AWARENESS OF THE NEED AND EXTENT OF APPLICATION OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN JUNIOR SOCIAL STUDIES CURRICULUM IN ENUGU STATE

Abstract

This study focused on awareness of the need and the extent of application of information and communication technology (ICT) in junior Social Studies curriculum in Enugu State. The study was guided by three research questions and two hypotheses. The study adopted the descriptive survey research design. The population of the study comprised seven hundred and eighty-nine (789) junior secondary Social Studies teachers in 263 secondary schools in Enugu State. The entire population was used for the study. The instrument for data collection was a structured questionnaire constructed by the researcher. The questionnaire was titled “Questionnaire on Awareness of the Need and Application  of  Information  and  Communication  Technology  (ICT)  in  Social Studies   (QANAICTSS)”.      Three   experts   validated   the   instrument.   The instrument yielded a satisfactory overall reliability co-efficient value of 0.88. The data collected were analyzed using mean and standard deviation to answer the research questions while t-test was used to test the research hypotheses. The findings of the study were that, to a high extent, teachers are aware of the need to apply information and communication technology in junior secondary Social Studies curriculum implementation  in Enugu State; to a low extent, male  and  female   Social  Studies  teachers  apply  ICT  in  Social  Studies curriculum implementation in Enugu State; to a low extent, urban and rural based Social Studies teachers apply ICT in Social Studies curriculum implementation in Enugu State; that there is no significant difference in the mean scores of male and female based Social Studies teachers on the extent to which  they  apply  information  and  communication  technology  in  junior secondary Social Studies curriculum implementation in Enugu State; and that there is no significant difference in the mean scores of urban and rural based Social Studies teachers on the extent to which they apply information and communication technology in junior secondary Social Studies curriculum implementation in Enugu State. Based on the findings of the study, conclusion and relevant recommendations were made.

CHAPTER ONE

INTRODUCTION

Background of the Study

The introduction of Social Studies Education into the Nigeria education system was borne out of the obvious fact that the subject was considered very appropriate and relevant by the Federal Ministry of Education in helping the nation to achieve national unity and consciousness. Nigeria as a multi-ethnic and multi-religious  society needs effective  means to properly and efficiently harness her abundant human and natural resources for holistic national development (Osakwe, 2010). One of the basic means of achieving the expected development  lies  with  effective  education  of  the  populace  to  enable  them acquire societal desirable values, attitudes, skills and knowledge.

In view of the foregoing, The Federal Republic of Nigeria (FRN, 2004) in the National Policy on Education identified education as an instrument “par excellence”  for  effective  national  development.  To  further  demonstrate  the nation’s  interest  in  producing  responsive  and  responsible  citizens  through Social Studies education, the Federal Ministry of Education pronounced Social Studies a core and compulsory subject at the junior secondary school level (Joof,  2002).  The  central  aim of the above  move was to ensure  that every Nigerian child at the junior secondary education level will be able to learn desirable  national  values  such  as patriotic  feelings, respect  for  constituted authorities, respect for other people’s culture and belief system, tolerant to other religious practices other than one’s own. Indeed, Social Studies by its

nature and content is value laden. According to Mezieobi, Mezieobi, Ossai and

Sampson (2012),

Social Studies at all level of education in Nigeria emphasizes  desirable  national values  while the subject tends to disabuse and disengage the mind and energy of the learner from anti-national development activities  such  as  armed robbery, disobedience   to government, bribery and corruption, discrimination, favouritism and religious fanaticism (p. 11).

Apart  from the above, Social Studies tends to equip the learner  with critical, analytical thinking skills and integrative problem solving knowledge that  will  enable  them  live  functional  life  in  their  society.  However,  it  is important to note that the realization or achievement of the above goal depends on  effective  teaching  of  Social  Studies  curriculum  contents.  This  is  true because  if  the  teachers  failed  to  teach  junior  secondary  Social  Studies effectively perhaps by using information and communication technology equipments, Nigeria will only have to consider her hope of achieving national unity and progress through Social Studies as a mirage.

