EXTENT OF UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY IN TEACHING OF GOVERNMENT IN SENIOR SECONDARY SCHOOLS IN AWKA EDUCATION ZONE

ABSTRACT

The study sought to determine the extent of utilization of information and communication technology (ICT) in teaching of government in senior secondary schools in Awka education zone, Anambra State. The study adopted a descriptive survey design. To carry out the study, six research questions and six null hypotheses were formulated. The instruments used in gathering data for this study are Checklist on Available ICT Facilities for Teaching Government (CAICTFTG) and a structured questionnaire entitled Extent of Teachers’ Utilization of Information Communication Technology Questionnaire (ETUICTQ). The instruments (CAICTFTG and ETUICTQ)  were trial tested on 30 research subjects from schools other than the ones sampled for the study. The reliability of the instruments was determined using Cronbach Alpha statistics and overall reliability index of 0.81 was obtained which was high enough for the study. The population of the study comprised all the one thousand, seven hundred and ninety-nine (1,799) teachers in Awka Education Zone. Multi- stage sampling procedure was adopted for the sampling through the use of stratified, proportionate and simple random techniques. In order to collect data, the researcher with the help of two research assistants made personal visits to the sampled public secondary schools. This was to guarantee maximum return of the instrument for analysis. Data were analyzed using mean and standard deviation to answer the six research questions. On the other hand t- test was used to test the null hypotheses 1, 2, 3, 5, and 6; ANOVA was used to test null hypothesis 4 respectively at 0.05 level of significance. The results of the findings indicate among others that ICT facilities for teaching of Government in senior secondary schools in Awka Education zone are available to a low extent, although computers are available to a high extent; ICT facilities are utilized to a low extent in teaching of Government in senior secondary schools in Awka Education zone. There is no significant difference in the mean ratings of male and female teachers on the current ICT facilities available for teaching of Government in senior secondary schools in Awka Education zone. It was concluded among others that adequate provision of ICT facilities by the government and other stake holders in education could facilitate ICT utilization for effective teaching of Government as a subject in senior secondary schools.

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CHAPTER ONE

INTRODUCTION

Background of the Study

The emergence of information and communication technology (ICT) has revolutionized the way we access, process, store, retrieve and disseminate information within organizations or across the globe. Whether it is vocal, pictorial, textual, numeric or macro- electric based, hence ICT is now a topical issue in Nigeria. It may not be because it is relatively new in this part of the world, but because ICT encompass a range of technologies application systems of microprocessors that have had profound impact on the society and its way of life. Information and communication technology (ICT) revolution is gradually affecting the nature of leaning and the production of knowledge and transforming the world in unexpected way (Adewoyin, 2007). This has facilitated the paradigm shift from the traditional instructional material or traditional pedagogical methods to a more modern and innovative technological based teaching learning methods. The traditional instructional method is the teacher centered approach of instructional delivery while the modern and innovative technological based teaching creates the opportunity for interactions between the teacher and the students.

ICT  has  simplified  education through the  application of electronics  media, internet among other ICT devices. ICT is an acronym which stands for information and telecommunication   technology.   Ayodele   in   Oluwarobi   (2012)   defines   ICT   as electronic-based  technology  that  is  generally  used  to  retrieve,  store,  process,  and package information as well as provide access to knowledge. Information and communication technology (ICT) according to Okoro (2008) is a means of accessing or receiving, storing, transferring, processing and sending ideas, perception or information

through computers  and  other  communication  facilities.  Egunjobi and  Bode  (2005)

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refers to ICT as a general expression, which covers computers, telecommunication and electronics. Yoloye and Adekawonishe, (2005) define ICT as computer based tools used by people to work on the information and communication processing needs of an organization. As far back as 2002 Badru views ICT as the science and activity of processing, storing  and  sending  information by  using  computer.  This  implies  that information and communication technology is the use of hardware and software to enhance communication. ICT refers to devices used in association with the computer which is capable of receiving, storing, transferring, processing and sending ideas from one source to another.

