STRATEGIES FOR INTEGRATING ICT INTO THE TEACHING OF AGRICULTURAL SCIENCE IN SENIOR SECONDARY SCHOOLS
Abstract
Chapter One: Introduction
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objective of the Study
1.4 Research Questions
1.5 Research Hypothesis
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Limitation of the Study
1.9 Definition of Terms
1.10 Organization of the Study
Chapter Two: Review of Literature
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
Chapter Three: Research Methodology
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size Determination
3.4 Sample Size Selection Technique and Procedure
3.5 Research Instrument and Administration
3.6 Method of Data Collection
3.7 Method of Data Analysis
3.8 Validity of the Study
3.9 Reliability of the Study
3.10 Ethical Consideration
Chapter Four: Data Presentation and Analysis
4.1 Data Presentation
4.2 Analysis of Data
4.3 Answering Research Questions
4.4 Test of Hypotheses
Chapter Five: Summary, Conclusion and Recommendation
5.1 Summary
5.2 Conclusion
5.3 Recommendation
5.4 Suggestion for Further Studies
References
APPENDIX
QUESTIONNAIRE
This study was carried out to examine the strategies for integrating ICT into the
teaching of agricultural science in senior secondary schools using kazaure
Local Government area of Jigawa State as a case study. The
study was specifically carried out to ascertain the ICT tools
that can be integrated into the teaching agricultural science in senior
secondary schools, find out the extent ICT is adopted in the teaching of
agricultural science in senior secondary schools, and determine whether the use
of ICT enhances the teaching of agricultural science in senior secondary
schools.
The survey design was adopted
and the simple random sampling techniques were employed in this study. The
population size comprise of agricultural science teachers of some
selected senior secondary schools in kazaure Local Government area of Jigawa
State. In determining the sample size, the researcher conveniently selected 53
respondents and 50 were validated. Self-constructed and validated questionnaire
was used for data collection. The collected and validated questionnaires were
analyzed using frequency tables, and mean scores. While the hypotheses were
tested using Chi-square statistical tool.
The
result of the findings reveals that the ICT tools that can be integrated into
the teaching agricultural science in senior secondary schools includes:
E-learning, Social Media, Computer Assisted Instruction (CAI), Computer Software/Applications, and Internet. The study further revealed that the
use of ICT enhances the teaching of agricultural science in senior secondary
schools. Therefore, it is recommended that curriculum
planners and developers should integrate ICT tools into agricultural education
curriculum. They can be included as part of instructional materials for quality
teaching. To mention but a few.
1.1 Background Of The Study
The world we live today is very different from what it was during the past centuries, especially in the way things are carried out. Although the 19th century was characterized by industrial revolution that increased human production capacity, the 20th century witness tremendous development in computer technology that helped humans invent new ways to live and work (Alhawiti, 2013), and in the improvement of quality education. Education is perhaps most affected by technological development given to the huge changes that resulted from the use of computer technologies in instruction delivery. This is because instructional delivery is now easier due to the integration of Information and communication technologies (ICT).
Information and communication according to Alhawiti (2013), exposes learners to different types of digitalized activities and machines like computers, digital mobile devices (iPods, smartphones, etc.), and online games. Thus, many learners can access the internet, participate in social networks (Facebook, Twitter, etc.), send e-mails, and exchange images and videos. ICTs are tools or resources that could be used to process, store, preserve, access, retrieve and disseminate information with ease (Onoh, Onu, & Oluka, 2012). The authors also noted that ICT has become part of life, thereby making the entire world a global village where people readily communicate to function effectively. According to Mishra, Vinay and Tripathi (2015) ICT is a diverse set of technological tools and resources used to communicate, create, disseminate, store and manage information. Ibezim (2017) defined ICT as all equipment that support activities involving the creation, storage, manipulation and communication of information, including related methods of application and management. ICT simply means any electronic gadget or tool that can aid easy creation, storage, retrieval and transfer of information. The ICT tools that can be employed in Agricultural education instructional delivery include social media, use of Computer Assisted Instruction (CAI), e-learning, computer software, internet among others. Gulbahar & Guven (2008) buttressed that most countries throughout the world have begun integration of technology innovations in schools using different methods to increase the quality of teaching and learning. Mastering information technology and understanding basic skills and concepts of ICT are now highly appreciated by many countries (Rampersad, 2011).
Agricultural Education is a programme designed for training learners in the improved crop and animal production processes and marketing as well as in teaching (Egbule, 2004). Agricultural Education provides learners with sound academic knowledge and skill as well as ample opportunity to apply the knowledge through classroom activities, laboratory experiments, project participation and supervised agricultural experiences as contained in the curriculum (Osinem, 2008). According to Tyler in Ughamadu (2006), curriculum refers to all the learning experiences which is planned by and directed by the school to attain its educational goals. To achieve agricultural education objectives both in colleges of education and universities, quality instructional delivery of the planned curriculum is very vital.
The integration of ICT in agricultural education teaching and learning is a medium in which a variety of methods, approaches and pedagogical philosophies may be implemented (Hadi & Zeinab, 2012). According to Munienge, Telisa, and Kikunga (2013), the integration of ICTs in the curriculum of agricultural education brings many opportunities such as increasing learners learning capability, enhancing problem solving capabilities, facilitating learners? critical thinking among others. The authors further stated that before integrating the use of ICT tools in agricultural education instructional delivery, one needs to make sure that suitable levels of investment is in place such as adequate training, good policy, careful planning, restructuring the teaching process, and a systematic approach in order to achieve maximum educational benefits. Integration of ICT tools in agricultural education curriculum instructional delivery enhances students? skill acquisition thereby solving the problem of skill mismatch. This is achievable because ICT enable learners learn beyond the classroom, give them the opportunity to put what they learnt in classroom into practice, and enable them to interact with their counterparts outside the school settings among others.
1.2 Statement Of The Problem
The call for application of ICT in secondary education is to infuse and inject efficiency and effectiveness in curriculum implementation. However, in developing countries like Nigeria, ICT is challenged with the problem of material devices such as computer, computer laboratories, internet and e-mail facilities, videophone systems and teleconferencing devices, fax and wireless applications, digital library, digital classrooms, multimedia systems and the problem of multimedia courseware development among others (Global Information Technology Report, 2005) . Other studies indicated that there is dearth of trained Agricultural science teachers for ICT learning, lack of facilities, infrastructures and equipment (Ikemenjima, 2005; and Jegede&Owolabi, 2008).
The problem is that ICT in secondary education is challenged by the new technologies in terms of availability and use. Another challenge of integrating ICT into the teaching of agricultural science in secondary schools is the ?Lack of/inadequate inadequate ICT facilities in schools? which ranked very poor. This finding is corroborated by Ndiku (2003) cited by Wims and Lawler (2007) who discovered that insufficient numbers of computers and peripheral devices inhibit deployment of ICT by Agricultural science teachers and by Plante and Beattie (2004) who observed that inadequate ICTs was a challenge to integration of technologies in schools. Similarly, Okwudishu (2005) discovered that unavailability of some ICT components in the schools hampered Agricultural science teachers? use of ICTs. This problem may be due to under funding e.tc (Enakrire and Onyenenia, 2007). it is against this backdrop that the study tends to examine the strategies for integrating ICT into the teaching of agricultural science in senior secondary schools.