Teachers’ perception on the use of Information and Communication Technology (ICT) for teaching Agricultural Science in Secondary Schools in Onitsha South Local Government Area of Anambra State

Teachers’ perception on the use of Information and Communication Technology (ICT) for teaching Agricultural Science in Secondary Schools in Onitsha South Local Government Area of Anambra State

ABSTRACT

This study was carried out to teachers’ perception on the use of Information and Communication Technology (ICT) for teaching Agricultural Science in secondary schools in Onitsha South Local Government Area of Anambra State. The study adopted a descriptive survey design. Four research questions guided the study. The population of the study comprised of all the thirty-one (31) Agricultural Science teachers in Onitsha South Local Government Area of Anambra State. Due to the manageable size of the population, all the thirty-one (31) Agricultural Science teachers in Onitsha South Local Government Area in Anambra State were used for the study. Hence, there was no sampling.  The instrument used for data collection was a structured questionnaire, title: “Teachers’ Perception on the Use of Information And Communication Technology (ICT) for Teaching Agricultural Science in Secondary Schools Questionnaire (TPUICTTASSSQ) which was validated by two experts, One from School of Secondary Education (Vocational) and the other from Educational Measurement and Evaluation of Federal College of Education (Technical) Asaba. Thirty-one (31) copies of the questionnaires were administered on the teachers in the selected public secondary schools in Onitsha South Local Government Area of Anambra State by the researcher with the help of two research assistants and 29 copies of the instrument were retrieved and analyzed using frequency count and mean statistics. The decision rule was that any item with a mean score of 2.50 and above was regarded high extent whereas any mean score is less than or below 2.50 low extent. Findings of the study revealed that there are Information and Communication Technology Gadgets Available for teaching Agricultural Science but utilized to low extent due to certain factors which can be addressed using certain strategies. Based on the findings, it was recommended among other that government should ensure constant power supply to enhance the effective utilization of information and communication technology in teaching Agricultural science.

CHAPTER ONE

INTRODUCTION

Background to the Study

The development of technology has changed how individuals conduct jobs and deal with difficulties on a daily basis all around the globe. The operational procedures in a number of economic sectors have been impacted by this. No industry or organization today can remain competitive without fully adopting and adapting technology into all aspects of its operations, claims Ukata and Udeh (2022).  Technology is the application of knowledge to the attainment of realistic objectives in a repeatable manner.  Technology is the practical application of scientific knowledge to the goals of daily living, including the modification and manipulation of the environment in which people live. According to Dhurumraj, Ramaila, and Ferhana (2021), technology is machinery and equipment that uses the application of scientific knowledge in a particular area for practical purposes, using technical processes, methods, or knowledge with, a function, purpose, or benefit, to improve human life. In the context of this paper, technology refers specifically to digital technology, which includes computers, software applications and internet technologies, techniques, skills, tools, and services essential for online and offline teaching-learning.

Advances in computer technology have secondary schools. ICT is a shorthand for generated new affordances of information the computers, software, networks, and communication technology (ICT) satellite links and related systems that access, evaluation, use, and production of allow people to access, analyse, create, new knowledge. Nigeria like other exchange and use data, information and developing countries is still in the initial knowledge in ways that were almost stages of integrating information and imaginable (Popoola, 2016). The utmost communication technology in teaching modern advance to global economic and learning process. Though it is limited development is the revolution of ICT. by a number of barriers, there are many Increasingly, it is expanding and evolving creation that has noticeably transformed the approach we do almost everything including e-learning, e-commerce, e-government, e-library, e-mails, e-banking, and e-crimes (TETFund, 2019). Even at present time, the global economic development and competitiveness are increasingly becoming knowledge obsessed. Unarguably, ICT is the most modern intellectual innovation. According to Iloanusi and Osuagwu (2018), ICT is the processing, maintenance and integration of information, and the use of all forms of computer, communication, network and mobile technologies to mediate information. The communication technologies of ICT take account of all media engaged in transmitting data, audio, video, or multimedia such as fiber optics, wireless (radio, infra-red, blue-tooth, Wifi), cable and satellite, (Iloanusi & Osuagwu, 2018). While the computer technologies aspect of ICT incorporates all removable media such as USB drives, disks, optical discs, books, video, interactive electronic boards, multimedia projectors and incessantly rising state of the-art Personal Computers (PCs). The network technologies of ICT include local area networks (LANs), wide area networks (WANs), campus area networks (CANs), personal area networks (PAN), metropolitan area networks (MANs), extranets, intranets and the internet (Iloanus & Osuagwu, 20119).

