FACTORS AFFECTING ENGLISH LANGUAGE TEACHERS USE OF ICT IN TEACHING OF ENGLISH LANGUAGE AT THE UPPER BASIC LEVEL OF EDUCATION USING EKET LOCAL GOVERNMENT AREA IN AKWA IBOM STATE

ABSTRACT

The problem of this study was that, despite the enormous benefits of ICT in everyday life in and out of school, only a few schools have embraced the use of ICT in teaching and learning. This study sought to investigate the extent to which teachers were using ICT in the teaching and learning of English in secondary schools in Eket Local Government Area, Akwa Ibom State. The study also sought to find out which ICT resources were available for the teaching and learning of English and to find out which areas of English teaching and learning these resources could be used. The study was both quantitative and qualitative research in nature and adopted a descriptive survey design. Descriptive methods were employed in analyzing data using frequencies, percentages, and means. Descriptive methods were preferred because they would enable the researcher to meaningfully describe the distribution of scores and measurements using statistics. The study used a combination of stratified, purposive, and random sampling procedures. The sample of the study was drawn from the twenty-two secondary schools in Eket Local Government Area which had been given ICT facilities and the respondents were 7 principals of secondary schools,16 teachers of English, and 540 Form Three students. Questionnaires and observation schedules were used to get information from the respondents. Before the instruments were used for collecting data, a pilot study was conducted in two public secondary schools in Eket Local Government Area which had the same characteristics as the sampled schools. The theoretical framework used to guide the study was the Constructivism Theory associated with Bruner, J. Data collected was analyzed using the Statistical Package for Social Sciences (SPSSVersion 19.0). The findings showed that the use of ICT in the teaching and learning of English was still in the formative stage and faced various challenges. The available ICT resources were occasionally used in varied proportions to teach English. This study recommends that ICT be fully integrated into the education system; all teachers of English be trained in the use of ICT, school managers, and other stakeholders be sensitized on the need to provide ICT facilities in the schools and lastly, intensive resource mobilization be put in place to enable schools to acquire ICT resources.

 

 

CHAPTER ONE

INTRODUCTION

 

1.0 Introduction

This chapter examines the background information to the research problem, presents the statement of the problem, the purpose of the study, objectives of the study, research questions, significance of the study, scope and limitation of the study, assumptions, theoretical framework, conceptual framework and operational definition of terms.

 

1.1 Background to the Study

Information Communication Technology covers any product that will store, retrieve, manipulate, transmit or receive information electronically in a digital form. These include computers, digital television, email, modems, and the internet and it mostly deals with how these different resources can combine and work with each other. Information

Communication Technology resources can be divided into three groups:

• Information technology that uses computers which have become indispensable in modern society.

 

• Telecommunication technologies include the telephone (with fax) and the broadcasting of radio and television often through satellites.

 

• Networking technologies of which the best known is the internet extended to mobile phone technologies, voice over IP telephony (VOIP) satellite communication that is still in its infancy.

In this study, ICT in education is taken to mean the use of digital ICT resources in all aspects of teaching and learning English. The place of English in the Nigerian education system is crucial. It is a medium of instruction. Students in Nigerian secondary schools are expected to sit for a minimum of seven subjects at the K.C.S.E. level. Out of these, English is one of the three compulsory subjects. Apart from German, French, Arabic, and Kiswahili, all the other subjects are taught in English. This, therefore, means that for students to do well in school they should have a good grasp of the language of instruction, which is English. Knowledge of Information Communication Technology (ICT) is a prerequisite in this modern society where every sphere of our lives is controlled by technology. Information Communication Technology must be integrated into the English curriculum and in the methods used to teach it to produce students who are ICT literate and who can function in this twenty-first century where technology permeates every sphere of life. Bingimlas (2009) thinks that using ICT resources, especially computers, the internet and other related technologies in the classroom better prepares the learners for the workplace where these equipment are used. Students who can use ICT effectively have a better chance of being absorbed in the current globalizing job market. It is because of this need to have an ICT literate population that the Government of Nigeria (Nigerian Government) continues to invest in teaching and learning resources in these areas, especially in secondary schools

(MOST, 2005).

 

Several scholars argue that using ICT in teaching gives learners a chance to learn how to function better in this digital era. Yelland (2001) argued that the use of old methods of teaching does not prepare the learners for the job market where knowledge of technology is required. She further argues that for institutions to claim to be preparing their learners for life in the present century, they must use new technologies in their teaching. Her arguments are in line with Grimus (2000), who posits that when learners are taught ICT skills in primary schools they are in a better position to face new developments with better understanding.

 

There are several roles that ICT can play in the educational process. First, ICT has the potential to enhance learners’ achievement (Bransford et al. 2000). Secondly, several theorists and scholars agree that using ICT in the teaching process makes the learners knowledgeable, reduces face-to-face instruction, and provides a learning environment where teachers can assist learners with special needs. In addition, the use of ICT will motivate the learners and help them develop a favorable attitude toward learning.

 

Against this background, a concerted effort is being put in place to embrace the use of ICT in education in several countries to reap the benefits of ICT integration. A review conducted by the United Educational, Scientific and Cultural Organization UNESCO (2000) in ninety countries, classified countries regarding different levels of ICT development. These classifications include countries with integrated ICT in the education system, countries with national policies and master plans formulated and various ICT being applied and tested, and countries where efforts towards ICT integration and formulation of national policies have just begun. Again this does not reflect the specific achievements of ICT integration in education and these general classifications may leave out concerns about ICT integration. In Japan, for example, education is provided according to collectively established frames of reference and there is little opportunity for teachers to customize the curriculum (Aoki et al., 2007). Teachers are thus unprepared for any changes that may be brought about by technology at schools. A Ministry of Education, Culture, Sports, Science, and Technology survey revealed that more than 33% of teachers were unable to use a computer and less than 25% were able to provide computer instructions (Morris- Suzuki and Rimmer, 2003). The Japanese situation is in stark contrast as they have equipped the learners with the required skills to fit in the technological era thereby promoting lifelong learning by success in ICT adoption in education.

