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ABSTRACT

This study is an enquiry into the impact of Information and Communication Technology (ICT) on Business Studies performance in Junior Secondary School Certificate Examination (JSSCE) in Uyo Local Government Area. A survey research study was conducted and a random sampling technique was employed to select a total number of 200 respondents from among four secondary schools within the Uyo Local Government Area. A purposive sampling technique was used to select the four schools based on criteria like availability of ICT/Computer resources, availability of well-trained ICT teachers, etc. The questionnaire was the principal instrument for data collection. Data collected on the research questions were analysed using descriptive statistics, while data on the research hypotheses were analysed using the students’ t-test technique. Findings gathered from the study revealed among other things that students exposed the ICT-based Computer Assisted Instruction perform better than those taught using the traditional method of blackboard and chalk. The challenges to effective utilisation of ICT in education in Nigeria were also identified to include lack of funds, government ineptitude, lack of skilled manpower, among others. To solve these problems, it was recommended that all stakeholders in the education sector should ensure that adequate ICT resources are made available in all schools in the country as a whole, and Akwa Ibom State in particular.

CHAPTER ONE

INTRODUCTION

1.1        Background of the Study

Business studies is one of the important fields of studies in the Junior secondary school curriculum in Nigeria. It is an academic field that cut-across various branches of human endeavours such as accounting, banking and finance, insurance, marketing, business management and administration. As a multi-disciplinary field, business studies also relates to other subjects or disciplines such as economics, geography, government/political science, philosophy, psychology, sociology, mathematics, agriculture, and others. The importance of business studies cannot be over-emphasized because it provides the foundation on which the private sector, which is regarded as the engine room of modern economies thrives.  Thus business studies offers the platform necessary for the development of important skills needed in all occupations and careers intended to promote an effective and efficient citizenry for economic growth and development of the country.

Akpan & Ekong (2009) observes that the socio-economic growth and development of a country depends on the quality of its youth and human capital training and development. This assertion therefore calls for students to be properly equipped with the rudimentary knowledge and skills from the junior secondary level so as to become active participants in nation building. In pursuance of this goal, the National Policy on Education (2004) section (1) set out the broad goals of secondary school education as follows:

“to prepare the individuals for:

(a)  useful living within the society; and

(b)  higher education…”

In order to actualize these goals, the National Policy on Education (FGN, 2004) in collaboration with the National Information and Communication Technology (ICT) policy of 2004 part 100 (F) in section II of the National Policy on Education, specifically require the development and promotion of effective use of innovative materials in schools. Innovation according to Chambers 20th Century Dictionary simply means “to introduce novelties or to make changes”. It also involves using new techniques, new methods or approaches which have been effectively designed and developed to ensure effectiveness and efficiency in a given setting (Ibid, 7th edition).

         In the near past, researchers have identified defective teaching strategies as one of the reasons of the poor academic performance of students especially at the junior secondary ad senior secondary school examinations (Onasanya, Daramola and Asuquo, 2006). Also, Etiubon (2009) observed that poor  performance of students in Science-related and business studies has denied the students the opportunity of competing for career choices in tertiary institutions, and therefore identifies inability of teachers to effectively handle and utilize scientific and business-based models in the teaching-learning process in classrooms.

         In the same vein, Udosen (2009) lamented about the general poor performance of students in core subjects in public examinations such as the junior and senior secondary school certificate Examinations. He attributed the dismal performances to the use of poor teaching/learning aids and methods. Udosen (2009) went further to suggest that teachers ought to access information from community resources and update their students’ knowledge base on current issues.

Computer Aided Instruction (CAI) which is the pivot of modern Information and Communications Technology (ICT) is one of the innovative instructional communication techniques. The emergence of computerized information and communication technology offers a wide array of resources which supports teaching and learning. As an innovative instructional delivery system in modern education, it has a learner-paced learning activity that is characterized by a logical sequence of steps, active response by the learner, immediate knowledge of accuracy or correctness of learners’ responses and constant evaluation of learning process through constant monitoring of the program success and the learners’ process (Allesi and Trollip, 1991). 

Several scholars have proffered various definitions to Computer Assisted Instruction (CAI) in education. For instance, Frenzel (1980) describes CAI as the process by which written and visual information is presented in a logical sequence to a student by a computer.  Chauhan (1994) describes CAI as a system in terms of its hardware (the machine), its software (the program), its communication link (the device which allows the learner to use the hardware and software), and the curriculum (teaching material stored in the computer). To Munden (1996), Computer Assisted Instruction is an educational medium in which instruction is an educational medium in which instructional content of activities is delivered by a computer.  Bucholtz (1998) extends the definition of Computer Assisted Instruction to include internet-based instruction through the use of web pages, web bulleting boards and real radio, graphics and hands-on-applications.

