significant ICT implementation is a
problem experienced by many schools in developing countries, mainly those that rely on donor
support.
Farrell (2007) argues that high costs for acquisition and maintenance of ICT infrastructure is a
challenge that has continued to hamper adoption and implementation of ICT in schools. Hennessy,
(2010) observes that one of the greatest challenges in implementation of ICT in school is balancing
educational goals with economic realities. Because implementing ICT requires large capital
investments, schools need to be prudent in making decisions about what models of ICT will be
implemented and be conscious of maintaining economies of scale. Ultimately it is an issue of
whether the value added by implementing ICT offsets the cost, relative to the cost of alternatives.
Several researchers and authors have argued that lack of physical educational facilities,
like buildings, is the major hindrance to implementation of ICT in schools in Africa, (Hennessy,
2010). ICTs do require supporting physical infrastructure to be in place before they can be
implemented. However, for many schools in developing countries like Kenya, there is seldom free
room and in some schools, no suitable building at all. For these schools, the implementation of
ICTs often requires the construction of special ICT rooms (computer lab) which can be costly.
The implementation of ICT usually calls for the purchase of new, and sometimes, specialized
furniture. These furniture are costly and most of schools cannot meet the expenses. The way
forward is for schools to explore ways of providing these facilities through re-cycling the old and

29
broken furniture. This could be done by collecting old and broken desks and simply replace the
worktops with cheap blocks of wood to transform to computer desks. This would prolong the life
of the broken desks and reduce the costs of acquiring new furniture for ICT.
In many schools, access to internet service for more utilization of ICT for teaching and learning is
particularly expensive. More to this is licensing fees charged to education software. While in some
cases open-sourcing systems have been adopted, nearly 90% of education software in use in Kenya
requires licensing and annual renewal at considerable high costs (Aguyo, 2010).
There are limited resources to equip schools with ICT infrastructure and this has been a barrier in
implementation of ICT to support curriculum delivery. Standard software for use in schools for
learning and administration are not widely available. The key challenge has been failure to
customize or develop education software to meet the local education requirements in teaching,
learning and administration

Availability of electricity has a positive influence in the implementation of ICT in schools

Access to good quality electricity is a primordial provision for implementation of ICT to schools.
Research has shown that electrical energy is intrinsically linked to development and use of ICT in
developing countries. Electricity is not only a main source and efficient energy, but also, a
guarantor to the enhancement of quality of life (for cooking, heating, lighting, without smoke) as
well as for better access of the population to necessary communal services such as health and
education. It is also the answer to development of national industries and therefore powerfully
impacts economic growth and employment in countries such as Kenya. The demand for electricity
in schools is likely to increase, both as a result of increase in population and demands to implement
ICT.
Since the introduction of rural electrification in Kenya, the government has extended
electricity to many rural areas in the country. However, most schools are yet to be connected to
National Electricity grid and those that are connected, often experience frequent and long
electricity outages. This unreliability is also present in several urban centers, like Nairobi, where
electricity frequently fails. Most of schools in informal settlements in cities are often not connected
to electricity grid. It remains an increasing challenge for these schools to acquire and set in place
available, secure and reliable electricity supplies, for implementing ICT and to put efforts in
achieving sustainability.

