An Assessment of the Usage of Computer Application in the Teaching and Learning of Mathematics
Chapter One
Purpose of the study
The study was designed to Assess the Usage of Computer Application in the Teaching and Learning of Mathematics in senior secondary schools under Uyo local Government Area. The major aim of this research work was :
- To determine the level are the ICT facilities available for teaching and learning in uyo, akwa ibom state technical colleges.
- To determine the level are the teachers and students in technical colleges use ICT facilities in teaching-learning.
- To determine the challenges facing ICT facilities in colleges in uyo, akwa ibom state.
CHAPTER TWO
LITERATURE REVIEW
CONCEPTUAL REVIEW
Historical Background of Computers in Schools
Computers of the 1950s and 1960s, featuring a mainframe host configuration, were not widely accepted in schools because it was difficult and expensive to house the huge machines in schools or share them with universities (Hermes 2008). However, according to Dockterman (1998) in 1965, mainframes and minicomputers were placed in some schools in the United States of America (USA), but mostly for administrators. Crooks (1994) notes that computers were 21 often used in the 1960s for computer-assisted instruction in American schools; Reid & Rushton (1985) observe that computer use was limited to developing computer literacy in secondary schools in computer labs usually by one teacher.
They noted that most of the teachers didn’t know how to use the computers and students didn’t use them in other subjects. This research seeks to shed more light on the situation in Kenya in relation to Reid & Rushton‟s (1985) conclusions. Since the early 1980s, statistics show that computer usage in schools has grown remarkably Hermes (2008) and has been encouraged in all subjects indiscriminately. Many Kenyan schools have computers that are used for various purposes. The researcher sought to find out whether these computers are accessible and utilized by teachers and learners for instructional purposes specifically in Business Studies. Although many computers have been donated by the private sector and Non-Governmental Organizations (NGOs), their availability to teachers and learners in Kenyan schools is worth investigating.
Availability of computer hardware and software
The most significant aspects of computer are hardware and software. Availability of high quality software is the most pressing challenge in applying the new technologies in education (Herschbach, 1994; Miller, 1997; Office of technology Assessment, 1995; Norebug and Lundblad, 1997). Underlying this problem is a lack of knowledge of what elements in software will promote different kinds of learning. There are few educators skills in designing it because software development is costly and time-consuming (McCleland , 1996). 24 McClelland (1996) indicates having sufficient hardware in locations where learners have access to it, is problematic and is, of course, partly a financial problem. Computer hardware and software compatibility goes on to be a significant problem. Choosing hardware is difficult because of the many choices of systems to be used in delivering education, the delivery of equipment, and the rapid changes in technology.
Technical and theoretical knowledge
A lack of technical and theoretical knowledge is another barrier to the use of computer- assisted effective learning technology. Not only is there shortage of knowledge about developing software to promote learning, as shows above, but many instructors do not understand how to use the new technologies . Furthermore, little is known about integrating these new means of learning into an overall plan. In the communication between McClelland and C. Dede(1995), Dede indicates the more powerful technologies, such as artificial intelligence in computers, might promote learning of higher-order cognitive skills that are difficult to access with today’s evaluation procedures and, therefore, the resulting pedagogical gains may be under-valued. Improper use of technologies can affect both the teacher and learner negatively (Office of technical Assessment, 1995).
CHAPTER THREE
Design Of The Study
The study employed descriptive survey design. According to Sambo (2005), a survey research design is one in which group of people or items are studied by collecting and analyzing data from only a few people or items considered being representative of the entire group.
The instrument for data collection is a self-designed questionnaire tagged “ICT in secondary schools, (ICSS)”. The instrument was validated by research experts in Department of Education university of uyo and It has four items rated scale i.e. Strongly Agreed = (SA), Agreed = (A), Strongly Disagreed (SD), Disagreed (D)
The questionnaire was administered to the respondents through personal contact which allow for explanation if the need arises. The completed instrument was collected back by the researcher. Data collected was analyzed using mean and standard deviation.
Population Of The Study
The population for this study is comprised of senior secondary school students. However, this was delimited to those schooling in uyo akwa ibom state. The choice of this population was informed by the availability of the desired information required for the verification of the hypothesis relevant to this study. This population was equally considered enough to ensure effective and adequate generalization of research result.
CHAPTER FOUR
DATA PRESENTATION / ANALYSIS INTRODUCTION
This chapter is concerned with the presentation analysis and interpretation of data collected. In testing the hypothesis, a total number of hundred (100) questionnaire were sent out to senior secondary school students in uyo akwa ibom state. Ninety (90) representing 90% were duly returned to the researcher, the work of this chapter was done based on the information give on the questionnaire.
CHAPTER FIVE
CONCLUSION AND RECOMMENDATIONS
CONCLUSION
It is clear that the education sector of uyo, akwa ibom state and the country at large has no smooth running of education system. In fact, all levels of education are plagued with catalogue of problems ranging from underfunding to mismanagement. If the educational sector of our schools throughout the state is to maintain maximum standards, it should be provided with adequate funds, infrastructural facilities in term of modern classrooms equipped with electronic computer system which are connected to the internet and highly qualified personnel that can effectively, utilize these resources.
Finally, our secondary school students should be given the best in education with modern facilities which will in turn draw out the best in every student and ensure the utility of these students to the development of uyo, uyo, akwa ibom state, and the country at large.
Recommendation
Based on the investigations carried out on topic, the following recommendations are made:
- ICT equipment and facilities should be made available to all technical colleges.
- Government should encourage and put in place policies to attract international codes and nongovernmental organizations (NGOs) to invest on ICT related projects in secondary schools.
- Teachers that are not ICT compliance should be encouraged by the secondary school administrators to study further in order to meet up with new demand of ICT literate teacher.
- Attention should be paid to the deforming state of facilities in our secondary school. Also ICT system and facilities like laboratory should be provided in secondary school in uyo, akwa ibom state.
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