There are different ICT devices that can be used in teaching. Ugwu and Oboegbulem (2011) state that ICTs in education encompasses a great range of rapidly evolving technologies such as desktops, notebooks, digital camera, local area network (LAN), the internet, the World Wide Web (WWW), CD Rom, DVDs, applications spread sheets, tutorials, simulations, electronic mails, digital libraries, computer mediated  conferencing,  video  conferencing  and  virtual reality.  It  covers  computer hardware, software, the network and other digital devices like video, audio, camera and so  on which  convert  information (text,  sound, motion etc)  into  digital  form.  ICT devices for teaching and learning include Computer, Internet, Power Point, Television, Overhead Projectors, Camera, Radio Cassette, Video Tape, Audio Cassette, Audio CD, World Wide Web (WWW), Telephone, etc (Adeyemi & Olayele, 2010). The various ICT facilities used in the teaching learning process in schools include; radio, television, computers, overhead projectors, optical fibres, fax machines, CD-Rom, Internet, electronic notice board, slides, digital multimedia, video/ VCD machine and so on (Babajide & Bolaji, 2003;  Bryers, 2004 ; Bandele, 2006 &  Ofodu, 2007). Some of the examples of ICT tools according to Akuegwu, Ntukidem, Ntukidem and Jaga (2011)

include computer lap tops, video machines, multimedia projectors or power points, digital cameras, internet facilities, computer net work, telephone (GSM and land phones), e-library, television programmes, data base among others.

The relevance of ICT in teaching and learning process cannot be over- emphasized. According to Ajayi (2008) teaching and learning have gone beyond the teacher standing in front of a group of pupils and disseminating information to them without the students’ adequate participation. Ajayi reiterates that with the aid of ICT, teachers can take students beyond traditional limits, ensure their adequate participation in teaching and  learning  process and  create  vital environments to  experiment  and explore. This new development is a strong indication that the era of teachers without ICT skills are gone. Any classroom teacher with adequate and professional skills in ICT utilization will definitely have his students perform better in classroom learning. ICT provide a variety of tools to support and facilitate teacher’s professional competence. It transforms teaching and  helps teachers to be  more efficient  and effective, thereby increasing their interest in teaching (Yusuf, 2005a). ICT can assist in the organization and the structure of the course and course materials thereby promoting rethinking and revision of curriculum and instructional strategies (Egomo, Enyi & Tah, 2012). The authors reiterate that ICTs increase teachers’ emphasis on individualized instruction, and as such enable them spend more time with individual students. This suggests that use of ICT in teaching and learning process supports individualized instruction. Individualized instruction is a process of teaching where the individual differences of different learners are attended to in the teaching and learning process. ICT utilization helps students to carry out more independent work and gives the teacher more time to focus on teaching higher level concepts in the classroom (Yusuf, 2005a). Ololube in Akuegwu, Ntukidem, Ntukjidem, and Jaga (2011) reported that ICT has the potential to

accelerate, enrich and deepen teachers’ skills; motivate and engage students in learning; helps to relate school experiences to work practices; contributes to radical changes in schools and strengthens teaching.   In the words of Ojajuni, Agbelusi and Aladesote (2013) ICTs help to relate academics to the practices of today’s work. Studies have revealed that, students who learn in a technology-rich environment experience positive effects on their performance in all subject areas (Fagbamiye, in Eze and Aja, (2014). In the same  line of thought, Becta (2003) states that  ICT  provides fast  and accurate feedback to student and speed of computation and graphing, thus freeing student to focus on strategies and interpretations. Information and communication technologies, especially network technologies have been found to encourage active learning, support innovative  teaching,  reduce  the  isolation  of teachers,  and  encourage  teachers  and students to become active researchers and learners.

The  benefits  of  ICT  can  better  be  tapped  in  the  pedagogy  when  the technological device is utilized. Utilization refers to the process of using an object for a purpose. According to Hornby (2001) utilization is the process of using something or materials  for  practical  purposes.  It  refers  to  the  act  of  using  objects,  events  or substances in improving a situation or practice. Amalu (2015) defines utilization as the process of using objects to improve educational practice. Utilization of ICT in teaching then refers to the process of using ICT devices in improving the practice of teaching. According to Lawrence and Veena (2013), ICT utilization  include basic actions such as: managing electronic files, using computerized databases and spreadsheets, sending and receiving e-mail messages, and creating documents with graphics. Hence, ICT can be utilized in teaching and learning by having the ability to accessing online resources, creating desktop, publishing documents, developing multimedia presentations, selecting and  customizing  instructional  software  to  fit  students’  needs,  streamlining  record-

keeping and other administrative procedures with electronic tools, and observing the correct protocols in sharing intellectual property (Lawrence & Veena, 2013). It could be seen as the process of using ICT facilities in improving teaching and learning. According to Nworgu (2006), utilization of ICT facilities, involves various method which include systematized feedback system, computer-based operation/network, video conferencing and audio conferencing, internet/ worldwide websites and computer assisted instruction. ICT utilization is the presentation and distribution of instructional content through web environment (e-teaching) to support learning and communication (Yusuf, 2005b).