30
 Lack of other infrastructures like roads, constructions and transportation has barred the
extension of power grid to remote rural schools. Even where these schools have access, actual
power use is unreliable, especially if not accompanied by a generator. In such schools, the idea of
implementing ICT will require more financial backing from the government and donors. In recent
studies done in Kenya (Aguyo, 2010,) it is apparent that providing electricity is a major challenge
to implementing ICT in schools.
This lack or unreliability of grid electricity is a serious impediment to the implementation of ICT
in schools. Any plans to implement ICT in these schools should include a careful consideration of
alternative power sources or power backup sources which mostly are expensive for schools.
Alternative power sources such as solar panels, batteries and even hand or bicycle cranks can be
used to provide power for small technologies like charging phones and laptops in schools. Rebecca
& Marshall (2012) observed that in India, solar panels were used to power community computer
terminals located in slum areas that were not connected to electricity grid.
Teacher skills as a positive impact in implementation of ICT in schools
Teachers‟ ICT skills and access to professional development play a significant part in
implementation of ICT in schools. Many studies show that if teachers view ICT programs are
either satisfying their own needs or their students‟ needs, it is likely they would implement it in
school. Research suggests teachers‟ attitudes, beliefs, adequacy, and skills influence successful
implementation of ICT in schools (Hennessy 2010).
Unfortunately, in many African countries, lack of well trained teachers and low levels of teachers‟
ICT skill and knowledge has been recognized as major obstacle in implementation of ICT in
schools (Dzidonu, 2010). For efficient implementation of ICT in schools, there should be adequate
personnel that have correct skills. Where such skills are missing, it would be difficult to fully
implement the technology in schools.
In Africa, rise in student population, lack of funding for teachers’ salaries due to growing
poverty and the rising number of teachers affected by HIV/AID has complicated implementation
of ICT in schools. Research shows that meeting the severe deficit of skilled, competent and
qualified teachers is the most challenging factor affecting most schools in the continent (Hennessy,
2010).
To successfully implement ICT in schools, there should have comprehensive pre-service
courses on ICT that equips teacher trainees with the required skills. A study by Higgins, &

31
Moseley, (2011) revealed that inability of teachers to understand why they should implement ICT
in teaching and how exactly to implement was an impediment to its implementation.
Unfortunately, many teachers‟ training institutions in Africa continue to teach more about what is
ICT rather than teaching how to use it during teaching and learning in classroom.
In addition, in-service courses for subject teachers already in the professional should be
developed that will guide them on how to use ICT during teaching and offer them basic skills
needed for its implementation. Many authors believe that a continued professional development
of teachers can help to successfully implement ICT in schools (Higgins, & Moseley, (2011),
Dzidonu, 2010). A promising way forward should be a sustained professional development that
draws on teachers local professional capabilities, supports reflective classroom performance, and
encourages peer learning by teachers of same age group and similar subjects. Teachers need to
become constant learners, while teaching and even learning from students.

2.9 Challenges of ICT in Education in Nigeria

Recent report revealed that the readiness of ICT in this part of the world (Africa) is still
very low with most countries experiencing strong lags in connectivity because of the insufficient
development of ICT infrastructures. While the developed world continues to witness development
of ICT, sub-Saharan Africa is still lagging behind due to poor quality services (Global ICT Chart
Report: Guardian, Friday April, 2012 p.6). The report also ranged African countries on the global
ICT Chart. While Nigeria was ranked 112th on the global ICT Chart, other countries in the African
continent like Mauritius, South Africa, Rwanda, Botswana, Kenya and Senegal were ranked 53rd,
71st, 82nd, 89th, 93rd and 100th respectively (Guardian, Friday April, 2012 p.6). The report
indicated that African countries suffer from severe weaknesses in all components of the index of
ICT which ranges from poor connectivity caused by expensive and poor quality ICT infrastructure
to very low levels of basic skills and a weak framework for technology (Guardian, Friday April,
2012 p.6). Generally speaking, a number of factors are said to have militated against the use of
ICT in education in Nigeria. These have included such factors as lack of funding to support the
purchase of the technology, lack of training of teachers, lack of motivation on the part of teachers
to adopt ICTs as teaching tools in the classroom instruction and so on.

32
 Chapter Three: Methodology

3.0 Introduction

This chapter explains the study design, sampling procedure, study population and methods
that will be utilized in collecting data for this study. This was made possible by the analysis of the
study population relative to the research objective. The chapter further defines the statistical
method used for the analysis of the data collected during the research process.

3.1 Research Design

Non-Experimental Research design of the survey research type was adopted in this study.
This design was adopted because no variable was manipulated in the study.

