TOPIC INFLUENCE OF ICT ON ACADEMIC PERFORMANCE OF

STUDENTS IN COMPUTER SCIENCE IN SECONDARY SCHOOLS

IN KABBA METROPOLIS

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 CHAPTER ONE

INTRODUCTION

Background to the Study

The utilization of Information and Communication Technology (ICT)

stands as an integral part of the teaching and learning process.

Technology has transformed nearly every facet of human life, reshaping

communication, education, information creation, and management. Given

that education heavily relies on information and communication, the

integration of technology - encompassing a wide array of information

tools and services - naturally influences educational practices.

Research indicates multiple ways in which technology supports

education, such as enhancing organization and control in learning

environments, facilitating communication between teachers and students,

and broadening access to a wealth of content and resources. While

leveraging technology for tutorial purposes and information delivery

offers benefits. Research emphasizes the importance of integrating

technology into teaching for the effective utilization of computer

technology in education (Zahra, 2017).

In this context, ICTs encompass various technological elements such as

the internet, databases, satellite systems, computers, networks, hardware

and software, multimedia projectors, scanning machines, printers, video

recorders, televisions, radios, audio-visual systems, and associated

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services like video conferencing and distance education, all integral to the

learning process in public secondary schools (OECD, 2019; Tariq, 2016).

Teaching today faces numerous challenges in a society where knowledge

expands rapidly, necessitating the use of ICT (UNESCO, 2022). Many

countries recognize ICT proficiency as essential in education, including

Nigeria, which has integrated ICT into its education system as

acknowledged in the National Policy on Education by the Federal

Ministry of Education (FME, 2020).

However, despite available ICT facilities, many teachers lack

comprehensive knowledge of utilizing technology effectively in their

profession (Olokola, Abdullahi & Omosidi, 2014). The application of

ICT in education can be classified broadly into two categories: ICT for

Education, which pertains to technology designed specifically for

teaching and learning, and ICT in Education, which involves the general

use of technology components in the teaching process, often focused on

training teachers in technology use for teaching (Olakulehin, 2017;

UNESCO, 2020).

The disparity between having ICT facilities and their actual use is evident

in schools. Even when ICT facilities are accessible, teachers often

underutilize these tools (Sanusi, 2018). Therefore, examining the

influence of ICT on teaching and learning, particularly in Junior

Secondary School, remains crucial. The study's primary focus is on

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assessing the influence of ICT resources on students' academic

achievements in computer science at the junior secondary school level in

Kabba metropolis, Nigeria.

Statement of the Problem:

The concerning rate of poor academic achievement among pupils in

computer studies is a multifaceted issue influenced by various factors.

Lack of access to Information and Communication Technology (ICT)

resources, insufficient instructional materials, and inadequate teaching

skills contribute significantly to this problem. Moreover, the disparity in

resource availability based on school types exacerbates the situation. The

presence of unqualified teachers and their approach to teaching, along

with students' disinterest in computer studies as a subject, further

compound the issue.

An evident observation is that many students perceive computer studies'

principles as abstract due to the unavailability of textbooks, essential

equipment like computers, projectors, televisions, and other ICT

resources in numerous schools. This observation aligns with the Indian

axiom: "What I hear, I may forget, but what I see, hear, and touch, I will

never forget." The reliance of computer studies teachers on verbal and

theoretical methods leads to a loss of interest among pupils, hindering

effective learning.

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The Nigerian educational sector faces a challenge with the low

performance of students in local and standardized examinations,

primarily attributed to inadequate teaching methods and the absence of

essential ICT facilities (Afolabi, 2019). Hence, this study aims to delve

specifically into how ICT contributes to students' academic achievement

in computer studies. This focus is essential as these topics require

relevant technologies for effective and practical learning experiences.

Several pivotal questions arise: Does the utilization of instructional

materials significantly impact pupils' academic performance? Can

teaching effectiveness be augmented through the use of ICT instructional

materials? And finally, could the application of ICT instructional

materials enhance pupils' learning experiences? Answering these queries

encompasses the core problem addressed by this study.