Primarily, the basic education curricula are not only based on the needs, problems  and  aspirations  of  the  Nigerian  society  but  also  geared  towards helping pupils to acquire basic literacy, numeracy, life skills and appropriate values which they require for lifelong education and learning (Universal Basic Education Commission, UBEC, 2008). Social Studies is therefore a major part of the junior secondary school curriculum which provides students with the

ability to understand the values associated with being a good citizen (Akinlaye,

2000).   Thus,   the   subject   requires   being   implemented   using   modern technologies that promotes effective teaching and learning in the classroom.

Information and communication technologies (ICTs) is a term which is currently used to denote a wide range of services, application and technologies using  various type  of equipment  and software,  often running  over telecom networks (Heathcote, 2000). Mike (2009) defined ICT as computer-based tools used by people to work with the information and communication processing needs of an organization. It encompasses the computer hardware and software, the network and several other devices (video, audio, photography camera, etc) that convert information (text), images, sound, motion and so on into common digital form. ICT has a wider spectrum of applications with enormous relevance to school teaching and learning activities.

ICT application in Social Studies is the presentation and distribution of Social Studies instructional content through web environment (e-teaching). It can also be referred to systems offering an integrated range of tools (stand- alone computer instruction, computer assisted instruction, compact disc read only   memory   (CD   ROM)   amongst   others)   to   support   learning   and communication in Social Studies classroom (Yusuf, 2005). Social Studies instructional delivery has to do with teaching/learning activities that take place in and outside Social Studies classroom. Therefore, quality of Social Studies

instructional delivery entails the extent of effectiveness to which teachers carry their classroom teaching/learning process.

Indeed, information and communication technology tools are veritable modern  means  of  inculcating  school  curriculum  contents,  including  junior school Social Studies curriculum contents, to the learners. However, the important factor to consider in the application of ICT in teaching Social Studies is the extent to which Social Studies teachers are aware of the need to use ICT in teaching Social Studies.

Awareness is the state or ability to perceive, to feel or to be conscious of events, objects or sensory patterns. Awareness means having idea of the existence  of  something.  In  relation  with  the  above  views,  Edward  (2009) equated awareness with knowledge of, understanding of, appreciation of, recognition of, attention to, perception of, conscious of, acquaintance  with, enlightenment with, mindfulness of, cognizance of, something. Belloti (2002) explained  that  awareness  involves  knowing  who  is  talking  with  whom;  it provides a view of one another in the daily work environment. In the context of this study, though in relation to the above views, awareness implies understanding  and knowledge  of the activities  and events going on around one’s  environment.  Awareness  of the  needs  of application  of  ICT in junior secondary Social Studies curriculum implementation means teachers’ consciousness  and  mindfulness  of  the  necessity  of  application  of  ICT  in

teaching Social Studies. This consciousness and mindfulness could influence the extent to which teachers apply ICT in teaching Social Studies.

Application of information and communication technology in teaching/learning   could   vary   in   degrees.   According   to   Okafor   (2010) information and communication technology could be applied in teaching and learning process through various ways. Okafor further explained that

ICT can be use to broadcast materials  online which can be used as sources of information in different subjects;  to  facilitate  communication for  students  with  special  needs;  to  use  the online resource like, email, chat, discussion forum to support collaborative writing and sharing of information; to facilitate video- conferencing or other form of Tele conferencing to involve wide range of students from distant geographic areas; for blended learning by combining   conventional   classroom   learning with  E-learning  learning  systems;  to  process and store administrative and assessment data; to exchange and share ideas -among teachers for the professional  growth;  and  to carry out internet-based research to enhance educational process among others(p. 45-46).