3.2 Target Population

The target population for this study was the senior secondary school two students in Efon-Alaaye
Ekiti State.

3.3 Sampling Techniques and Sample

Simple random sampling technique was used to select four schools in Efon-Alaaye, Ekiti
state. From each of the selected schools thirty (30) students were purposely selected. In all, 120
students participated in the study.

3.4 Instrumentation

Two instruments were used for this study which were level of ICT usage questionnaire and
achievement test.

3.41 Level of ICT usage questionnaire

The main instrument used for the data collection was the questionnaire. This is because the
questionnaire is easier and faster to administer than conducting interview. Besides, considering the
category of the respondents in the study population contributed to use of questionnaires.

33
 The questionnaire was divided into three sections. Section A: Demographic Attributes:
This was designed to elicit background information of the respondent such as: Name of the School,
Class of respondent, Age and Gender. Section B Students’ attitude and level of ICT utilization:
which was designed to investigate the attitude of students towards ICT usage, level of ICT
utilization.. The Section C Challenges facing students in using ICT: which was designed , and the
problem students’ faces using ICT in classroom

3.42 Achievement Test

The achievement test in mathematics was centered on SS2 syllabus. Twenty Objective questions
were given with four options from which the correct answer was picked. The result was in
calculated in percentage which was later used in analyzing the students’ performance.

3.5 Validity and Reliability

Face and Content Validity was used to ensure the validity of the questionnaire and
achievement test. For the face validity assessments, various drafts of the questionnaire were given
at various stages of questionnaire design to the project supervisor for necessary corrections. The
content validity was to ensure the contents of the questionnaire and achievement test meets the
purpose of the study.

Cronbach alpha was used to test the reliability of the questionnaire and that of the
achievement test was done using Kuder-Richardson formula 20. The reliability coefficients were
0.68 and 0.74 respectively.

3.6 Procedure for Data Collection

The researcher visited the selected schools to seek for permission. After permission had been
sought, the researcher and two trained research assistants administered the instrument and the
instruments were collected back immediately after completion. The collection of data lasted for
two weeks.

34
3.7 Method of Data Analysis

Responses from the questionnaires were coded and the statistical package for social sciences
(SPSS) was used for the analysis. Descriptive and inferential statistics was used to analyze the data
collected at 0.05 level of significance.

35
 CHAPTER FOUR

RESULTS AND DISCUSSION OF FINDINGS

4.0 Introduction

This chapter presents the results and discussion of findings in the study it is divided into three main
sections; the first section presents the results of the descriptive frequency analyses, the second
section presents the tests of research questions while the third section presents the discussion of
the findings.

4.1 Result
Table 4.1: Demographic information of sampled students

Characteristics Frequency Percentage

Gender

Male 60 50.0

Female 60 50.0

Total 120 100.0

Age

Below 15years 54 45.0

15-20years 66 55.0

Total 120 100.0

Table 4.1 showed the bio-data of the sampled students. The results shows that 60(50%) of the total
respondents are males and 60(50%) are females. Also, 66(55%) of the students are between the
ages 15-20years, while 54(45%) were below 15years.

36
Table 4.2: Attitude of students towards ICT
S/N Statement Agree (%) Disagree (%)

1 Getting information from ICT is better than using 109(90.9) 11 (9.1)

printed Materials /Textbooks

2 ICT Improves my learning ability in mathematics 100 (83.3) 20 (16.7)

3 ICT makes studying mathematics more interesting for 99 (82.5) 21 (17.5)

me

4 ICT enables me to communicate effectively with 97 (80.8) 23 (19.2)

international peers on special interests especially in
mathematics

5 I love using ICT more in learning mathematics in class 97 (80.8) 23 (19.2)

6 ICT enables me to assess current learning materials in 96(80) 24(20)

mathematics

7 I am more comfortable using ICT for learning in 87 (72.5) 33 (27.5)

mathematics classes

Table 4.2 revealed the attitudes of the students towards ICT. As shown in the table, 109(90.9%),

of the students believe that getting information from ICT is better than using printed Materials
/Textbooks, while 100(83.3%) of them indicated that ICT improves their learning ability in
mathematics. Also, 99 (82.5%) of the sampled students claimed that ICT makes studying
mathematics more interesting for them while 97(80.8%) of them indicated that ICT enable them