However, the most important  characteristic of Computer Assisted Instruction to learning is that the learner is made to take active part in the learning process which marks a departure from the passive learning chalk-talk approach found in conventional mode of instruction in schools. Whereas, traditional classroom instruction is a teacher-centered instruction which requires the physical presence of both the teacher and the students in the same classroom. It emphasizes direct instruction and lecture to the whole class with the students learning through listening, observing, asking and answering questions (Okonna, 2011).

Computerized information and communications technology can be used to learn effectively using any or a combination of the following strategies, individualized Computer Assisted Instruction, Co-operative Assisted Instruction, Comparative Computer Assisted Instruction, and Collaborative Computer Assisted Instruction, etc. Yet, some limitations have also been recorded against the application of ICT in education. These include; constraints regarding hardware and software development, absence of warmth and emotional climate as created by indirect classroom interaction; the need to own or have access to a computer; lack of computer skills; high cost of educational softwares, irregular power supply, to mention but a few.

1.2    Statement of Problem

         Nigeria’s drive towards a dynamic and self-reliant economy driven by the private sector with highly skilled and competent entrepreneurs cannot be achieved without a good background training of the citizenry on business studies. A preliminary survey of students academic performances in Junior Secondary School Certificate Examinations (JSSCE) in business studies over two different periods of time (before and after the introduction of computers in the school) shows contradictory results that calls for investigation. For instance, before the introduction of ICT-based Computer Assisted Instruction in the selected schools within the Uyo metropolis, preliminary investigation shows that the percentage of students that obtained credit pass and above was consistently lower than the percentage of students that fail in business studies every year. However, in the periods after the introduction of computer studies and Computer Assisted Instruction in these schools; there has been a very remarkable and upward improvements in the performances of the students in business studies and other subjects. The sudden turn-around in the fortunes of the students has been variously attributed to the introduction of modern Information and Communication Technology (ICT) and a consequent abandon of the traditional and conventional  black-board and chalk method of teaching. In amidst of this claim, this study is set-out to inquire into the impact of ICT on Business Studies performance in JSSCE in Junior Secondary Schools in Uyo Local Government Area of Akwa Ibom State. In doing this, the study aimed to look at the effect of ICT-based Computer Assisted Instruction facilities on the academic performance of both male and female students in JSSCE.

1.3    Objectives of the Study

         The general purpose of the study is to investigate the impact of ICT or Computer Assisted Instruction on the academic performance of Junior Secondary School students in Business Studies in Uyo Local Government Area.

Specifically, the following objectives are formulated to guide the study:

1.      To determine the effect of individualized Computer Assisted Instruction on academic performance of students in Business Studies in JSSCE.

2.      To ascertain the effect of Cooperative Computer Assisted Instruction on academic performance of Junior Secondary School Students in Business Studies in JSSCE.

3.      To determine the effect of individualized Computer Assisted Instruction on academic performance of male and female Junior Secondary School Students in Business Studies in JSSCE.

4.      To examine the effect of Cooperative Computer Assisted Instruction on male and female Junior Secondary School Students in Business Studies in JSSCE.

1.4    Research Questions

The following research questions are formulated to guide the study:

1.      What is the effect of Individualized Computer Assisted Instruction on academic performance of students in Business Studies in JSSCE?

2.      How does ICT-based Cooperative Computer Assisted Instruction affect the academic performance of Junior Secondary School Students in JSSCE?

3.      What is the effect of individualized ICT-based Computer Assisted Instruction on the academic performance of male and female students in Business Studies in JSSCE?

4.      How does ICT-based Cooperative Computer Assisted Instruction affect the academic performance of male and female students in Business Studies in JSSCE?

1.5    Research Hypotheses

         The following statements of hypotheses will be tested:

1. Ho:   There is no significant difference in the academic performance of Business Studies students exposed to individualized Computer Assisted Instruction and those taught using the conventional method.

    Hi:    There is significant difference in the academic performance of Business Studies students exposed to individualized Computer Assisted Instruction and those taught using the conventional method.

1. Ho:   The academic performance of Business Studies students exposed to Cooperative Computer Assisted Instruction is not significantly different from those taught using the conventional method.

Hi:    The academic performance of Business Studies students exposed to Cooperative Computer Assisted Instruction is significantly different from those taught using the conventional method.