In America, the government is rapidly adopting new and better training technologies. Digital technologies are seen as a way to develop a nation that gives Americans the best and costs less but gives the required results. The development of the National Information Infrastructure and the increase of computers at home and work is offering new opportunities for distributed (online) learning. Advances in networking technology and telecommunication are revolutionizing the availability and speed of information access over the internet and other networks (UNESCO, 2000).

The national ICT strategy for education and training policy paper of 2006 has provided a framework on which ICT integration in education can follow and on which progress made can be evaluated. Nearly all the secondary schools in Nigeria have computers but very few have the required ICT connectivity. Those schools that have ICT connectivity were aided by well-wishers; the private sector and the government (Ayere et al. 2010). It has been difficult to develop ICT infrastructure in primary schools, the major obstacle being the lack of internet connection. According to the “ICTs in Education Options Paper”, there has been limited penetration of telecommunication infrastructure in rural areas.

The Education Management Information Society Survey which was done between 2003- 2004 showed that about three-quarters of secondary schools and many primary schools were not connected to telephone networks. To improve the sharing of learning materials, there is a need to improve the networks. Other alternative networks like wireless systems cannot be used in schools because of the high cost of installation. Few learning institutions can access high-speed data and communication systems; moreover, schools in rural areas cannot access wireless technology such as Very Small Aperture Protocol (VSAT) to access the internet.

The national ICT strategy for education and training policy paper of 2006 recognizes that Nigeria lags far behind in ICT integration in learning in schools. It further recognizes that in developed countries, integration of ICT in education has been compulsory since the 1980s and this has not been the case in developing countries like Nigeria where integration of ICT in education is still in the formative stages. The Government of Nigeria (Nigerian Government) has indicated in various documents the important role that ICT plays in education. Nigeria put in place a National ICT Policy in January 2006, a policy whose major objective was to ensure the availability of reliable ICT services. The government, in the policy, also advocated for the introduction and use of ICT in schools to improve the quality of teaching and learning, (MIC, 2006).

 

1.2 Statement of the problem

The steady use and development of ICT have had a great impact on people’s lives including how education is delivered. The Nigerian Government acknowledges the fact that ICT plays a major role in making education accessible, relevant, and equitable. The Ministry of Education’s policy on ICT is to integrate ICT into education and training institutions to prepare learners for the future technological knowledge-based economy. Although the Government, Private sectors, Non-Governmental Organizations, and individuals have donated ICT facilities to schools and opened training opportunities for teachers in the use of ICT facilities to improve education delivery, the use of ICT in the teaching and learning of English in Eket Local Government Area still lags. This study, therefore, sought to investigate to what extent teachers have integrated ICT in the teaching and learning of English in secondary schools in Eket Local Government Area, Akwa Ibom State.

 

1.3 Purpose of the study

The study aimed at establishing the extent of ICT integration in the teaching of English in secondary schools in the Eket Local Government Area. The researcher also intended to establish the ICT resources used in the schools for teaching English and which areas of English could be taught using these ICT resources.

1.4 Objectives of the Study

The study was guided by the following three objectives:

 

1. To find out the extent of ICT use in the teaching and learning of English among teachers and students in secondary schools in Eket Local Government Area.
2. To establish which ICT resources were available for the teaching and learning of English
3. To find out which areas of English learning and teaching these resources were used.

 

1.5 Research Questions

1. To what extent is ICT used in the teaching and learning of English among teachers and students in secondary schools in the Eket Local Government Area?
2. Which ICT resources are available for the teaching and learning of English?
3. Which areas of English teaching and learning are these resources used in?

 

1.6 Significance of the study

The findings of the study could provide useful information to various stakeholders in the education sector. The study would enlighten the teachers on the importance of integration of ICT in the instruction of English. It would further provide the status of the resources and ICT integration in the teaching and learning of English.

 

Secondly, these findings could inform the MOE, BOM, and PA on the state of ICT in schools and this could help in further provision and maintenance of these facilities. The study would be important to curriculum developers in the formulation of future policies in respect of developing more training opportunities for teachers on ICT and instruction. Finally, the study would inspire other scholars to conduct research in this field to fill the gaps which might be exposed by this study.

 

1.7 Scope of the Study

The study confined itself to investigating the level of integration of ICT in the teaching and learning of English among teachers and students in selected schools in Eket Local Government Area, Akwa Ibom State. The study was limited to a small sample of schools that were selected and 540 from three students, 15 teachers of English, and 7 principals from the sampled schools. It was limited to investigating the extent of ICT integration.

 

1.8 Limitations of the Study

The researcher had no control over the information the respondents chose to give or withhold thereby presenting a limitation in the adequacy of information obtained. The study was also limited by inadequacy of time since the secondary school syllabus is congested and the students would not fill in the questionnaires at the time the researcher wanted, this required rescheduling and visiting the schools when the students were free. This slowed down the process and made the research costly.

 

1.9Assumptions of the Study

1. The sampled schools had ICT resources.
2. The researcher would be allowed to view the ICT facilities in the schools under investigation.
3. The respondents would willingly give the required information.

FACTORS AFFECTING ENGLISH LANGUAGE TEACHERS USE OF ICT IN TEACHING OF ENGLISH LANGUAGE AT THE UPPER BASIC LEVEL OF EDUCATION USING EKET LOCAL GOVERNMENT AREA IN AKWA IBOM STATE

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