37
to communicate effectively with international peers on special interests especially in mathematics.
In addition, 96(80%) of the students claimed that they love using ICT more in learning
mathematics in class and that ICT enables them to assess current learning materials in mathematics
. Furthermore, 87(72.5%) agreed with the fact that they are comfortable using ICT for learning
mathematics in Mathematics classes.

Table 4.3A: Distribution of the respondents based on the extent of students usage of ICT

S/N ICT FACILITIES Available and Available, not Not Available

adequately used used

1 Laptops 41(34.2%) 58(48.3) 21(17.5)

2 Internet facilities 40(33.3) 51(42.5) 29 (24.2)

3 Projectors 38 (31.7) 48 (40.0) 34(28.3)

4 Software Applications 37(30.8) 42(35.0) 41(34.2)

5 Desktops 36(30.0) 48(40.0) 36(30.0)

6 Smart phones (Android, 27(22.5) 32(26.7) 61(50.8)

iphone etc

Table 4.3B Distribution of the respondents based on duration of daily use of ICT

S/N Daily ICT use in hours Frequency Percentage

1 None 34 28.3

38
 2 Less than 2hours 54 45

3 2-4 hours 21 17.5

4 5-7 hours 7 4

5 Above 7hours 4 3.3

6 Total 120 100

Table 4.3A revealed the extent of usage of ICT facilities. The table showed that 41(34.2%) of the
students adequately make use of the laptops 41(34.2%) while 40(33.3%) of them adequately make
use of internet and 38(31.7%) projector more than other ICT facilities for academic purposes like
mathematics in the classroom. This is low compared to those students who are not adequately
using these ICT facilities despite their availability, just as in the case of laptops 58(48.3%), internet
51(42.5%) and projector 48(40.0%).

Also, table 4.3B shows that 54(45%) of the sampled students who frequently use these ICT
facilities spend less than 2 hours daily on it while only very few spend above 7 hours on the use
of ICT. The reason for this could be that the students spend large chunk of their time on extra-
curricular activities like sports, break-time, cleaning of classroom and school environment to
mention a few. On the other hand, those who do not have the ICT facilities spent none of their time
on it 34(28.3%).

Table 4.4 Challenges facing students in using ICT

S/N Challenges Agree Disagree

Frequency Frequency
(%) (%)

1 Irregular power supply 108(90) 12(10)

2 ICT facilities are expensive to buy 99(82.5) 21(17.5)

39
 3 Time allocated for ICT usage in classroom is insufficient 98(81.7) 22(18.3)

4 Few teachers exhibits computer literacy during classes 97(80.8) 23(19.2)

5 Bad network /weather affects internet use during classes 97(80.8) 23(19.2)

6 Cost of subscription from network providers (MTN,Glo etc) 94(78.4) 26(21.7)

is high

7 Most of the ICT facilities in schools are in bad condition 93(77.5) 27(22.5)

Table 4.4 shows that, the major constraint to the use of ICT by the students is the irregular power
supply. This claim was made by 108(90%) of the total respondents. The reason is that power failure
has been a major challenge in all aspects of the Nigerian economy, in which education is not an
exception. Most schools experience epileptic power supply or no supply at all, thereby resulting
in reduction or discouragement in the use of the most of the ICT facilities. Other major constraints
to the use of ICT includes ICT facilities are expensive to buy 99(82.5%), Time allocated for ICT
usage in classroom is insufficient 98(81.7%),few computer literate teachers and bad network
affecting internet access equally affects the use of ICT 97(80.8%).