Information and communication technology (ICT) can be utilized in teaching Government. Government, like any other subject in Arts/Humanities or social sciences suffers the problem of multiplicity of definitions. Some of these definitions are restrictive in scope while others are more general. There are three major approaches to the definition of government. The first approach defines government as an institution of the state. According to Olisa, Okoli and Nwabufo, (1990) Government as an institution of the  State  refers  to  a  body of people  and  structures  that  makes,  executes  and implements policies in a State. By this, government means a body of persons and institutions that makes and enforces law in a given state. The word institution or agency in the above definition refers to the organ of government, namely; legislature, executive and judiciary. It is the legislature that makes law, the executive implements the law while the judiciary interprets the law. It is the harmonious working of this organ and the people that work in them that makes government an institution of the state. The second approach defines government as a process or art of governing. By this, government means the process of administering and implementing laid down rules and regulations in a department, ministry or company. Government as a process is the actual state

administration (Okeke, 2013). It  is the  business of administering the  state for the attainment of the societal goals (Okonkwo, 2014).  On the other hand Government as a subject refers to Government as a discipline. It could be seen as government as an academic field of study. Government as an academic field of study is called political science. Government as political science is the study of how to acquire, consolidate and use state power to attain individual and societal goals by the wielder. Government as an academic field of study has the following branches; public administration, international relations,  political  philosophy or  thought,  local  government  and  government  as  a teaching subject. Generally, government as a subject refers to the study of how people are organized and governed; the study of conflict resolution; the study of political behavior of people within a body polity (Nwankwo, 1992). This is the thrust of this study as well as the main idea being conveyed when Government is talked about in academic field.

Government as a subject has certain objectives. The aims and/ or objectives of government as a subject in the post-basic education level according to the Federal Ministry of Education (2007) are to enable students;

i.          understand the concept, principle, institutions and process of government.

ii.        Recognize his role as an informed citizen and his contribution towards the achievement of national development.

iii.       Become active participants in the democratic process of the nation and their local environments.

iv.        Appreciate the role of Nigeria as a member of the international community.

v.         appreciate the  challenges and dynamics  of past  and present  government  in

Nigeria and the world.

vi.        Recognize the role of ICT in e-government and in fostering the process of governments in the world.

From the objectives of Government as a subject it could be deduced that the focus of government as a field of study is to help students understand the institutions of the  state  (country) and  the  process of governance. This  understanding encourages individuals as citizens to actively participate in the process of national development. The new government curriculum is aimed at making the field relevant and functional to the new political currents of Nigeria and the world. Its goal is to equip individuals to understand these currents and become active participants in the political processes of their societies.

For full realization of the reasons for study of Government as a subject in senior secondary schools, practical instructional media like ICT and its associated devices are necessary. The Federal Government of Nigeria in the National Policy on Education (FRN,  2004)  is  mindful  of  the  importance  of  information  and  communication technology in the world of today that is ICT driven hence its integration in the school curriculum  at  all  levels  of  education  in  the  country.  The  document  states  that government will provide the necessary ICT infrastructure and training needed in the secondary schools.  However, visits of the researcher to a number of secondary schools in the area of study and indeed schools in other areas show that there is no significant sign that this lofty government policy has been implemented in a state that prides education as its’ biggest industry. The study therefore seeks to ascertain the extent of utilization of  Information and Communication Technology in teaching of Government in senior secondary schools in Awka Education Zone of Anambra State. According to Adeyemi and Olayele (2010) it has however been observed that in many public secondary   schools   in   Nigeria   ICT   tools   like   computer,   internets   and   other

telecommunication technologies that can aid teaching and learning are hardly used or not available.

