31 January 2018

FACTORS AFFECTING THE SUCCESSFUL INTEGRATION OF ICT IN TEACHING AND LEARNING IN TERTIARY INSTITUTION

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FACTORS AFFECTING THE SUCCESSFUL INTEGRATION OF ICT IN TEACHING AND LEARNING IN TERTIARY INSTITUTION: CASE OF STUDY OSUN STATE COLLEGE OF EDUCATION ILESA.

NOTE: Project code: educationinfo007


https://www.educationinfo.com.ng/2018/01/factors-affecting-the-successful-INTEGRATION-OF-ICT-in-teaching-and-learning-in-tertiary-institution-oscoed-chapter-1-5.html

ABSTRACT
This study was set to investigate the factors affecting the successful integration of ICT in teaching and learning in tertiary institution in Osun State College of Education Ilesa. The study was guided by four objectives and two hypotheses which include; establishing the relationship between lecturer’s competency in the integration of ICT in teaching and learning; to assess the extent to which lecturers apply computer skills in teaching and learning; to determine the influence of the availability of ICT facilities on ICT integration in teaching and learning and to establish the relationship between lecturer’s gender and ICT integration in teaching and learning. The study hypotheses were; Ho1 There is no significant relationship between lecturer’s competency and the integration of ICT in teaching and learning. Ho2 There is no significant relationship between lecturer’s gender and the integration of ICT in Osun State College of Education Ilesa.The study adopted descriptive survey design. The study used a sample of one (1) tertiary institution and twenty (20) lecturers. The study used questionnaires to collect data. The instruments were pilot tested and the reliability coefficient was found to be 0.79 for the HOD and 0.76 for the lecturers. Data was analyzed using descriptive and inferential statistics. Data was analyzed using descriptive statistical frequency tables, standard deviation and means and presented in tables. Quantitative data was analyzed using Pearson’s chi square and T-test with help of the Statistical Package for Social Sciences (SPSS). The study established among others that majority of the HOD and lecturers had basic ICT literacy while only a few HOD and lecturers integrate ICT in teaching and learning due to their limited competency in ICT skills. Many tertiary institutions had computer laboratories but inadequate computers. The study findings showed a significant relationship between lecturer’s competency and ICT integration. The findings also established that lecturer’s gender and ICT integration were independent variables. The study recommended among others that there is need for lecturers to be trained in ICT integration in the subject areas in teaching and learning. There is also need for HOD to provide computers in their schools for use in teaching and learning, while HOD should encourage lecturers to use ICT in teaching and learning. The researcher recommends the Ministry of Education should ensure all lecturers train in ICT so as to acquire skills for teaching and learning.
  
  TABLE OF CONTENTS
TITLE PAGE
CERTIFICATION...................................................................................... i
DEDICATION ........................................................................................... ii
ACKNOWLEDGEMENT...................................................................... iii-iv
ABSTRACT ..............................................................................................v-vi
TABLE OF CONTENTS……………………………………………..…vii-x
CHAPTER ONE
Introduction……..………………………………………………………………1
1.1 Background to the Study ...............................................................................1-6
1.2 Statement of the Problems. ...........................................................................6-7
1.3 Purpose of the Study .......................................................................................7
1.4 Objectives of the Study. ...................................................................................8
1.5 Research Questions. ..........................................................................................9
1.6 Hypothesis of the Study ....................................................................................9
1.7 Significance of the Study ...........................................................................10-11
1.8 Limitations of the Study...................................................................................11
1.10 Operational Definition of Terms. ............................................................11-12