Also, quite a number of the respondents 27(22.5%) disagreed with the fact that most of the ICT
facilities are in good condition.

4.15 Effect of ICT use on student academic performance

The effect of ICT use on student academic performance was tested using independent t-test. The
result was presented in table 4.5 below. Table 4.5 shows that the use of ICT has a significant effect
on student academic performance (t=-1.368, Df=58,P<0.05).

Also on the other hand, the effect of learning without using ICT on student academic performance
was tested using independent t-test. The result was presented in table 4.6 below. Table 4.6 shows
that learning without the use of ICT has no significant effect on student academic performance
(t=--3.148, Df=58,P>0.05).

40
Table 4.5: Comparison of the students’ academic performance based on the use of ICT

N Mean SD Df T Sig
ICT
Adequately Used 34 68.00 14.30
118 1.368 .020
Not adequately used 82 72.50 10.97

Table 4.5 presents the effect of ICT use on student academic performance. The table shows that
the use of ICT has a significant effect on student academic performance (t=-1.368, Df=58, P<0.05).

Table 4.6: Comparison of the students’ academic performance based on gender

N Mean SD Df T Sig
Gender
Male 60 53.33 17.65
118 1.030 .073
Female 60 56.92 20.36

The effect of gender on student academic performance was tested using independent t-test. The
result was presented in table 4.6. The table shows that that gender has no significant effect on
student academic performance. (t= -1.030,Df=118,P>0.05). The table also shows that the female
students are more desirous for academic performance than their male counterpart with a mean
difference of 3.59.

4.2 Discussion of Findings

This study revealed that majority of the students believe that getting information from ICT is better
than using printed materials /textbooks 109(90.9%), ICT improves their learning ability in
mathematics 100(83.3%), ICT makes studying mathematics more interesting for them 99(82.5%),
ICT enables them to communicate effectively with international peers on special interests
especially in mathematics and they love using ICT more in learning mathematics in class
97(80.8%) and ICT enables me to assess current learning materials in mathematics 96(80%). This
study agrees with Yusuf(2005)’s position that in a rapidly changing world, ICT has the potential

41
to accelerate, enrich and deepen skills and motivate students to access and apply information,
contrary to conventional teaching that has emphasized content written around textbooks. In other
words, ICT is concerned more with how information will be used than what information is.

In addition, this study also agrees with Reeves and Jonassen (1996)’s position that students using
ICT for learning purposes become immersed in the process of learning and as more and more
students use computers as information sources and cognitive tools, and also the influence of
technology on supporting how students learn will continue to increase.
This study also revealed that most students to a large extent make use of the laptops, internet and
projector more than other ICT facilities for academic purposes like mathematics in the classroom.
This is low compared to those students who are not adequately using these ICT facilities despite
their availability, just as in the case of laptops, internet and projector. This study supports Tinio
(2003)’s position that computers and internet have been touted as potentially capable means to
empower the users for educational changes and improvement, by utilizing various information and
resources and reviewing information from different points of view; hence, cultivating the
authenticity and actuality of learning situations.

Furthermore, the study revealed that the major constraint to the use of ICT by the students is
irregular power supply which affects the ICT facilities which require power to work. This claim
was made by most of the respondents. The reason is that power failure has been a major challenge
in all aspects of the Nigerian economy, in which education is not an exception. Most schools
experience epileptic power supply or no supply at all, thereby resulting in reduction or
discouragement in the use of the most of the ICT facilities. Other major constraints to the use of
ICT includes ICT facilities are expensive to buy, time allocated for ICT usage in classroom is
insufficient, few teachers exhibits computer literacy in classroom and bad network affecting
internet access equally affects the use of ICT. The study agrees with Olokooba, Issa Nasiru et al
(2018) ‘s position that many challenges such as irregular power supply, unavailability of computer
laboratory, lack of instructional software, the inefficiency of teachers’ technical knowledge, and
poor maintenance of computer systems are the constraints in the use of ICT facilities by social
science teachers in Ilorin, Nigeria.