It is in this guise that this study investigates the extent of utilization of ICT in teaching Government as a subject. Observation has shown that there are no functional internet facilities in most of the secondary schools (Ekundayo, 2009). This appears to hinder the extent of teachers’ exposure to the use of ICT in teaching. Teachers’ inability to  apply  ICT  in  teaching  school subjects  in our  secondary schools  is  one  of the problems   militating   against   effective   implementation   of   secondary   education curriculum. Studies have shown that ICTs are not considered central to the teaching and learning process especially in the developing countries as most of the tests and examinations  in  schools  follow traditional paper  and  pencil  instead  of the  use  of improved technology on-line assessment, tele-conferencing etc (Eze & Aja, 2014). The authors affirm that despite the benefits of ICT devices to teaching and learning, their usage in secondary schools are still low as teachers and school management are yet to embrace  and  utilize  ICT  in  instructional  exercise.  Majority  of  secondary  school teachers do not use computers while teaching their lessons. A cursory look at the secondary schools in Nigeria has shown that many teachers in the system still rely much on the traditional “chalk and talk” method of teaching rather than embracing the use of ICT (Ajayi & Ekundayo,  2009). Yusuf, Bashir and Dare (2013) state that most teachers in secondary schools do not use ICT in teaching English language. According to Okebukola (1997), computer is not part of classroom technology in over 90% of public schools in Nigeria, thus the chalkboard and textbooks continue to dominate classroom activities. In spite of the role ICT plays in the educational development and by  extension,  the  overall  development  of a  country,  there  is  still  the  problem of utilization of ICT in teaching in the Nigerian educational system while most secondary

schools in developed countries have digitalized  classrooms such that teaching and learning activities  are carried  out  using ICT  resources (Cooper, 2006). This  is  an indication that the students are still lagging behind in the trend of changes in the world as teachers find it difficult to use ICT in teaching which the current practice in teaching learning process in most advanced countries of the world. Thus, there is the need to replace the traditional pedagogical practices that still underpin the educational system in  the  country,  hence  the  need  for  the  application of ICT  in  Nigerian Secondary Schools.

Nonetheless, there are some factors that influence teachers’ utilization of ICT in teaching  in  Nigeria.  Factors  such  as  teachers’  educational  level,  age,  gender, educational experience, school location and attitude towards technologies can influence the utilization of ICT (Schiller, 2003). However, this study is interested in factors such as the educational qualification of teachers, gender and school location and how they influence utilization of ICT in teaching. The reason for choice of the three factors is because they constitute the core teachers that influence teachers’ utilization of ICT in teaching.  Educational  qualification  could  teachers’  utilization  ICT   in  teaching. Teacher’s qualification on ICT skills is the mark of academic attainment. Teachers’ qualification on the other hand is the mark of academic attainment of a teacher on pedagogical knowledge of contents, methods and materials that promote teaching and learning towards a better academic outcome (Onyishi, 2015). Teacher qualification is the  professional,  educational  or  vocational  growth  of  a  teacher  acquired  through training in a formal educational institution which determines the skills, knowledge of subject  matter, competence and experiences, of the teacher  in a particular  field of education. It  is a programme of study successfully completed by a teacher  which exposes  him/her  to  pedagogical  knowledge  of  skills,  subject  matter,  methods  and

materials as to be able to perform efficiently and effectively in the field of study he or she specializes (Asiwe, 2012).  The Federal Republic of Nigeria (FRN, 2013) states that the minimum qualification for teaching Government as a subject in Nigeria is the Bachelor of Science in Political Science Education.  This presupposes that a qualified teacher of Government as a subject could through the training acquired in teacher education utilize ICT in teaching learning process. However, it is not certain whether teachers’ qualification influences the extent teachers utilize ICT in teaching.

Gender is another important factor that could influence teachers’ utilization of ICT in teaching in secondary schools. Gender according to Eddy, Brownell and Wenderoth (2014) is a socio-cultural construct, a category that sorts and organizes social relationships between human male and female. Afonja (2002) defines gender as a socially constructed concept based on the assumed position that a group of humans should possess. Jadesola (2002) also opines that gender is socially constructed for the purpose of allocating powers, duties, responsibilities, status and roles in any social context. Graham (2001) refers to gender as a complex social construction upon biological sex, but it is not the same as sex. He further argued that gender alone drives us and sex is an incidental feature. If the proper terms for sex are male and female, the corresponding terms  for gender are masculine and feminine. Gender refers to role assigned to male and female in the society which affects the way they behave towards some events, objects or activities. That a woman does not climb palm tree in some societies does not mean that they cannot climb it, that women do not act radically in decision making before their male counterparts does not mean they cannot but the society has it that a woman must be submissive to man. All these and many more could influence women’s activities and could as well influence their disposition towards ICT utilization in teaching Government in secondary schools. Gender differences and the