Purpose of the Study:

This study aims to investigate the influence of ICTs on the academic

performance of students in computer science at the junior secondary

schools in Kabba metropolis .specifically, the objectives are :

1. To find out the influence of Information and Communication

Technology on the teaching of Computer Studies in junior secondary

schools in Kabba metropolis.

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2. To find out the challenges of Information and Communication

Technology in Teaching and learning of Computer Studies in junior

secondary schools in Kabba metropolis.

3. To find out the impacts of ICT on students performance in Computer

Studies in Junior Secondary Schools in Kabba metropolis.

4. To determine the strategies that could be used in ensuring effective

application of ICT application in the teaching and learning of Computer

Studies in Junior Secondary Schools in Kabba metropolis.

Research Questions

The following research questions were formulated to guide the study:

Research Questions 1: What are the positive influence of Information

and Communication Technology on the teaching of Computer Studies?

Research Questions 2: What are the challenges of Information and

Communication Technology in Teaching and learning of Computer

Studies?

Research Questions 3: What are the impacts of ICT on students

performance in Computer Studies in Junior Secondary Schools?

Research Questions 4: What are the strategies that could be used in

ensuring effective application of ICT application in the teaching and

learning of Computer Studies in Junior Secondary School?

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Significance of the Study:

The outcomes of this study hold significant relevance for various

stakeholders within the educational sphere, including teachers, policy

makers, curriculum planners, students, school administrators, and the

Ministry of Education.

1. Policy Makers: The findings will offer insights to policy makers,

delineating areas for potential improvement. This knowledge will

facilitate positive changes in pedagogical approaches, enabling

policymakers to enhance educational strategies concerning ICT

integration.

2. Teachers: These findings will provide teachers with a valuable

opportunity to compare perspectives among themselves, students, and

other involved parties regarding the utilization of ICT within educational

settings. This comparative analysis can inform teachers' practices,

encouraging them to adapt their methods to align better with stakeholders'

views.

3. Administrators: Educational administrators and policy makers can

leverage these findings to make informed decisions regarding the

implementation of ICT in schools. It will guide them in selecting

appropriate methods to manage changes associated with the integration of

ICT within the educational system.

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4. Ministry of Education: The study's findings will furnish the Ministry

of Education with potential solutions to the challenges encountered by

schools during the implementation of ICT in teaching and learning

processes. This information can aid in refining policies and interventions

to effectively address hurdles faced by schools in utilizing ICT resources.

Scope/Delimitation of the Study:

The study will focus on investigating the influence of instructional

materials on the academic performance of computer studies students in

selected junior secondary schools within Kabba Metropolis, involving

four specific secondary schools.

Operational Definition of Terms: ICT encompasses equipment and tools

like computers, projectors, and interactive boards used for teaching

computer subjects. Academic achievement refers to students' final scores

in computer studies, while education signifies the acquisition of

knowledge, skills, and values. Computer studies is a subset of computer

science as a subject.

CHAPTER TWO

REVIEW OF LITERATURE

This chapter delves into a comprehensive review of literature within the

context of the study, exploring various subtopics:

Concept of Information and Communication Technology (ICT)

Concept of Computer Studies

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Availability and Accessibility of ICT resources and Student’s Academic

Performance

Influence of ICT Resources on Students' Learning Ability

Overview of Similar Studies

Information and Communication Technology (ICT)

ICT is an indispensable part of global education, playing a pivotal role in

various aspects of human life (Obinna, 2018). It has undergone

significant transformation, easing the process of teaching and learning

and profoundly impacting societal aspects such as lifestyle, work, and

education. Nigeria has embraced ICT in its educational system despite

economic limitations (Adelakun et al., 2020). ICT refers to tools

facilitating information sharing, distribution, and communication through

computers and networks. It encompasses a spectrum of services and

products, including hardware and software, internet, telephones, radios,

and more (Daniels, 2002 as cited in Amin, 2013).