Laaria Mingaine (2013) also revealed that limited supply of qualified teachers and high cost of
infrastructure were impediments to implementation of ICT among secondary schools in Kenya.

42
Hadi and Zeinab Salehi (2012) stated that insufficient technical support at schools and shortage of
class time were the major barriers discouraging teachers to use ICT into the classroom among
schools in Iran. The study revealed that the learning with ICT in selected schools where it is used
has a significant effect on students’ academic performance, based on the result of the independent
t-test used. In other word, the result showed that majority of the students using ICT for learning
performed very well in the assessment test conducted, therefore the use of ICT has a significant
effect on student academic performance. This study agrees with Yuen, Law & Wong (2003)’s
position that ICT improves the standard of education by encouraging learning through ongoing
discussion, delayed time discussion, directed instruction, self-learning, critical thinking, data
seeking and analysis. Sadiq Khan (2015) further revealed that Computer Aided Instruction’ has
been seen to slightly “improve student performance on multiple choice, standardized testing in
some areas Computer Aided (Assisted) Instruction (CAI), which refers generally to student self-
study or tutorials on PCs, has been shown to slightly improve student test scores on some reading
and math skills.
In the assessment test conducted, majority of the students in the schools where ICT is not used for
learning, performed poorly compared to their counterparts from schools where ICT is used.
In conclusion, findings of this study has shown that students making use of ICT for academic
purposes especially in mathematics, irrespective of the challenges they encounter in the course of
using it, tend to perform better academically than their colleagues that are still stuck to the old
conventional learning process. In other word, ICT has a significant effect on student academic
performance.

However, the study revealed that there was no significant difference on student‘s academic
performance based on gender. Therefore, gender difference has no significant effect on student
academic performance. The study agrees with Ismail Orabi (2007) position that there is no
significant difference in gender on students’ academic performance in engineering. He further
revealed that although the male students may be better in problem-solving and technical skills,
while the female are better in team-work and design skills, but there is no significant difference in
their overall academic performance.

43
 CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction

This chapter summarizes the findings of the study, present the conclusion and make
recommendation that can further emphasize the influence of ICT on student academic performance
in Nigeria as a whole.

5.1 Summary of Findings

The study investigated the influence of ICT on student academic performance in mathematics in
Efon-Alaaye local government area of Ekiti State. In carrying out the study, the researcher made
use of a questionnaire instrument majorly with structured questions. Thirty (30) students in SS2
class were randomly selected from each of the four selected schools in Efon-Alaaye. Therefore, a
total of 120 questionnaires were administered to them in which all the questionnaires were returned
for analysis. Descriptive frequency analysis was used to determine the students’ attitude to ICT
use for academic purposes like mathematics, the extent of ICT use by the students for academic
purposes and the challenges students encounter in the course of using ICT in learning mathematics
in class. T-test analysis was used to establish the effect of the independent variables on the
dependent variable. Findings from the study are hereby summarized as follows:

• Majority of the students showed a positive attitude toward ICT use by believing that
information from ICT is better than using textbooks or any printed material, ICT improves
their learning ability in subjects like mathematics, ICT makes studying mathematics more
interesting, ICT gives them the opportunity to interact and share ideas in mathematics with
other students in foreign countries as well enables them to assess current learning materials
in mathematics.
• Majority of the students to a very large extent make use of laptops, internet and projector
among other ICT facilities for academic purposes less than 2 hours daily.
• The major constraints to the use of ICT among students in classroom are: irregular power
supply in which most of the ICT facilities require power to wok, ICT facilities are