use  of  ICT  have  been  reported  in  several  studies.  However,  studies  concerning teachers’ gender and ICT use have cited female teachers’ low levels of computer use due to their limited technology access, skill, and interest (Volman & Van Eck, 2001). Research studies revealed that  male teachers used more ICT in their teaching and learning processes than their female counterparts (Kay, 2006; Wozney, venkatesh & Abrami,  2006).  Conversely,  Jamieson-Proctor, Burnett,  Finger  and  Watson (2006) conducted a study on teachers’ utilization of ICT  in schools in Queensland State. Results from 929 teachers indicated that female teachers were utilizing technology into their teaching less than the male teachers. Similarly, Yukselturk and Bulut (2009) state that gender gap has reduced over the past years. The authors reiterate that presently, a greater number of females than males have used internet and web technologies. However,  some  studies revealed  that  gender  variable  was  not  a  predictor of ICT utilization in teaching (Norris, Sullivan, Poirot & Soloway, 2003). These controversies on the influences of gender on teachers’ utilization of ICT in teaching makes this study necessary. This is because, it is not certain whether the situation of being male or female influence teachers’ utilization of ICT in teaching Government.

Apart   from  teachers’  gender,   school  location  could   influence  teachers’ utilization of ICT in teaching. It refers to the area a school is sited (Okonkwo, 2014). According to Ezeudu (2003) school location is the rural and/ or urban setting of a school. School location refers to the place a school is found or built. Urban setting is characterized by heterogeneity of population and existence of abundant basic infrastructure. Schools built in the town could be said to have urban location while schools built in villages or remote areas where probably only the indigenes dwell is said to have rural location.  Rural setting is characterized by homogeneity of population and existence of little or no infrastructural facilities.  State funding for ICT devices tend to

be more available in urban than rural areas. The more availability of ICT in urban area than in the rural area could influence the extent teachers utilize ICT in teaching in the urban and rural areas respectively. Buttressing the above view, Achuonye (2012) states that more urban schools and teachers possess computers, though the ratio of pupils per computer is generally high in both areas;  that both teachers and pupils in both locations experience low accessibility to computers, which are used mainly for office work rather than instructional purposes or individual use; that more teachers in urban areas are computer literate, a skill acquired through mostly self-effort though all acknowledged the  importance of computer  literacy  skills to  teacher  effectiveness; that  Computer Technology/Science is a subject in both rural and urban primary schools, mostly taught by the class teachers with or without computer skills, and dominantly lecture-based ; though class population was not too high, learning environment was found inadequate due to limited computers, absence of computer labs, particularly, in rural schools, and general poor electricity power supply. Nonetheless, currently, schools both in the urban and  rural  areas  are  increasingly  being  equipped  with  ICT  facilities  for  teaching, learning and administrative purposes.

Utilization of ICT  for teaching  in Nigeria  faces a  lot of challenges.  These problems that affect utilization of ICT in teaching according to Kabiru and Sakiyo (2013) include lack of qualified teachers with requisite skills, lack of electricity and computer hardware and software; lack of awareness on the utilization of the ICT and apathy of teachers to new innovation. Teachers’ incompetence is always a barrier to the utilization of ICT in developing countries (Pelgrum, 2001). Khan, Hassan and Clement (2012) also observed that Lack of knowledge and skill by ICT teachers is the main hindrances to utilization of ICT in teaching. The authors further maintained that lack of teachers’  time  to  learn  new  skills,  old  ICT  equipment,  large  classes,  number  of

computers available for pupils’ use, lack of technical and pedagogical support and lack of collaboration among teachers were constraints to teachers’ confidence and competence  in  the  use  of  ICT.  Literature  tends  to  highlight  amongst  others,  the following as being the common obstacles to successful ICT integration: lack of teacher confidence, lack of teacher competence, lack of effective training, resistance to change and negative attitudes, lack of technical support and lack of infrastructure (Korte & Hüsing, 2007). Ayodeji (2004) states that most of our secondary schools today do not have software for the computer to function. It appears some of the facilities are not sufficiently provided for teaching-learning process in the secondary schools. This might account for why teachers are not making use of them in their teaching (Ekundayo,