CHAPTER TWO
LITERATURE REVIEW
2.1 Introduction .....................................................................................................13
2.2 Global & Regional Perspective of ICT Integration in Education Curriculum 14-15
2.3 Integration of ICT in Education in Ilesa.....................................................15-16
2.4. ICT Competencies among lecturers .........................................................16-19
2.5 ICT Application in Teaching and Learning in Schools. ............................19-22
2.6 Availability of ICT Facilities in Schools. ..................................................23-26
2.7 Lecturers Gender and ICT Integration in Schools. ....................................26-27
2.8 Summary of Literature Review……………………………..…………....27-28
2.9 Conceptual Framework ..............................................................................29-30
CHAPTER THREE
RESEARCH METHODOLOGY
3.1 Introduction .....................................................................................................31
3.2 Research Design...............................................................................................31
3.3 Population. ......................................................................................................32
3.4 Sampling and Techniques. ..............................................................................32
3.5 Methods of Data Collection .......................................................................32-34
3.6.1 Validity ………………………………………………………..………….34
3.6.2 Reliability of the instrument……………………………………………35-36
3.7 Data Collection procedures……………………..………………………..36-37
3.8 Method of Data Analysis. ..........................................................................37-38
CHAPTER FOUR
DATA ANALYSIS, PRESENTATION AND INTERPRETATION
4.1 Introduction .....................................................................................................39
4.2 Questionnaire Response Rate ....................................................................39-40
4.3 Demographic Information Analysis ................................................................40
4.3.1 Gender of Respondents ...........................................................................40-41
4.3.2 Age of Brackets for HOD……….……...................................................41-42
4.3.3 Age Bracket for lecturers ……………………….........................................43
4.3.4 Teaching Experience for HOD……………………………………...…….44
4.3.5 Teaching Experience for lecturers…………………………………….…..45
4.4 lecturers Competencies in the Integration of ICT in the Teaching and Learning. ..............................................................................................................46
4.4.1 ICT Training for Lecturers……………………………………………..46-47
4.4.2 Areas of ICT Training for HOD……………………………………..…47-48
4.4.3 Areas of ICT Training for Lecturers……………………………………….48
4.4.4 Frequency of Lecturers of Use of Computers in Various Tasks………49-50
4.5 Availability of ICT Facilities in Schools ........................................................51
4.5.1 HOD Responses on Availability of Computer Laboratory…………..……51
4.5.2 Hypothesis Testing........................................................................................52
4.5.3: Relationship between lecturers Competency and ICT……………..….52-53
4.5.4 Ho2 There is no Significant Relationship between lecturer Gender and ICT Integration in Osun State College of Education Ilesa………………………..53-54
4.5.5 Mean Differences on ICT Integration Based on Gender………………….54
4.5.6 T-test Analysis for Independence……………………………………...55-56
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction ....................................................................................................57
5.2 Summary of the Findings ...............................................................................57
5.3 Conclusions. ..............................................................................................58-59
5.4 Recommendations .....................................................................................59-60
5.5 Suggestions for Further Studies .................................................................60-61
REFERENCES ..............................................................................................62-64
APPENDICES …….………………………………………………………..65-74

CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Training is a critical premise whereupon advancement and monetary development can be fabricated. With this acknowledgment world governments have made thousand years advancement objectives (MDGs) with tertiary instruction being given a need (MDG report, 2008).Information Communication Technology (ICT) is an empowering influence and an enhancer of educating and learning process in the acknowledgment of the MDGs. ICT and its ceaseless advancements have enhanced work effectiveness in present day living (MDG report, 2008). Instructive ICT programming helps in rearranging troublesome ideas, making learning fun and simple (Simkins, Cole, Tavalin& Means,2003).It likewise enables students to complete viable assignments, for example, trials and introductions (ibid).With every one of the efficiencies of ICT and its consistent advancements for the educating and learning process, it is normal that all students approach advantage from these efficiencies. Full access to the advantages of ICT for instructing and learning is restricted by the inaccessibility and powerlessness to buy important assets especially in creating nations.

Some contextual analyses done on ICT combination in Finland show that information creation, mechanical imaginativeness, authoritative systems administration and learning sharing can bolster both managed monetary development and social advancement (Kozma, 2005). Singapore and Finland have thought of national gets ready for ICT coordination in their schools which indicate the equipment, programming, the systems administration to be actualized, the specialized help and the preparation of lecturers(Kozma,2005). The national designs in these nations approve and support particular projects and undertakings by giving the assets expected to ICT joining in their schools. Endeavors to accomplish the combination of ICT in the school educational modules have been built up generally by multinational organizations and in mainland structure. At multinational level the worldwide e-school groups activity (GeSci) underlines on sending of ICT in schools to enhance instructing and learning in creating nations (GeSci, 2009).In Africa, New Partnership for African Development (NEPAD) has set up the e-school with the goals of giving PCs to all schools in the African mainland (The NEPAD e-African Commission, 2010).Through this activity NEPAD embraces to progress ICT aptitudes to tertiary foundation understudies and training. NEPAD too facilitate ICT educational modules and substance improvement in all schools in Africa which will propel instructing and learning over the African landmass. Numerous African nations imagine being industrialized by the year 2030 and Nigeria is no special case. Vision 2030 states that instructors are required to have high specialized abilities in order to affect on students if the African countries are to be industrialized. The expanding many-sided quality of showing systems and the requirement for innovative, different and anticipated that arrangements would national and school circumstance require new significant way to deal with the field of training (Nigeria Institute of Education, 2009).

The directions of the Lecturers Service Commission (LSC, 2007) in Nigeria diagram the elements of tertiary organization speakers in improving the fundamental abilities and preparing among the understudies. The elements of a school speakers as supplier of instruction to understudies are gigantic, testing and require innovation so as to work successfully and effectively. It is in this way imperative for ICT to be coordinated in school instructing to enhance effectiveness. TheNigeria government has seen the need to incorporate innovation in instructing as bolstered by the Nigeria National ICT Strategy for Education and Training (MOE,2008).Through this technique, it is noticed that in spite of the fact that the effect of ICT on instruction objectives is as yet uncertain, revealed perceptions incorporate fast extension of information, enhanced examination results, improved correspondence and specialized productivity. Davies (2002) watches that the accomplishment of ICT lays on proactive school instructors who give auspicious help to the joining of ICT in school tasks. The reconciliation of ICT in the educational modules goes for advancing instructive change, enhance abilities of students and set them up for the worldwide economy and data society (Haddad &Draxler 2002; Kozma& Wagner 2005; Mcnaram 2003). ICT incorporation enhances access to conveyance of training by enhancing students understanding and nature of instruction subsequently expands effect to the economy which is keys to acknowledgment of the MDGs (Haddad, 2002). ICT offices are imperative and should be beneficially coordinated into the educational programs on the off chance that they are to have a constructive outcome in training (Mlitwa, 2010). Incorporation of ICT into the educational modules implies appropriate arrangement of instructive advances with teaching method.