Apart   from   awareness   of   the   need   to   apply   information   and communication technology in teaching junior secondary Social Studies, there are  other  moderating  variables  such  as  gender  and  location  that  could influence teachers’ awareness of the need and application of ICT in teaching Social Studies. According to Lee (2001) gender is an ascribed attribute that differentiates feminine from masculine socially. Gender is seen as the categorization  in the  world  of matter  into  sex. According  to Kalusi  (2000), gender  is  a  cultural  construction  that  assigns  roles,  attitude  and  values

considered appropriate for each sex. Ekeh (2000) noted that gender implies the character of being male or female, man or women, boy or girl. Robert (2007) defined gender as a Social construct which is not biologically determined but a concept equivalent to race or class. Offorma (2004) viewed gender as a learned Socially constructed  condition  ascribed  to male  and female.  Offorma  noted further that gender is enforced through cultural practices as gender identity is the outcome of cultural learning thus, the expectations from male and female are depended on their cultural milieus. These expectations of male and female could  influence  the  male  and female  teachers’  awareness  of the  need  and application of ICT in teaching Social Studies.

Apart from gender, the location of teachers could influence the extent to which they are aware as well as use ICT in teaching Social Studies. Location according to Benton (2000) is a geographical place or an area. Ogunniyi (2008) opined that location can also mean a settlement whether a village, town or city usually by human beings. Igwe (2003) defined location as a place where something or person resides in the world. Location in the context of this study means a geographical place or area where somebody or something is situated. It could be rural or urban area. Rural areas are often made up of villages which may either be dispersed, nucleated or even linear in their pattern of spread on land, with few buildings  and less number  of people. It offers its settlers a simple and quiet life style. Their major economic activity is farming with few Social amenities and services centres. On the other hand, urban areas are relatively  large,  dense  and  permanent  settlement  of  socially  heterogeneous

individuals. They could be towns, cities, conurbations or metropolis. Urban areas  have  some  characteristics  –  a  large  and  heterogeneous  population, medical  and  political  facilities,  educational,  recreational,  banking administrative and social activities, with highly developed manpower (male and female), artisans etc who engage in non-agricultural occupations, with highly impersonal relations. It is the opposite of rural areas, with its sophisticated life and life activities. The above disparity between the urban and rural areas could influence  teachers’  awareness  of  the  need  and  their  application  of  ICT  in teaching Social Studies.

By and large, the  indispensability  of information  and communication technology in effective teaching of Social Studies in Enugu State cannot be over emphasized. Hence, the state government tried to equip the state secondary school with ICT tool such as computer, television, radio tape, among others. However, the important questions to answer include; are the Social Studies teachers aware of the need to use ICT in teaching Social Studies in Enugu State? To what extent do Social Studies teachers use ICT in teaching Social Studies in Enugu State? What are the influence of the moderating variables such as gender and location on teachers’ awareness of the need and extent of application of information and communication technology in Enugu State? It is against  this  background  that  the  present  study  seeks  to determine  Social Studies teachers’ awareness of the need and the extent of application of information and communication technology (ICT) in junior Social Studies curriculum in Enugu State

Statement of the Problem

The   crucial   role   of   education   in   achieving   integrated   national development is not in doubt. Currently, the achievement of the national development  goals  of  Nigeria  as specifically  outline  in  the  vision  20-20-20 project  depends on effective  massive human development  and mobilization. Interestingly, education remains the instrument through which such human development  and  mobilization  can  be achieved.  Again,  within  the  circle  of education,  especially  at  the  basic  education  level,  Social  Studies  as  an integrated  value laden subject stands out among the subjects that are capable of instilling national consciousness and values in the younger learners that will enable them fit into the society and perform their task as responsible citizens. It is important to note that for Social Studies to achieve all that are expected of it,  the  subject  has  to  be  taught  using  information  and  communication technology tools such as computer, internet, e-mail, television, radio etc. The use of these ICT tools will make teaching and learning easy, interacting and interesting. Recently Enugu State government provided ICT equipments such as computers, television, radio among others in secondary schools. However, it is not known if the Social Studies teachers are even aware of the need to use ICT in teaching Social Studies. On the other hand, the extent to which Social Studies teachers use ICT in teaching Social Studies is not know. It is against this backdrop that the problem of this study put in question form is; to what extent are Social Studies teachers aware of the need to use ICT in teaching

Social Studies? To what extent do Social Studies teachers apply ICT tools in teaching Social Studies?

