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ICT AND
ACADEMIC PERFORMANCE OF PRIVATE PRIMARY SCHOOL PUPILS
CHAPTER ONE
INTRODUCTION
Information
Communication Technology according to Unagha (2006) encompasses computer and
telecommunication. It is concerned with the technology used in handling,
acquiring, processing, storing and dissemination of information. Similarly,
Oxford Advanced Learners‘Dictionary sees ICT as electronic media used in
processing, analyzing, storing and sending out information. Evey et al (2010)
observed that ICT is innovative device that can carry out such functions as
receiving, storing, computing, analyzing, transmitting and retrieving
information presented to them and allowing for one-to-one or copyright group
communication among humans. Obashoro (2007) identified ICT infrastructure to
include multi-media CD-ROMs, MP3 players, websites, discussion boards, emails,
computer-aided assessments, learning management software, blogs, etc. In the
same vein, Folorunso, Longe and Ijere (2003) identified ICT infrastructure to
include internet, World Wide Web (www), Electronic Data Interchange (EDI), Local
Area Network (LAN), Wide Area Networks (WAN), Protocols, Content Management and
Meta Data Standard (MDS).
1.1 Background of the Study
Improving
the quality of education is a priority for most developing countries.
Policymakers usually agree that such improvements could lead to structural
shifts in productivity and boost long-term economic growth. Governments face
the challenge of identifying efficient ways to use their scarce resources and
raise the quality of education. The provision of information and communications
technology (ICT) to schools and its use for educational purposes can increase
student achievement in at least two ways. First, the availability of ICT in the
classroom shifts the level of educational inputs and could thus affect students’
learning outcomes. Second, exposure to ICT may increase the cognitive abilities
of students, allowing them to learn faster. Computer-aided instruction may be
more relevant in a context in which teacher quality is poor, which is the case
in most developing countries.
Previous
studies have shown that programs that provide computer-aided mathematics
instruction can positively influence students’ test scores for example, Barrow
et al. (2009) found that an instructional computer program for pre-algebra and
algebra in the United States had a positive effect on test scores (about 0.17
of a standard deviation). Similarly, Banerjee et al. (2005) found that
computer-assisted mathematics instruction raised mathematics scores of
fourth-grade students in Vadodara, India (at least in the short run). Other
studies have found little or no effect. Using credible identification
strategies, Leuven et al. (2007), Goolsbee and Guryan (2006), Angrist and Lavy
(2002), and Rouse and Krueger (2004) found no evidence that the use of computers
and software had a positive impact on student achievement. Additional research
is needed to understand the circumstances under which the provision of ICT can
have a positive impact on student learning outcomes. The research therefore
seek to provide an appraisal of ict and academic performance of private primary
school pupils
1.2 Statement of the Problem
According to
a United Nations report (1999) ICTs cover Internet service provision,
telecommunications equipment and services, information technology equipment and
services, media and broadcasting, libraries and documentation centres,
commercial information providers, network-based information services, and other
related information and communication activities. According to UNESCO (2002) information
and communication technology (ICT) may be regarded as the combination of
‘Informatics technology’ with other related technology, specifically
communication technology. The various kinds of ICT products available and
having relevance to education, such as teleconferencing, email, audio
conferencing, television lessons, radio broadcasts, interactive radio
counseling, interactive voice response system, audiocassettes and CD ROMs etc
have been used in education for different purposes (Sharma, 2003; Sanyal, 2001;
Bhattacharya and Sharma, 2007).. The field of education has been affected by
ICTs, which have undoubtedly affected teaching, learning, and research (Yusuf,
2005).
A great deal
of research has proven the benefits to the quality of education (Al-Ansari,
2006). ICTs have the potential to innovate, accelerate, enrich, and deepen
skills, to motivate and engage students, to help relate school experience to
work practices, create economic viability for tomorrow's workers, as well as
strengthening teaching and helping schools change (Davis and Tearle, 1999;
Lemke and Coughlin, 1998; cited by Yusuf, 2005) There are many forces and
factors that pose as challenges and problems to Inhibit effective diffusion of
ICTs in private primary schools. (Tella, 2007) identified difficulty in
motivating faculty, inadequate equipment,
lack of ICT policy, poor attitude of staff, inadequate computers, and
problem of connectivity to off-campus students. Some inhibitors identified for investigation
at Uniport by Okorie, Agabi and Uche (2005, p. 33) included lack of computer or
ICT centre, inadequate facilities/equipment at the ICT centre, irregular power
supply, Information Communication Technologies in the management of Education,
absence of alternative source of power supply, lack of computer knowledge,
expensive nature of ICT facilities, and lack of willpower by management to
embrace ICT-revolution. Consequently the problem confronting this research is
to investigate Ict and academic performance of primary school pupils.