The term agriculture is derived from two Latin words, “ager” meaning field and “cultura” meaning cultivation. By this statement, agriculture means field cultivation. However, this is not a complete definition of agriculture since agriculture has to do with animal production also. Agriculture can be broadly defined as the art and science of crop and animal production for human use. It can also be defined as the tilling of land for cultivation of crops and rearing of livestock for food and money. A concise general definition of agriculture may be difficult to arrive at as agricultural science is a blend of many of the pure and applied sciences for example, botany, zoology, chemistry, genetics, entomology, physiology, bacteriology, geography, economics and physics. Apart from farming which involves the cultivation of land for the production of plants and animals, the agricultural industry also involves those who supply inputs of production such as fertilizers, machinery, livestock feeds, those who collect, process, distribute and market farm produce, the researchers, and the extension agent who keep the farmers informed of new and better methods of farming (Oyewole & Alabi, 2018).

In the modern day, Agriculture is not just about crop production or livestock farming activities. The challenges forth by ecological factors affecting the environment need to be a major consideration for any kind of farming activity. Farmers need to preempt environmental impact due to climate change and this is where modern technology comes to rescue (Sunil, 2017). Automated farm equipment, needless to say, scores over human controlled equipment in terms of consistency and reliability. Automated feeding systems, computerized milk, collection and milking machines have been around since the late 20th century, resulting in better economic yield for the dairy industry as well as livestock production (Sunil, 2017). Encyclopedia may not always be available to students and they may have difficulty in gaining access to the books in the library. In that case, the encyclopedia of different subjects available on the internet can be helpful. This is more useful for students who belong to communities not having English as their mother tongue (Madhura, 2019). Owing to the use of technology, subject experts can come together to formulate courses, design assessments and better the process of teaching. The importance of technology in education cannot be stressed enough. The introduction of technology in the educational field has made the process of learning and knowledge sharing a more interactive and pleasurable experience (Oak, 2020).         Information Technology (IT) has played a very significant role in taking business to new heights (Rampur, 2019.) The impact of information technology on business has certainly changed the way businesses operate and have coordinated different practices of the firm to function collectively (Rampur, 2019). Okebukola (2017) the computer is expected to aid the teacher in instructional delivery and the learner to facilitate the learning process, thus the computers were meant to supplement and complement the effort of the teacher not to replace him.

In learning environments, particularly Nigerian secondary schools, ICTs have brought in modern techniques of teaching and have been introduced into education facilities for online learning, teaching and research collaboration (Nwezeh, 2018). Also, it provides extraordinary amounts of information to secondary school teachers and students.

On the other hand, ICT is seen as essential tool in the teaching and learning process. In addition, it has given rise to new concepts in the process of teaching and modern styles of organizing the educational environment in Nigerian secondary schools as well refashioning the roles played by the students in the educational process (Nwezeh, 2018). Modern information technology system encourages the development of positive attitude in the educationists to appreciate the knowledge, experience and capacities of the students in the learning process (Amalu, 2018). ICT is a means to this end. ICT as an extension tool will enhance flow of information in the application of agricultural teaching and learning aid processes. Adebayo and Adesope (2017) reported that to date, the World Wide Web, Electronic Mail, Electronic Spreadsheet, Word Processing, CD-ROM, Use of Projector, Use of computer, Web Design and Chat room have been the major ICTs used in the teaching and learning of agricultural science in Nigeria.

Information and Communication Technology (ICT) is the scientific, technological and engineering disciplines and the management technologies used in the handling of information, processing and application related to computers. It is also concerned with the interactions with man and machines; and associated socioeconomic and cultural matters (Osuagwu, 2019). Information Technology according to Marshall, (1984) in Madu (2020) is the coming together of computing and telecommunications for the purpose of handling information. ICT is also defined as the term used to describe the tools and processes to access, retrieve, store, organize, manipulate, produce, present and exchange information by electronic and other automated means. These include hardware, software and telecommunications in the forms of personal computers, scanners, digital cameras, handhelds/PDAs, phones, faxes, modems, CD and DVD players and recorders, digitalized video, radio and TV and programs like database systems and multimedia applications (Popoola, 2016).

However, Popoola (2016) reported that the effective utilization of ICT gadgets at the secondary school level is still very minimal. This according to him can be attributed to Cost of purchasing networks data, lack digital teaching-learning skills.

Inability to procure or improvise one of the new technologies, Agricultural teachers being adamant to changes, inadequate funding, lack of basic technological skills amongst academic staff, lack of confidence on the part of business educator, poor electricity (power) supply, lack of technology maintenance personnel, high cost of updating and procuring new technology hardware and software, network failure from service providers, lack of continuous in-service training on ICT usage in instructional delivery and poor standard of technology equipment. Hence the need to determine teachers’ perception on the use of Information and Communication Technology (ICT) for teaching Agricultural Science in Secondary School in Onitsha South Local Government Area of Anambra State.