44
 expensive to buy, time allocated for ICT usage in classroom is insufficient, few computer
literate teachers and bad network affecting internet access.
• The study also revealed that the use of ICT has a significant effect on students’ academic
performance.
• Gender difference has no significant effect on student academic performance. Even though,
their area of strength may differ, but it has nothing to do with their overall academic
performance.
5.2 Conclusion
This study has examined the influence of ICT use on student academic performance in
mathematics in Efon-Alaaye local government area of Ekiti state. Based on the findings, it could
be concluded that students’ positive attitude towards the use of ICT enabled them to maximize the
use of ICT facilities irrespective of the challenges encountered, resulting in improved academic
performance. Laptops, internet and projectors to a very large extent, are the most frequently used
ICT facilities used by students for academic purpose like mathematics despite the insufficient time
allotted to ICT in classroom. Finally, ICT usage has significant impact on students’ academic
performances.

5.3 Recommendations
It is good to know that ICT is gradually gaining prominence in Nigeria’s educational system. With
the students’ right attitude towards the use of ICT for academic purpose:

➢ Government can motivate and encourage them by providing adequate ICT facilities in
schools.
➢ Corporate organizations and multi-national companies can also support the government as
a means of social responsibilities should provide ICT facilities like student laptops, internet
facilities, projectors and educational software to schools where ICT has not been used.
➢ More teachers should be trained on how to use ICT facilities in teaching their various
subjects. Computer literacy will encourage teachers to have a right attitude to ICT thereby
resulting to an improved and robust educational system in Nigeria capable of competing
with those in developed countries of the world.

45
5.4 Suggestions for Further Studies

1. This study considered the influence of ICT on student academic performance in

mathematics in only Efon-Alaaye LGA only. Further study can consider influence of ICT
on student academic performance in other local government areas in Ekiti state and
possibly other states in Nigeria.
2. This study was carried out by comparing the students’ performance in the achievement test
conducted between schools using ICT for teaching and those without ICT. Further study
can consider a more experimental approach by conducting a pretest for students not using
ICT to learn, ICT can later be introduced for them to learn with it. After which another test
will be conducted which can serve as a control test. The results of the pretest and control
test can be compared to determine the influence of ICT on student academic performance.
3. This study was made through quantitative method of analysis only. Further studies can be
approached through a qualitative method.

46
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 APPENDIX
LEVEL OF ICT USAGE QUESTIONNAIRE
Dear Respondent,
I am a student of National Teachers Institute, working on research study titled “Influence of ICT
usage on students’ academic performance in Mathematics at Efon-Alaaye LGA Ekiti State” as part
of the requirement for the award of Postgraduate Diploma in Education.

The questionnaire is in three sections and I shall be grateful if you could provide answers to the
questions therein. Information provided is strictly confidential and will be used only for academic
performance. Thank you.

Akinbinu Temitope (08064140250)

Section A: DEMOGRAPHIC ATTRIBUTES

1. Class: ………………………………………..
2. Age: less than15years[ ] 16-20years[ ] above 20years[ ]
3. Gender: Male [ ] Female[ ]

Section B: STUDENTS’ ATTITUDE AND LEVEL OF ICT UTILIZATION

4. Students attitude towards the use of ICT in learning mathematics in classroom

S/ QUESTION Strongly Agree Disagree Strongly
N Agree Disagree

1 I am more comfortable using ICT for

learning in mathematics classes
2 Getting information from ICT is better than
using printed materials /textbooks
3 ICT makes studying mathematics more
interesting for me
4 ICT improves my learning ability in
mathematics

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 5 ICT enables me to communicate
effectively with international peers on
special interests especially in mathematics
In ICT enables me to assess current learning
6 materials in mathematics
7 I love using ICT more in learning
mathematics in class

5. How often do you make use of these ICT facilities in classroom?

S/N ICT Facilities Always Once in Never
a while

1 Desktop computer

2 Laptop

3 Smartphones (Android,galaxy
tabs,iphones, Ipad etc)

4 Projector

5 Software applications

6 Internet

7 Others please specify

(…………)