Concept of Computer Studies

Computer Studies involves the exploration and analysis of data and

information using both hardware and software. It encompasses the

understanding of information storage, processing, and practical

application in various disciplines (Adebisi & Oludele, 2017). Defined as

an applied science (Ajayi, 2017), computer studies focus on the physical

components and software aspects of computing.

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Availability and Accessibility of ICT Resources and Student's Academic

Performance

The availability and utilization of ICT can significantly benefit students

by expanding learning opportunities and facilitating thorough

investigations into real-world information sources (Geoffrey, 2010).

However, many educational institutions in Africa face challenges in

effectively integrating ICT due to infrastructure limitations (Ghavifekz,

2016). While multimedia technologies present vast potential for improved

information presentation and accessibility, challenges related to

infrastructure, accessibility, and classroom limitations remain barriers

(Geoffrey, 2010).

Influence of ICT Resources on Students' Learning Ability

Studies have shown that ICT tools foster computer literacy among

students and aid in creating a more interactive and practical learning

environment (Ali, Taleb, & Hedayatollah, 2022). ICT-driven instructional

aids stimulate interest, make abstract concepts more concrete, improve

communication, and enhance information acquisition (Terende &

Clement, 2013).

Overview of Similar Studies

Several studies globally have explored ICT's impact on education. For

instance, research by Aladejana (2017) examined undergraduates'

attitudes toward ICT and its role in learning science. Similarly,

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Nwachukwu's study (2016) focused on assessing ICT utilization

competencies and their influence on student achievement during

instruction.

Implications for the Present Study

The literature review presents mixed findings regarding ICT's impact on

academic performance. While some studies indicate positive effects on

student achievement, others show limited evidence. This research aims to

contribute to resolving these discrepancies and understanding ICT's

influence on student performance.

CHAPTER THREE

METHODOLOGY

Introduction

This chapter outlines the approach and procedures employed in

conducting the research, which aims to determine the impact of

integrating Information and Communication Technology (ICT) on the

academic performance of students in computer studies in Junior

Secondary Schools within Kabba Local Government Area. The following

sub-headings will be discussed in this chapter:

Design of the study

Area of the study

Population of the study

Sample and sampling techniques

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Instrument for data collection

Validation of the instrument

Method of data collection

Method of data analysis

Design of the Study: A survey research design was utilized for this

study. The researchers visited selected schools to gather data from

respondents through questionnaires. The study involved the collection

and assessment of students' scores in computer studies without any

intervention or treatment.

Area of the Study: The research was conducted in specific Junior

Secondary Schools in Kabba, including LGSS Otu, Community

Secondary School Kakun, Government Science School Okedayo, and St.

Monical Girls School Kabba. The study was limited to JSS three students

enrolled in Computer Science subjects and their previous result scores.

Population of the Study: The targeted population comprised all Junior

Secondary School teachers and students within Kabba metropolis. The

study focused solely on public secondary schools, excluding private and

single-sex schools within the area.

Sampling and Sampling Techniques: The study's sample size consisted

of 80 students and 20 teachers, selected from each intact class in the four

chosen schools. Stratified Random Sampling was employed to ensure

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data accuracy and generalizability. This method involved selecting 26

students and 5 teachers from each school.

Instrument for Data Collection:

A questionnaire was adapted based on the study's objectives. The

instrument consisted of two sections: Section A included respondents'

demographic details, while Section B addressed research questions using

a Likert scale (Strongly Agree, Agree, Strongly Disagree, Disagree).

Each questionnaire item corresponded to a specific objective or research

question.

Validation of the Instruments:

The questionnaire was validated by experts from the Department of

Computer Science Education and Department of Education. Validation

was based on face and content validity, ensuring accuracy and clarity.

Corrections were made to address any identified shortcomings before

final printing and usage.

Method of Data Collection:

Researchers obtained permission from school authorities and

administered the questionnaires to students within the selected schools.

The completed questionnaires were collected immediately after

respondents filled them out.

Method of Data Analysis: Descriptive statistics such as percentages and

means were utilized to analyze the research questions.

