Project

AVAILABILITY AND UTILIZATION OF ICT RESOURCES IN TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

AVAILABILITY AND UTILIZATION OF ICT RESOURCES IN TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

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TABLE OF CONTENTS

Abstract

CHAPTER ONE –       INTRODUCTION

1.1    Background of the Study

1.2    Statement of the Problem

1.3    Objective of the Study

1.4    Significant of the Study

1.5    Research Hypotheses

 

1.6    Research Questions

1.7    Limitation of the Study

1.8    Delimitation of the Study

1.8    Definition of Term

CHAPTER TWO               

REVIEW OF RELATED LITERATURE

 

CHAPTER THREE

RESEARCH METHODOLOGY AND DESIGN 

3.1    Area of Study

3.2    Research Design

3.3    Population of the Study

3.4    Sample and Sampling Techniques

 

3.5    Instrument for Data Collection

3.6    Validation of Instrument

3.7    Reliability of Instrument

3.8    Method of Data Analysis

CHAPTER FOUR      

ANALYSIS OF DATA AND DISCUSSION OF FINDING

4.1    Data Analysis

 

4.2    Discussion of the Finding

 

CHAPTER FIVE        –       SUMMARY, CONCLUSION AND

                                RECOMMENDATIONS

5.1    Summary

5.2    Conclusion

5.3    Recommendation

5.4    Suggestions for Further Studies

References

Appendix

 

CHAPTER ONE

INTRODUCTION

1.1  Background to the Study

The  introduction  of  Information  Communication  Technology  (ICT)  into  different  areas  of  man’s  activities,  particularly  in  schools,  has  become  the  most  effective  step  taken  to  improve  teaching  and  learning  methods  and  promote educational goals. Thus, 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 (Umennuihe, Shu’ara, Alutu, & Umennuihe, 2023).

Moreover, ICT resources encompass a wide range of technologies, including computers, internet access, interactive whiteboards, educational software, and digital microscopes.  Undeniably, these resources can greatly enhance the teaching and learning experience in biology. Thus, by providing access to up-to-date information, interactive learning tools, and virtual simulations.

Indeed, the integration of ICT resources into biology education can help to engage students, improve their understanding of complex biological concepts, and prepare them for the digital demands of the 21st century.

 

AVAILABILITY AND UTILIZATION OF ICT RESOURCES IN TEACHING OF BIOLOGY IN SECONDARY SCHOOLS

Specifically, in the context of biology education, ICT resources offer numerous benefits for both teachers and students. Particularly, for teachers, these resources provide access to a wealth of educational materials, including multimedia presentations, online databases, and virtual laboratories. They also enable teachers to create interactive lesson plans, deliver dynamic presentations, and facilitate collaborative learning activities.

Also, for students, ICT resources offer opportunities for self-directed learning, interactive exploration of biological phenomena, and access to a wide range of multimedia resources that can enhance their understanding of complex biological concepts.

 

Furthermore, the need for development of ICT is a global resolution and has been a subject of great significance of all mankind. In fact, these technologies have become central to contemporarily societies whether one is talking on phone sending an e-mail baking, using a library, listening to sport commentary on radio, watching news on television, walking in an office, driving in cars, one is using ICTs (Olaofe, 2023).

Obviously, the prevalence and rapid development of ICTs has transformed human society from the information technology age to the knowledge age (Galbreath, 2016).

Certainly, the use of ICT in education has the potential to enhance the quality of teaching and learning, the research productivity of teachers and students, and the management and effectiveness of institutions (Kashorda, 2017).

 

Information and communication technology integration is primarily an individualized approach to teaching which allows students to work independently, developing self independence which encourages mastery of content thus aiding to mastery of learning

 

 

. Therefore, this study aimed to examine the availability and utilization of ICT resources in teaching of biology in secondary schools

 

1.2  Statement of the Problem

Despite the efforts of Ministry of Education to develop digital contents for schools, funding schools to purchase ICT infrastructure and developing comprehensive ICT, National policy to be implemented in teaching, Biology teachers still continue to use conventional teaching method in teaching of Biology (MOE, 2015).

Without reservation, computer for schools has continued to supply schools with computers. Which are rarely used by teachers in teaching with majority of lesson characterized with lectures.

However, opportunities for realizing the benefits of using ICT in teaching of biology face a number of challenges in secondary schools.

Undeniably, availability and utilization of ICT facilities are the major challenges facing most secondary schools. Thus, with a ratio of one computer to 150 students against the ratio of 1:15 in the developed countries. Therefore, it is against this background that this study seeks to examine the influence of availability and utilization of ICT resources in teaching of Biology.

 

1.3 Purpose of the Study

The purpose of this study was to determine the influence of availability and utilization of ICT resources in teaching of Biology in secondary schools. Specifically, the seeks to:

  1. Identify whether ICT resources are available for the teaching of Biology in secondary schools.
  2. Determine the effects to which utilization of ICT has in the teaching of Biology in secondary schools.

 

1.4  Significant of the Study

Findings for this study will be significant to students, teachers’ curriculum planners, ministry of education and the society at large. The availability and utilization of ICT resources in teaching of biology in secondary schools.

 

1.5 Research Questions

        These following research hypotheses were postulated to guide the study:

  1. What ICT resources are available for the teaching of Biology?
  2. Do teachers used the available ICT resources in the teaching of Biology.

 

1.6 Researches Hypotheses

The following null hypotheses were postulated to guide the study:

  1. There is no significant relationship in the opinion of teachers and students on the ICT resources that are available for the teaching of Biology.
  2. There is no significant relationship in the opinion of the respondents on the teachers’ use of ICT resources and the teaching of Biology.

 

Conclusion

The study was conducted to examine influence of availability and utilization of ICT resources in teaching of Biology in secondary schools in the study area. The data collected was analyzed using simple percentage statistical tools and the results revealed that available ICT resources has a great significant influence on the teaching of Biology. Therefore, available and utilization ICT resources has a great significant influence on the teaching of Biology.

 

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