2009)

However, available literature on ICT have indicated that when appropriately used,  ICT  constitute  potent  tools  for  enriching  traditional  means  of teaching  and learning Government as a subject. More so, Government teachers in senior secondary schools in Awka zone of Anambra State still have problems utilizing ICT in teaching Government subject. Major among these problems is the incessant power failure followed by excess workload which does not give them enough time to prepare their lessons and teach them using ICT. A more serious problem is lack of access to ICT facilities to enhance their performance. This study therefore, is designed to determine the extent of utilization of information and communication technology in teaching Government in senior secondary schools in Awka zone of Anambra State.

Statement of the Problem

Information and telecommunication technology (ICT) has revolutionized teaching and learning in advanced countries of the world. In order to key into the current trend in teaching and learning, the Governments of Nigeria have made several

efforts towards utilization of ICT in teaching. The essence of these efforts at utilizing ICT in teaching is to enable Nigerian school system produce world class graduates at all levels of the education system who could compete favourably with graduates of other countries of the world in the labour market and other spheres of life.

Regrettably, studies have shown that ICTs are not considered central to the teaching and learning process especially in the developing countries  Nigeria inclusive as most of the tests and examinations in schools follow traditional paper and pencil instead of the use of improved technology, on-line assessment, teleconferencing among other  ICT  uses  for  instruction.  In  spite  of the  role  ICT  plays  in  the  educational development and by extension, the overall development of a country, there is still the problem of utilization of ICT in teaching in the Nigerian educational system. Despite the fact that ICT constitute a potent tool for enriching traditional means of teaching, teachers still experience numerous problems in their attempt to use ICT in teaching. Some sources indicate that teachers fear utilizing ICT in teaching because of lack of ICT skills, reluctance to change, ICT facilities are very costly to acquire and maintain, unavailability  of  ICT  facilities,  erratic  power  supply,  gender  reasons  and  school location barriers among other factors.

The researcher wonders whether this is the situation in Awka Education Zone of Anambra State where attempts have been made by the government to procure ICT facilities for use in teaching. Thus, the problem of this study put in question form is

‘what is the extent of utilization of ICT in teaching Government in senior secondary schools in Awka Education Zone of Anambra State’. It also examined the available ICT resources in secondary schools in Awka education zone Anambra State with a view of finding out the level of availability, utilization and factors affecting utilization of these ICT resources in teaching and learning in secondary schools in the education zone.

Purpose of the Study

The general purpose of the study was to determine the extent of utilization of information and communication Technology (ICT) in teaching and learning of Government in Awka Education Zone of Anambra State.  Specifically, the study sought to:

1)         Determine the current ICT facilities available for teaching of Government in senior secondary schools in Awka Education zone.

2)         Ascertain the extent of utilization of ICT in teaching of Government in senior secondary schools in Awka Education zone.

3)        Ascertain the influence of gender in the utilization of ICT in teaching of

Government in senior secondary schools in Awka Education zone.

4)         Ascertain the influence of school location on utilization of ICT in teaching of Government in secondary schools in Awka Education zone.

5)         Ascertain the influence of teacher’s qualification on utilization of    ICT in teaching of Government in senior secondary schools in Awka Education zone.

6)        Ascertain  the  challenges  against  the  utilization  of  ICT  for  teaching  of

Government in senior secondary schools in Awka Education zone.

Significance of the Study

This study on the extent of utilization of ICT in teaching Government in senior secondary schools in Awka Education Zone of Anambra State has both theoretical  and  practical  significance.  The  theoretical  significance  of this  study  is hinged on the Constructivists’ theory of Vygotsky (1978) and social learning theory by Bandura (1977). The social learning theory by Bandura states that learning takes place through imitation, identification, modeling and social interaction. This theory relates to the present study because teachers can use ICT in teaching by imitating other teachers who use it or by identifying with advanced countries of the world. ICT could be utilized in teaching by imitation of people that use it in teaching and the benefits therefrom.

On the other hand, Vygotsky’s constructivist theory believes that learning takes place by personal construction of the learner through active involvement in the pedagogy. Utilization of ICT in teaching by the Government as a subject teacher could bring about direct  involvement of both the teachers and  students  in the teaching  and  learning process.