Purpose of the Study

The main purpose of the study was to find out Social Studies teachers’ awareness of the need and extent of application of information and communication technology (ICT) in junior Social Studies curriculum in Enugu State. Specifically, the study seeks to find out:

i)       The extent to which Social Studies teachers are aware of the need to apply information and communication technology in junior Social Studies curriculum implementation in Enugu State.

ii)      The extent to which male and female Social Studies teachers apply information and communication technology in junior Social Studies curriculum implementation in Enugu State.

iii)     The extent to which urban and rural based Social Studies teachers apply information and communication technology in junior Social Studies curriculum implementation in Enugu State.

Significance of the Study

This study has both theoretical and practical significance. Theoretically, the study anchored on Douglas MacGregor X and Y theory. The theory was propounded by McGregor in 1972. The X theory holds that people intend to carry out their work/teaching with the use of ICT when they are adequately

motivated while the Y theory holds that even without motivation people will still carry out their work/teaching with the use of ICT. The findings of this study will help to support either the X or Y argument of this theory or refute them.

Practically, the finding of the study will be significant to the following: Social Studies teachers, students, and the ministry of education. Social Studies teachers will benefit from the study in the sense that the study will give them the opportunity for self assessment. The findings of the study will help Social Studies teachers to know if they are aware of the need to use ICT in teaching Social study. The findings of the study will also benefit the teachers by helping them to express their opinion on the extent ICT is being utilized in teaching Social Studies.

The findings of the study will be useful to the students. The students will benefit in the sense that the involvement of the teachers will sensitize them to the  need  to  apply  information  and  communication  technology  in  teaching Social Studies. If the teachers are properly sensitized and they apply ICT in teaching Social Studies, the students will be the direct beneficiaries. In other words, if the teachers apply ICT in teaching Social Studies, the students will understand Social Studies contents better.

The findings of the study will be useful to the ministry of education. The findings will help ministry of education to know if the Social Studies teachers are aware of the need to use information and communication technology in teaching Social Studies curriculum. Furthermore, the findings of the study will

help ministry of education to know the extent to which Social Studies teachers apply information and communication technology in teaching Social Studies. This will save Ministry of Education time which would have been lost on trying to find out the extent of application of information and communication technology in teaching Social Studies.

Scope of the Study

The study was restricted to the awareness of the need and extent of application of information and communication technology (ICT) in junior secondary Social Studies curriculum implementation in Enugu State. The content of the study covered the extent to which Social Studies teachers are aware  of the  need  to apply  information  and  communication  technology  in junior secondary Social Studies curriculum implementation in Enugu State; the extent to which Social Studies teachers apply information and communication technology in junior secondary Social Studies curriculum implementation in Enugu State; the extent to which male and female Social Studies teachers apply information and communication technology in junior secondary  Social  Studies  curriculum  implementation  in  Enugu  State;  the extent to which urban and rural Social Studies teachers apply information and communication technology in junior secondary Social Studies curriculum implementation in Enugu State. The study was conducted in all the junior secondary schools in Enugu state.

Research Questions

The following research questions guided the study.

1) To what extent are Social Studies teachers aware of the need to apply information and communication technology in junior secondary Social Studies curriculum implementation in Enugu State?

2) To  what  extent  do  male  and  female  Social  Studies  teachers  apply information and communication technology in junior secondary Social Studies curriculum implementation in Enugu State?

3) To what extent do urban and rural based Social Studies teachers apply information and communication technology in junior secondary Social Studies curriculum implementation in Enugu State?

Hypotheses

The following null hypotheses were tested at 0.05 level of significance.

Ho1: There is no significant difference in the mean scores of male and female Social Studies teachers on the extent to which they apply information and communication technology in junior secondary Social Studies curriculum implementation in Enugu State.

Ho2: There is no significant difference in the mean scores of urban and rural based  Social  Studies  teachers  on  the  extent  to  which  they  apply

information and communication technology in junior secondary Social

Studies curriculum implementation in Enugu State.

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