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 CHAPTER FOUR

DATA PRESENTATION AND ANALYSIS

Introduction

This chapter delves into the examination and interpretation of the data

collected concerning the impact of Information and Communication

Technology (ICT) on the academic performance of Junior Secondary

School students specifically in computer science within Kabba/Bunu

Local Government. The section primarily focuses on the significant

findings obtained from the questionnaires administered to participants.

4.2 Data Presentation

The data presented in this chapter originates from responses received

from both teachers and students, collated using the questionnaire

designed for the research, which comprised Section A and Section B.

Section A: This section outlines the demographic details of the

respondents and is presented in tabular form, illustrating frequencies and

percentages related to their bio-data.

Section B: This part of the questionnaire addressed the research inquiries

by utilizing a Likert scale to evaluate responses. The scale ranged from

Strongly Agree to Agree, and from Strongly Disagree to Disagree. The

collected responses were analyzed using frequency distributions and

to or above 2.50, while responses below 2.50 were considered

inconclusive and disregarded in the analysis.

Analysis of Data and Interpretation

Section A: Bio- Data of Respondents

Table 4.1: Distribution of Respondents Sex

Sex Frequency Percentage (%)

Male 11 55%

Female 9 45%

Total 20 100(%)

Source: Field Survey, 2023

In Table 4.1, the data reveals that out of the respondents involved in the

study, 11 individuals (55%) were male teachers, whereas 9 individuals

(45%) were female teachers from diverse secondary schools.

Table 4.2: Age Distribution of Teachers

Age Frequency Percentage (%)

18-25 15 75

26-50 5 25

Total 20 100%

Source: Field Survey, 2023

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Table 4.2 illustrates the age distribution of the respondents. Out of the

total respondents, 15 individuals (75%) were between the ages of 18-

25,while 5 individuals (25%) were between the ages of 26-50..

Table 4.3: Academic Qualification of Teachers

Academic qualification Frequency Percentage(%)

N.C.E 10 50

B.Sc(Ed) / B.A(Ed) 8 40

Masters 2 10

Total 20 100%

Source: Field Survey, 2023

Table 4.3 provides an overview of the educational qualifications among

the respondents. Out of the total respondents, 10 individuals (50%)

possess an NCE (Nigerian Certificate in Education), 8 individuals (40%)

hold a B.Sc (Ed)/B.A (Ed), while 6 individuals (10%) possess a Master's

Degree qualification. It is evident that the majority of the respondents

have attained an N.C.E qualification.

Table 4.4: Working Experience of Teachers.

Working Experience Frequency Percentage (%)

1-5years 7 35

6-10years 4 20

11 years and above 29 45

Total 20 100

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Source: Field Survey, 2015

Table 4.4 depicts the distribution of respondents based on their years of

working experience. Among the respondents, 7 individuals (35%) had

accumulated 1-5 years of work experience, 4 individuals (20%) had

between 6-10 years of experience, and the majority, 29 individuals

(45%), had gained 11 years and above of working experience

4.5 Marital Status of Teachers

Marital Status Frequency Percentage (%)

Single 12 60

Married 8 40

Total 20 100

Source: Field Survey, 2015

Table 4.5 reveals that 12 of the respondents which represent 60% are still

single while 8 of the respondents which represent 40% are married.

Students’ Demographic Data

Table 4.6: Sex Distribution of Students

Sex Frequency Percentage (%)

Male 45 55%

Female 35 45%

Total 80 100(%)

Source: Field Survey, 2015

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As indicated in Table 4.6, the data illustrates that among the respondents

who participated in the study from various junior secondary schools, 45

individuals (55%) were males, whereas 35 individuals (45%) were

females.

Table 4.7: Class Distribution of Students

Class Frequency Percentage (%)

JSS1 20 25%

JSS2 40 50%

JSS3 20 25%

Total 80 100(%)

Source: Field Survey, 2015

Table 4.7 above shows that 20 (25%) respondent were in Junior

secondary School One (JSS1), 40(50%) respondent were in Junior

Secondary School Two (SSS2) and 20(25%) respondent were in Junior

Secondary School Three (SSS3).