The practical significance of this study is that its findings would be beneficial to teachers,  teacher  training  institutions,  secondary  school  management  board  and students. The findings of this study when published would help the Government as a subject teacher to strive to utilize ICT in teaching Government in senior secondary schools in this 21st century when the world is going technological and word class job skills like ICT compliance is needed. This would enable them to match pace with their counterparts abroad in curriculum interpretation for the production of world educational outcomes in the area of Government as a subject in secondary education.

The findings of this study when published would help teacher training institutions to incorporate ICT utilization-based courses that would prepare teachers towards utilization of ICT in teaching in secondary schools. This when done, would enhance ICT utilization capacities of teachers at secondary school level of education in Nigeria.

Secondary school management board would benefit from the findings of this study because it would enable them to see the challenges facing ICT utilization in teaching as to find the way forward. The management board of secondary schools would be able to inform the governments to procure ICT facilities and the components for effective utilization of ICT  in teaching in secondary schools for production of functional graduates.

Finally, students would benefit from the findings of this study when published because if teachers effectively utilize ICT in teaching Government as a subject, the classroom would be lively and boredom free as most concepts in Government as a subject are abstract.  This could also enhance students’ achievement and interest in the subject.

Scope of the Study

This study was carried out in Awka education zone of Anambra State. The study will be based on determining the extent of utilization of ICT in teaching Government in senior secondary schools in Awka education zone of Anambra State.

The content scope of the study was delimitated to determining the current ICT facilities available for teaching Government in senior secondary schools; Ascertaining the extent of utilization of ICT in teaching Government in senior secondary schools; Ascertaining the influence of gender in the utilization of ICT in teaching  Government in senior secondary schools; Ascertaining the influence of school location on utilization of ICT in teaching Government in secondary schools; Ascertaining the influence of teacher’s qualifications on utilization of ICT in teaching Government in senior secondary schools and ascertaining the challenges against the utilization of ICT for teaching Government in senior secondary schools.

Only the Government teachers in Awka education zone were used for the study. Government teachers were used because they can provide information on the extent of utilization of ICT in teaching Government in senior secondary schools being the people that engage in the actual utilization of any instructional media in the pedagogy. The Government teachers  were  able  to  provide  information on availability of the  ICT facilities for teaching Government in secondary schools.

Research Questions

The following research questions guided the study;

1)  What are the mean ratings of teachers on the current ICT facilities available for teaching of Government in senior secondary schools in Awka Education zone?

2)  What are the mean ratings of teachers on the extent of utilization of ICT in teaching of Government in senior secondary schools in Awka Education zone?

3)  What  are  the  mean  ratings  of teachers  on  the  influence  of gender  on  the utilization of ICT in teaching of Government in senior secondary schools in Awka Education zone?

4)  What  are  the  mean ratings of teachers  on  influence  of school location on utilization of ICT in teaching of Government in senior secondary schools in Awka Education zone?

5)  What are the mean ratings of teachers on the influence of teacher’s qualification on utilization of  ICT in teaching of Government in senior secondary schools in Awka Education zone?

6)  What are the mean ratings of teachers on the challenges against the utilization of ICT in teaching of Government in senior secondary schools in Awka Education zone

Hypotheses

The following null hypotheses guided the study and were tested at 0.05 level of significance.

H01: There is no significant difference in the mean ratings of male and female teachers on the current ICT facilities available for teaching of Government in senior secondary schools in Awka Education zone.

Ho2: There is no significant difference in the mean ratings of male and female teachers on  the  extent  of  utilization  of  ICT  in  teaching  of  Government  in  senior secondary schools in Awka Education zone.

H03:        There is no significant difference in the mean ratings of urban and rural teachers on  the  extent  of  utilization  of  ICT  in  teaching  of  Government  in  senior secondary schools in Awka Education zone.

H04:        There  is  no  significance difference  in  the  mean ratings of teachers  on the influence  of teacher’s  qualifications  on  the  extent  of utilization  of ICT  in teaching of Government in senior secondary schools in Awka Education zone.

H05: There is no significant difference in the mean ratings of male and female teachers on the challenges against the utilization of ICT in teaching of Government in senior secondary schools in Awka Education zone.

H06: There is no significant difference in the mean ratings of urban and rural teachers on the challenges against the utilization of ICT in teaching of Government in senior secondary schools in Awka Education zone

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