1.3 Objective of the Study
1. To
provide an appraisal of ICT and academic performance of primary school pupils.
2. To
determine the impact of ICT on academic performance of primary school pupils.
1.4 Research Questions
1. What is the relationship between ICT and
academic performance of primary school pupils?
2. What is the impact of ICT on academic
performance of primary school pupils?
1.5 Significance of the Study
To provide
an assessment of the impact of ICT on the academic performance of primary
school pupil.
1.6 Statement of Hypothesis
Ho: ICT has
no significant impact on academic performance of primary school pupil.
Hi: ICT has
significant impact on the academic performance of primary school pupil.
1.7 Scope of the Study
The research
focuses on the appraisal of ICT and academic performance of primary school
pupil.
1.8 Definition of Terms
MIS DEFINED
MIS implies
both the technique, the process, as well as the structure concerned with
systemic, accurate and speedy organization and control of relevant signals,
data or messages from the different parts and environment of an activity unit,
through appropriate collection, editing, analysis, display, storage and retrieval
of signals or messages in manners that would be useful for management
decision-making
ICT DEFINED
According to
a United Nations report (1999) ICTs cover Internet service provision,
telecommunications equipment and services, information technology equipment and
services, media and broadcasting, libraries and documentation centres,
commercial information providers, network-based information services.
Academic
Performance
All students
are required to maintain a satisfactory academic record and meet the
obligations of the courses in which they are enrolled. Failure to do so will be
dealt with as the Faculty and its designated Boards shall determine. In all
cases, midyear grades in full year courses will be considered along with all
other grades in the calculations for minimum requirements and satisfactory
records.
Minimum
Requirements
To meet the
minimum academic requirements in any term, a student may have at most one
failing grade, which may not be accompanied by another unsatisfactory grade;
and at least two satisfactory grades, one of which must be a letter grade in an
FAS course taken for degree credit (or in a course taken by cross-registration
and counted toward concentration or UTEP requirements). A student who fails to
meet the minimum requirements ordinarily will be required to withdraw for two
terms, whether or not his or her previous record was unsatisfactory.
Satisfactory
and Unsatisfactory Academic Records
The
requirements for a satisfactory academic record are satisfactory grades in all
courses, and at least one letter grade in an FAS course taken for degree credit
(or in a course taken by cross-registration and counted toward concentration or
UTEP requirements). However for freshmen in their first term, an academic
record will be considered satisfactory if all grades are passing, at most one
grade is unsatisfactory, and at least one grade is a satisfactory letter grade.
A student whose record is unsatisfactory is ordinarily placed on probation. A
student with two consecutive unsatisfactory records ordinarily will be required
to withdraw for two terms.
Exclusion
from a Course
A student
who neglects any course may, after written warning by the instructor, be
excluded from the course by the instructor with the approval of the Administrative
Board. The warning should specify the steps the student must take in order to
be allowed to continue in the course. Exclusion from a course is equivalent in
all respects to failing it and in and of itself makes the student’s record for
the term unsatisfactory. A notation of EXLD (excluded) on the transcript
indicates that the student was not permitted to continue in the course and
received no credit. A student may not withdraw from a course from which he or
she has been excluded. Students excluded from a course are denied any right to
further course evaluation, including final and makeup examinations.
Submission
of Written Work
Students are
responsible for ensuring that required written course work is submitted and
received on time. Written work should not be left in open mailboxes or other
unattended places but rather given personally and directly to the head of the
course or to a responsible person acting on his or her behalf. Papers that are
mailed to instructors should be sent by certified mail, and a receipt of
delivery should be requested from the Postal Service. The student should keep
both the postal receipt and a copy of the paper. If work is submitted
electronically, students are responsible for confirming receipt.
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