A standout amongst the most pertinent obstructions to the successful dissemination of ICT concerns the social and individual states of mind of teachers towards ICT (Afshari, 2009). As there is a high rate of disappointment of ICT activities for the formation of improvement openings, a strong comprehension of the determinants of client acknowledgment of specific ICT is critical for hypothesis working as well as for compelling practice (Park, 2009).This examination accordingly was an examination on the variables impacting instructors cooperation in the incorporation of ICT in educating and learning in tertiary establishment in Osun State College Of Education Ilesa. The examination specifically tried to build up the connection between teacher's competency and ICT combination in showing andlearning, the degree of ICT application in instructing and learning and the impact of accessibility of ICT offices in ICT coordination in instructing and learning in Osun State College of Education Ilesa. The investigation additionally set to set up the measurable connections between teacher's sex and the coordination of ICT in instructing and learning in Osun State College of Education, Ilesa.

1.2Statement of the Problems.

As indicated by data at Nigeria Education Office, dominant part of the tertiary establishment are not utilizing ICT in instructing and learning. Numerous underdeveloped nations are leading overviews, projects, extends and figuring policies,all went for abusing the ICT potential for social-monetary advantages to build up an upper hand (Owino, 2013). The Nigerian government has embraced the activity of furnishing tertiary foundation schools with ICT assets with the point of enhancing scholarly exhibitions and ICT proficiency levels among understudies (MDG report, 2008). This investigation is accordingly an expansion to the on-going exploration endeavors to build up the components that make some tertiary institutionlecturers in Nigeria not to utilize ICT in instructing and learning. An investigation by Mwunda (2014) set up that the joining of ICT in instructing and learning in tertiary foundation is still low in Nigeria. Laaria (2013) uncovered that regardless of government's endeavors to enhance nature of Education through ICT adoption,the National ICT strategy on Education (2006) has not been adequately implemented.Wambaria (2014) uncovered that tertiary foundation instructors saw ICT to be helpful yet once in a while utilized it in instructing and learning in Osun State College of Education Ilesa. It is against this scenery that the scientist tried to research the components affecting teacher cooperation in ICT combination in instructing and learning in tertiary foundation in Osun State College of Education Ilesa.

1.3 Purpose of the Study

The motivation behind this examination was to research factors influencing the effective reconciliation of ICT in instructing and learning in tertiary organization in Osun State College of Education Ilesa.

1.4 Objectives of the Study.

The examination was guided by the accompanying targets;

I) To build up the connection between speakers competency and the coordination of ICT in instructing and learning in tertiary organization in Osun State College of Education Ilesa.

ii) To survey the degree to which speakers apply PC aptitudes in instructing and learning tertiary organization in Osun State College of Education Ilesa.

iii) To decide how the accessibility of ICT offices impact combination of ICT in instructing and learning in tertiary foundation in Osun State College of Education Ilesa.

iv) To build up the connection between speaker sexual orientation and ICT joining in instructing and learning in tertiary establishment in Osun State College of Education Ilesa.

1.5 Research Questions

I) How does teacher's competency impact the incorporation of ICT in instructing and learning in Osun State College of Education Ilesa?

ii) To what degree do speakers apply ICT in instructing and learning in Osun State College of Education Ilesa?

iii) To what degree does ICT offices accessibility impact ICT coordination in instructing and learning in Osun State College of Education Ilesa?

iv) To what degree does speaker sexual orientation impact the incorporation of ICT in instructing and learning in Osun State College of Education Ilesa?

1.6 Hypotheses of the Study

Ho1There is no huge connection between instructor competency and the coordination of ICT in instructing and learning in Osun State College of Education Ilesa.

Ho2There is huge connection between instructor's sexual orientation and ICT combination in educating and learningin Osun State College of Education Ilesa.

1.7 Significance of the Study

The discoveries from the investigation might be valuable to educational modules organizers, designers and strategy creators by giving data that can add to endeavors made to enhance nature of instruction. The examination would enhance knowledge and comprehension of variables and difficulties impacting the status of ICT joining in tertiary establishment in the region so the educational modules engineers can address them. The examination discoveries could likewise be helpful to the Ministry of Education (MOE) and the educational modules engineers in outlining a reasonable program for planning tertiary in.

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