Table 4.8 Range of Students

Class Frequency Percentage (%)

9-10 20 25%

11-12 40 50%

13 and above 20 25%

Total 80 100(%)

Source: Field Survey, 2023

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According to Table 4.7, the distribution of respondents based on their

respective junior secondary school grades is as follows: 20 individuals

(25%) were in Junior Secondary School One (JSS1), 40 individuals

(50%) were in Junior Secondary School Two (JSS2), and another 20

individuals (25%) were in Junior Secondary School Three (JSS3)

SECTION B: Answering the Research Questions

Research Questions 1: What are the positive impact of Information

and Communication Technology on the teaching of Computer

Studies?

Table 4.9: Effects of Information and Communication Technology on the

teaching of Computer Studies.

S/ Statement SA A D S x Decision

No D

9. ICT with the use of 24 31 29 16 2.63 Agree

Internet facilities enable

effective teaching and

learning of Computer

Studies in schools.

10. ICT facilities like 8 27 52 14 2.30 Disagree

computer, projectors,

slides etc makes learning

of Computer l Studies

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 looks real.

11. Application of ICT in 31 47 13 9 3.00 Agree

teaching and learning of

Computer Studies has

improved the quality of

Education in Nigeria.

12. E-learning has been 7 13 66 14 2.13 Disagree

introduced into the

teaching and learning of

Computer Studies.

13. ICT has made teaching 21 16 16 25 2.60 Agree

and learning of

Computer Studies

interesting.

Overall Mean 2.53 Agree

Source:Field Survey 2023

The findings from Table 4.9 indicate that the mean scores of items 9, 11,

and 13 surpassed the threshold of 2.5. This suggests that respondents

acknowledged the availability of internet facilities for effective teaching

of Computer Studies in schools, the enhanced quality of education in

Nigeria due to the application of ICT in teaching and learning Computer

Studies, and the utilization of computers and projectors by teachers

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during Computer Studies sessions. Conversely, the mean scores of items

10 and 12 were below 2.5. This indicates that respondents did not affirm

the introduction of software to augment the comprehension of Computer

Studies concepts in schools and the implementation of e-learning in the

teaching and learning of Social Studies, albeit falling short of the

established criterion. The overall mean score of 2.53 signifies the general

acceptance that ICT has a positive impact on the teaching and learning of

Computer Studies.

Research Questions 2: What are the challenges of Information and

Communication Technology in Teaching and learning of Computer

Studies.

Table 4.10:Challenges of Information and Communication

Technology in Teaching and learning of Computer Studies.

S/ Statement SA A D SD x Decision

No

14. Lack of fund to 8 72 7 13 2.80 Agree

Introduce modern ICT

facilities in teaching and

learning of Computer

Studies

15. Lack of skilled teachers 33 35 24 8 2.93 Agree

to use ICT facilities in

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 teaching and learning of

Computer Studies

16. Students do not enjoy 22 25 27 26 2.43 Disagree

Computer Studies class

without the use of ICT

facilities.

17. Teachers and Students 41 29 17 13 2.98 Agree

lack proper orientation

when ICT facilities are

not properly used in

teaching and learning of

Computer Studies

18. Improper maintenance 71 16 8 5 2.53 Agree

and service culture of

ICT facilities in the

school setting.

Overall Mean 2.93 Agree

Source: Field Survey 2023

Table 4.10 results indicate that the mean scores of items 14, 15, 17, and

18 exceeded the threshold of 2.5. This signifies respondents'

acknowledgment that the lack of funds to introduce modern ICT facilities

in teaching and learning Computer Studies, the absence of skilled

22
teachers proficient in using ICT facilities for teaching and learning

Computer Studies, inadequate orientation for teachers and students when

ICT facilities are underutilized, and the improper maintenance and

service culture of ICT facilities in schools pose significant challenges in

teaching Computer Studies. Conversely, the mean score of item 16 fell

below 2.5. This indicates that respondents did not recognize the notion

that students do not enjoy Computer Studies classes without the use of

ICT facilities. The overall mean score of 2.93 indicates the general

consensus that the challenges in teaching ICT for Computer Studies are

effectively acknowledged.