Statement of the Problem

Information and Communication Technology (ICT) has become an integral part of modern education, offering diverse tools and resources to enhance teaching and learning experiences. In the context of Agricultural Science education in secondary schools, the integration of ICT tools holds the potential to transform traditional teaching methods and contribute to a more engaging and effective learning environment.

However, despite the global push towards integrating ICT into education, there seem to low utilization of Information and Communication Technology (ICT) for teaching Agricultural Science in secondary schools in Onitsha South Local Government Area of Anambra State, where the educational landscape is continually evolving. This has been attributed to lack of expert knowledge, inadequate power supply, teachers’ attitude, students’ attitude, lack of maintenanc3e culture and so on. Hence the need to determine teachers’ perception on the use of Information and Communication Technology (ICT) for teaching Agricultural Science in Secondary School in Onitsha South Local Government Area of Anambra State.

Purpose of the Study

The main purpose of the study is to determine teachers’ perception on the use of Information and Communication Technology (ICT) for teaching Agricultural Science in Secondary School in Onitsha South Local Government Area of Anambra State. Specifically. The study seeks to:

1. Determine the Information and Communication Technology Gadgets Available for teaching Agricultural Science in Secondary Schools in Onitsha South.
2. Examine the extent of the Utilization of Information and Communication Technology in Teaching Agricultural Science in Secondary Schools in Onitsha South.
3. Investigate the Factors affecting the Effective Utilization of Information and Communication Technology in Teaching Agricultural Science in Secondary Schools in Onitsha South.
4. Determine the strategies for enhancing the effective utilization of Information and Communication Technology in Teaching Agricultural Science in Secondary Schools in Onitsha South.

Research Questions

The following questions were formulated to guide the study:

1. What are the Information and Communication Technology Gadgets Available for teaching Agricultural Science in Secondary Schools in Onitsha South?
2. To what extent are Information and Communication Technology utilized in Teaching Agricultural Science in Secondary Schools in Onitsha South?
3. What are the factors affecting the effective utilization of Information and Communication Technology in Teaching Agricultural Science in Secondary Schools in Onitsha South?
4. What are the strategies for enhancing the effective utilization of Information and Communication Technology in Teaching Agricultural Science in Secondary Schools in Onitsha South?

Significance of the Study

The significance of a study on teachers’ perception of the use of Information and Communication Technology (ICT) for teaching Agricultural Science in Secondary Schools extends to various stakeholders, including students, teachers, government bodies, and researchers.

The study can lead to the integration of ICT tools in Agricultural Science classes, providing students with a more engaging and interactive learning experience. Exposure to technology in the classroom can help students develop digital literacy skills, preparing them for the demands of the modern world. If ICT is used effectively, it can make complex agricultural concepts more accessible and interesting, fostering greater student interest and motivation.

Insights from the study can guide professional development programs for teachers, helping them acquire the necessary skills to incorporate ICT in their teaching methods. Understanding teachers’ perceptions can lead to the identification of barriers and facilitators for ICT integration, enabling the development of effective teaching strategies that align with educators’ needs and preferences. Effective use of ICT tools can streamline administrative tasks for teachers, allowing them to focus more on delivering high-quality instruction.

The study’s findings can inform the development of educational policies that encourage the integration of ICT in Agricultural Science education, aligning with broader national goals for educational advancement. Understanding teachers’ perceptions can guide the allocation of resources, ensuring that schools have the necessary infrastructure and training programs to support the integration of ICT in teaching.

The study can serve as a foundation for future research on the impact of ICT in Agricultural Science education, paving the way for more in-depth investigations into specific aspects, such as the effectiveness of different types of technology or the long-term outcomes for students. Researchers can use the study’s findings to contribute to the theoretical framework surrounding the integration of technology in education, enhancing the overall understanding of this evolving field.

Scope of the Study

This study is focused on teachers’ perception on the use of Information and Communication Technology (ICT) for teaching Agricultural Science in Secondary School in Onitsha South Local Government Area of Anambra State. The variables of interest include availability of ICT gadgets, extent of utilization, factors affecting the effective utilization and strategies for enhancing the effective utilization. The respondents of the study are Agricultural science teachers in secondary schools in the study area.

Pages:  72

Category: Project

Format:  Word & PDF         

Chapters: 1-5                                 

Source: Imsuinfo

Material contains Table of Content, Abstract and References.