3.      Ho:   There is no significant difference in academic performance of male and female students exposed to individualized Computer Assisted Instruction.

         Hi:    There is significant difference in academic performance of male and female students exposed to individualized Computer Assisted Instruction.

4.      Ho:   There is no significant difference in the academic performance of male and female students exposed to Cooperative Computer Assisted Instruction.

         Hi:    There is a significant different in the academic performance of male and female students exposed to cooperation computer assisted instruction.

1.6    Significance of the Study

         This work will be of great importance to the stakeholders in  the Nigerian education sector as it will encourage the utilization of innovations associated with information and communication technology (ICT), including Computer Assisted Instruction  (CAI) in order to improve quality of education in Nigeria and Akwa Ibom State in particular.

Since the study on ICT-based Computer Assisted Instruction has the potential of coping with individual needs of the students, the study will help in the formulation and implementation of appropriate curriculum policy capable of addressing individualized study challenges faced by students in different subjects.  Given the rising number of students population in schools without a proportionate increase in the number of teachers, this study will enhance the development of effective computer technology programs and Computer Assisted Instructions that will reduce the work load of the existing teachers.

The study will provide a basis for teachers to upgrade their knowledge and skills in-line with the evolving trend in the teaching environment and profession.

It is also hoped that this study will encourage the widespread use of ICT-based Computer Assisted Instruction (CAI) at various levels of learning, and in various subject areas and disciplines. The study will inspire researchers to develop educational software, and conduct experiments that will lead to having increased academic performance among students.

1.7    Delimitation of the Study

         This study is the impact of ICT on Business Studies performance in JSSCE in Junior Secondary Schools in Uyo Local Government Area is delimited to the following factors;

1. The study covers only a few selected number of schools within the Uyo metropolis due to their closeness and convenience of study. The choice of the selected schools is also informed by the availability of computers and computer laboratories with Computer Assisted Instructional software programs.
2. The study is also delimited to the impact of two ICT-based Computer Assisted Instruction namely; Individualized Computer Assisted Instruction and Cooperative Computer Assisted Instruction, as well as the conventional methods of teaching.
3. To a large extent, the study is limited by time and financial constraints which hinders wider coverage of all the Junior Secondary Schools in Uyo Local Government Area.

1.8    Assumptions of the Study

         This study is based on the following assumptions:

1.      Students’ academic performance is influenced by the learning environment and availability of effective teaching and learning facilities.

2.      The poor performance of students on core subjects is influenced by poor assimilation and comprehension of the subjects concerned. This is due to poor, obsolete and archaic method of teaching.

3.      Education and the teaching profession in particular is dynamic not static, with new frontiers of knowledge emerging overtime.

4.      The conventional method of teaching is outdated, obsolete and less effective in this 21^st century than before.

1.9    Organization of the Study

         The study is presented in chapters, viz: chapter 1 – 5.  Chapter one presents an introductory epilogue to the study. It discusses the background of the study, the statement of problem, objectives of the study and the research questions.  Also discussed in chapter one are: the research hypotheses, significance of the study, delimitations, the assumptions of the study, as well as the operational definition of terms.

In chapter two, the relevant literature that shed-lights on the concepts, theories, philosophies, and empirical issues on the subject matter of study are reviewed and referenced accordingly. Chapter three deals with the research design and methodology. Chapter four focuses on the presentation, analysis and interpretation of data collected on the study.

Chapter five is the final chapter of this work. It highlights the summary, conclusion drawn on the study, as well as the suggested recommendations made by the researcher based on the findings gathered from the study.

1.10  Definition of Operational Terms

         For the purpose of this study, the following terms are defined as understated below:

Academic Performance:  This refers to students obtaining a credit score regarded as having passed and those who did not have credit score regarded as having failed.

Computer:  This is the programmable machine designed to sequentially and automatically carry out a sequence of logical operations.

Computer Assisted Instruction:This is an interactive instructional technique where a computer is used to present the instructional materials, and monitor the learning process that takes place. It allows the student to direct his own progress.

Cooperative Computer Learning:Cooperative Computer Learning refers to a learning approach, with the use of computers which consists of two to four students working independently as a team to complete an assignment.  Each student has a role to play, and the roles are rotated among all members.

Individualized Computer Instruction: This is an ICT-based instruction method in which the learning  of one student with the use of computer is independent and separate from the achievements of other students in the class.

ICT:  ICT is an acronym for Information and Communication Technology. It is defined as a technology that merges computing with high-speed communication links capable of carrying multimedia data. Multimedia data here refers to a combination of text, sound, video and pictures.