Research Questions 3: What are the impacts of ICT on students

performance in Computer Studies in Junior Secondary Schools?

Table 4.11: Impacts of ICT on students’ performance in Computer

Studies in Junior Secondary Schools.

S/ Statement SA A D S x Decision

No D

19 ICT has provided easy 58 32 7 3 3.45 Agree

access to internet

facilities for the students

to enhance learning.

20 ICT facilities bring about 31 53 12 4 3.11 Agree

effective learning

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 outcome.

21 Students enjoy the use of 33 41 15 11 2.96 Agree

projectors and other ICT

facilities in learning of

Computer Studies.

22 Students perform better 21 38 19 22 2.58 Agree

in examination as a result

of the introduction of

ICT facilities.

23 Easy access to 41 43 9 7 3.18 Agree

information on Computer

issues of the country.

Sectional Mean 3.06 Agree

Source: Field Survey, 2023

The findings from Table 4.11 indicate that the mean scores of items 19-

23 exceeded the threshold of 2.5. This suggests that respondents

wholeheartedly acknowledged that students derive enjoyment from the

use of projectors and other ICT facilities in learning Computer Studies.

Additionally, they recognized that ICT facilities contribute to effective

learning outcomes, facilitate easy access to internet facilities for students,

lead to improved student performance in examinations due to the

introduction of ICT facilities, and offer easy access to ICT resources. The

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overall mean score of 3.06 signifies the general consensus that the impact

of ICT on student performance in Computer Studies is deemed effective.

Research Questions 4: What are the strategies that could be used in

ensuring effective application of ICT application in the teaching and

learning of Computer Studies in Junior Secondary School?

Table 4.12: Strategies that could be used in ensuring effective

application of ICT application in the teaching and learning of

Computer Studies in Junior Secondary School.

S/ Statement SA A D SD x Decision

No

24. Government should 82 16 2 0 3.80 Agree

provide ICT facilities in

Secondary school for

effective teaching and

learning of Computer

Studies and other

subjects.

25. Skilled personnel should 21 73 6 0 3.15 Agree

be employed to manage

ICT facilities in the

school

26. Government should 23 69 5 9 3.18 Agree

25
 introduce ICT training

and seminars for teachers

to improve teaching

skills.

27. E-learning Software’s 51 26 14 9 3.19 Agree

should be introduced in

the teaching and learning

of Computer Studies.

28. Non-government 27 73 0 0 3.27 Agree

organization, parents,

PTA, and area councils

should contributes in

equipping the school,

with ICT facilities.

Overall Mean 3.32 Agree

Source: Field Survey, 2023

The findings from Table 4.12 indicate that the mean scores of items 24-

28 surpassed the threshold of 2.5. This implies that respondents

wholeheartedly acknowledged certain recommendations: the

government's provision of ICT facilities in secondary schools for effective

teaching and learning of Computer Studies and other subjects.

employment of skilled personnel to manage ICT facilities within schools,

26
the necessity for the government to introduce ICT training and seminars

for teachers to enhance teaching skills,introduction of e-learning

software in the teaching and learning of Computer Studies. the

contribution of non-government organizations, parents, Parent-Teacher

Associations (PTA), and area councils in equipping schools with ICT

facilities. The overall mean score of 3.32 signifies the general consensus

that the suggested strategies for ensuring the effective application of ICT

facilities in teaching and learning Computer Studies in Junior Secondary

Schools are deemed effective by the respondents.

Summary of Findings

The study's findings align with the study's purpose and research

questions. The respondents agreed on several key points:

i. Impact of ICT on Teaching and Learning of Computer Studies:

The application of Information and Communication Technology (ICT)

positively influences the teaching and learning of Computer Studies.