6. How long do you spend daily on using ICT for academic purposes?
None[ ] less than 2hours[ ] 2-4hours[ ] 5-7 hours[ ] 8-10 hours[ ] above 10 hours[ ]
7. Indicate the extent to which you use any of these ICT facilities for academic purposes?
Please tick any of your choices

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 S/N ICT Facilities Available Not Adequately Not Adequately
Available used used

1 Desktop computer

2 Laptops

3 Smartphones
(Android,ipad,galaxy tabs,
iphones)

4 Projector

5 Software applications

6 Internet

7 Others please
specify(…………)

SECTION C: CHALLENGES FACING STUDENTS IN USING ICT

8. What are the challenges faced by using ICT in classroom

CHALLENGES Strongly Agree Disagree Strongly

Agree Disagree

1 ICT facilities are expensive to install

2 ICT facilities requires power to work

3 Few teachers are computer literate

4 Most of the ICT facilities in schools are

badly managed due to limited technical
support

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5 The time allocated for ICT usage in the
classroom is insufficient

6 Bad network /weather affects internet use

during classes

7 Cost of subscription from network

providers(MTN, Glo etc) is high

8 Others please specify…………………….

Thanks

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 ARCHIEVEMENT TEST FOR SS2 STUDENT IN MATHEMATICS

(1) A quarter of 3600 is equal to (a)500 (b)900 (c)1800 (d)00

(2) The line joining two points on a circumference of a circle is called (a)radius (b)chord
(c)sector (d)none of the above
(3) Express 234 in standard form (a)12.34 (b)2.34×102 (c)234 (d) 2.34×10-2
(4) If the base angle of an isosceles triangle is 250, find the third angle (a)1300 (b)500 (c)1000
(d)600
(5) Factorise y2-81 (a)(y+9)(y-9) (b)(y-9)(y-9) (c)(y+9)((y+9) (d)none of the above
(6) M varies directly as cube of N. When M=54, N=6 then find M when N=2 (a)2 (b)4 (c)6
(d)8
(7) Evaluate log1000.00001 (a)2 (b)1 (c)-1 (d)-2
(8) If a dozen is equal to 12, what is the equivalence of a score (a)144 (b)120 (c)24 (d)20
(9) The universal set of a set can be represented by (a)ɸ (b)n(A) (c)µ (d)A1
(10) Evaluate 11011two+11110two (a)111001two (b)111001two (c)11001two(d)100011two
−1 −2 1 2
(11) Solve for x if 128x=0.25 (a) 7 (b) (c) 7 (d) 7
7

(12) The 21st term of an AP is 36, find its first term if its common difference is 6 (a)-84 (b)-48
(c)28 (d)96
(13) Evaluate log216 (a)4 (b)3 (c)2 (d)-2
(14) If set A={1,2,3} and B={2,4,6}, then A∩B is (a){1,2,3,4,5,6} (b) ɸ (c){2} (d)none of the
above
(15) Factorise 2x2+7x+6 (a)(2x+3)(x+2) (b) (2x+3)(x-2) (c) (2x-3)(x+2) (d) (2x-3)(x-2)
(16) The sum of a polygon is 7200. How many sides has the polygon (a)6 (b)4 (c)12 (d)8
𝑙 𝑔𝑡 2𝑔𝑡 𝑔𝑡
(17) Make l the subject of the formula T=2π𝑔 (a)l=2𝜋 (c) (d)l= 𝜋
𝜋

(18) Simplify √20 +√5 +√125 (a)3√5 (b)6√5 (c)8√5 (d)18√5

(19) Find the area of a sector which subtends at angle 800 at the centre of a circle of radius
6cm. (a)25cm2 (b)20cm2 (c)35cm2 (d)40cm2
1 −1 −1
(20) Solve the simultaneous equation 3x-5y=5, x+10y=4 (a)x=2,y=5 (b)x= 5 ,y=2 (c) ,𝑦 =
5
−1 −1
−2 (d) ,𝑦 =
2 5

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