Respondents acknowledged that the integration of ICT has notably

improved the overall quality of education in Nigeria.

ii. Challenges of ICT in Teaching Social Studies:

Respondents recognized challenges in integrating ICT into teaching

Computer Studies at the junior secondary school level. A prevailing

teachers and students when ICT facilities are underutilized in teaching

and learning Computer Studies.

iii. Impact of ICT on Students' Academic Performance:

The majority of respondents agreed that ICT plays a significant role in

enhancing students' academic performance in Computer Studies. This

includes providing easy access to internet facilities, thereby enhancing

students' learning experiences.

iv. Strategies for Effective ICT Application in Teaching Computer

Studies:

Respondents emphasized the need for government intervention in

providing ICT facilities in secondary schools to ensure effective teaching

and learning, not only for Computer Studies but also for other subjects.

Additional recommendations include employing skilled personnel to

manage ICT facilities, introducing ICT training and seminars for

teachers, implementing e-learning software, and soliciting contributions

from non-governmental organizations, parents, Parent-Teacher

Associations (PTA), and area councils to equip schools with ICT

facilities.

Discussion of Findings

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The study findings affirm the positive impact of ICT on improving the

quality of education, particularly in Social Studies. This aligns with

Nwoji's (2003) work, emphasizing the importance of ICT and

recommending government provision of related facilities for teaching and

learning processes.

Challenges identified include insufficient funds for modern ICT facilities,

a shortage of skilled teachers in ICT, lack of proper orientation, and

inadequate maintenance of ICT facilities in school settings, affecting ICT

integration into teaching Computer Studies.

The study also highlighted the favorable reception of students towards

ICT-based learning in Computer Studies, indicating enhanced learning

outcomes, improved examination performance, and easier access to

information on social issues.

Conclusion

The transformative impact of computer technology in education is

undeniable, narrowing the gap between skilled and non-skilled students

and fostering inventive abilities. Akinyemi (1988) supports the view that

computers significantly aid individualized learning and contribute to

students' active engagement in the learning process.

CHAPTER FIVE

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SUMMARY, CONCLUSION AND RECOMMENDATIONS

Introduction

This chapter encapsulates the summary of findings, conclusions, and

recommendations derived from the study.

Summary

The study aimed to analyze the influence of ICT on the teaching of Social

Studies in selected junior secondary schools within Kabba/Bunu LGA.

Employing a descriptive survey design, the sample consisted of twenty

(20) computer Studies teachers and eighty (80) students randomly

selected from five junior secondary schools. The findings revealed:

1. ICT significantly influences the teaching and learning of Computer

Studies, enhancing the quality of education in Nigeria.

2. Challenges persist concerning the integration of ICT in teaching

Computer Studies, particularly the lack of orientation for both

teachers and students.

3. ICT's influence positively affects students' academic performance

in Computer Studies by providing easy access to internet facilities.

4. Respondents emphasized the necessity for government provision of

ICT facilities in secondary schools for effective teaching of

Computer Studies and other subjects.

After an extensive review of related literature, comprehensive data

collection, and interpretation, the researcher draws the following

conclusions:

 Application of ICT facilities can notably enhance the quality of

Computer Studies education in Nigeria and make related subjects

more engaging.

 Improper utilization of ICT can significantly alter students'

orientation, attitudes, and behaviors towards Computer Studies,

impacting their level of understanding and assimilation.

Recommendations

Based on the study's findings, the following recommendations are

proposed:

1. Ensure access to ICT facilities for Computer Studies teachers and

students, accompanied by regular training and seminars on ICT

application.

2. Government intervention for the provision of adequate ICT

facilities and internet services in schools to pique interest among

teachers and students.

31
 3. Establishment of electronic libraries (e-libraries) in all junior

secondary schools.

4. Facilitate regular training sessions on ICT education for selected

teachers and administrators by the Ministry of Education.

5. Initiate a curriculum review to enforce a compulsory ICT-driven

curriculum for Junior Secondary Schools.

6. Government support to re-engineer research and development in

junior schools using ICT tools.

Suggestions for Further Study

Based on the study's findings and their educational implications, the

following suggestions for further research are proposed:

1. Explore factors hindering teachers' use of ICT in teaching and

learning.

2. Investigate funding issues in the application of ICT in education.

3. Develop strategies to improve student participation in ICT-based

learning for Computer Studies.

4. Delve deeper into the application of ICT in Computer Studies

Education and its impact.

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