The Impact of ICT Integration on Students’ Academic Performance in Business Subjects. A Case Study of Secondary Schools in Lagos, Nigeria

Thèse de Master , 2021 , 67 Pages

Pédagogie - Pédagogie des médias

The purpose of this study is to ascertain the impact of information and communication technologies (ICT) integration on students’ academic performance in Nigerian Secondary Schools. As a guide to the study, answers will be sought to the following questions: What is the level of availability and usage of ICT facilities in secondary schools in Lagos State? What is attitude of respondents towards ICT application effect on academic performance? What is the relationship between the usage of ICT and academic performance? What are the constraints to the effective usage of ICT?

Change is expected in the pattern of teaching and learning process from the conventional method to a more dynamic and flexible one, presumed learner-centered. The learner-centred approach empowers students; they are in control of their activities, materials and pace of learning, which places them in the centre of the learning process and enhances independent learning. However, despite the glaring relevance of ICT in education, coupled with the huge capital investment of both Federal and State governments through ICT driven project known as “schoolNET” and donations from Non-Governmental Organizations to Secondary schools in Nigeria, some teachers are still reluctant, ineffective and unproductive in using ICT facilities to improve students’ academic performance, especially in Business subjects.

Information and communication technologies (ICTs) have become inseparable entities in all aspects of human life. The use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business, governance and civil service. In education, ICT has begun to have a presence but the impact has not been as extensive as in other fields of endeavour. The moving of the world to digital media and information has made the role of ICT in education to become more important and this importance will continue to grow and develop in the 21st century. Information and communication technology (ICT) is an indispensable part of the contemporary world. In fact, culture and society have to be adjusted to meet the challenges of the knowledge age. Undoubtedly ICT has impacted on the quality and quantity of teaching, learning and research in tertiary educational institutions in Nigeria.

TABLE OF CONTENTS

ABSTRACT

List of tables

List of Figures

CHAPTER 1 INTRODUCTION
1.1 Research Background
1.2 Statement of the problem
1.3 Purpose of the Study
1.4 Objectives of the study
1.5 Research Questions
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Definition of key terminologies

CHAPTER 2 LITERATURE REVIEW
2.1 Introduction
2.2 Role of ICT in Education
2.3 The Nigerian ICT Policy
2.4 Computer Literacy Course and Students
2.5 The Status of Technology in the Educational System
2.6 Effects of Technology Integration on Teachers and Students’ Attitude
2.6.1 Teachers’ Attitude
2.6.2 Students’ Attitude
2.7 Assessing Problems Facing ICT Integration in Education
2.8 Academic Performance of Students
2.9 Factors Affecting Students’ Academic Performance
2.10 Appraisal of literature reviewed

CHAPTER 3 RESEARCH METHODOLOGY
3.1 Introduction
3.2 Study Area
3.3 Survey Population and Sampling
3.3.1 Survey Population
3.3.2 Sampling technique
3.4 Research Design
3.5 Research Instrument and Method
3.5.1 Data collection instrument
3.5.2 Data collection Procedure
3.6 Statistical Tool for Data Analysis
3.7 Validity and Reliability
3.8 Ethical consideration

CHAPTER 4 DATA PRESENTATION AND ANALYSIS
4.1 Introduction
4.2 Socio-demographic characteristics of respondents
4.3 Level of availability of ICT facilities in secondary schools in Lagos State
4.4 Attitudes of respondents towards ICT application
4.5 Relationship between student’s academic performance and ICT Use
4.6 Challenges faced in the use of ICT in secondary schools

CHAPTER 5 DISUSSION
5.1 Overview of participants’ characteristics
5.2 Use of ICT and its impact on academic performance of students
5.3 Challenges faced by students and teachers in the integration of ICT
5.4 Limitations

CHAPTER 6 CONCLUSION, RECOMMENDATION AND REFERENCES
6.1 CONCLUSION
6.2 RECOMMENDATIONS

References

APPENDIX A

APPENDIX B

APPENDIX C

Abstract

Information and Communication Technology is the building block for today’s society as it infiltrates every aspect of life. So far countless efforts have been taken and strategies formulated to make its use widespread. The impact on ICT on academic performance, especially for the younger generation is one of the areas that must be studied and understood. This study was to determine the impact of ICT integration on students’ academic performance in business subjects - A case study of secondary schools in Lagos state, Nigeria.

The study employed mixed method to analyse the impact of ICT integration on students’ academic performance in Business subjects in Secondary schools. A descriptive study survey was conducted among 150 respondents; students and teachers using structured questionnaires and in-depth interview that looked into their demographics, attitude of ICT application, availability of ICT facilities and utilization. A mixture of cluster and random probability sampling techniques was used. Data were analysed using Statistical analysis was done using IBM SPSS (Version 21). Data wee summarized using proportion, percentages and mean. T-test was used for associations at significant level of p < 0.05.

All participants chosen for the study responded (100%). The survey revealed that; the availability of ICT facilities was moderate though usage was low. There was no difference in the mean usage of ICT for both students and teachers. Also, there was no relationship between academic performance of students using scores in the Business subjects from ten years apart and ICT usage. Therefore, Students’ academic performance has no relationship with the use of ICT in secondary schools in Lagos State Nigeria.

Keywords: ICT, Integration, Academic performance

List of tables

Table 3. 1: Participating schools in the survey

Table 4. 1: Socio-demographic characteristics of students and teachers in selected secondary schools in District VI of Lagos state

Table 4. 2: Level of availability of ICT facilities in secondary schools in Lagos State

Table 4. 3: Characteristics of available ICT facilities in secondary schools in Lagos State

Table 4. 4: Group Statistics, Independent Samples Test for Having an ICT device and Facility used in teaching

Table 4. 5: Independent Samples Test statistics for Having an ICT device and Facility used in teaching.

Table 4. 6: Mean score and standard deviation of students and teachers level of usage of ICT.

Table 4. 7: t-test Analysis of Difference in the Mean Ratings of Teachers and students on Average Utilization of ICT Facilities

Table 4. 8: Attitudes of respondents towards ICT application

Table 4. 9: Independent Samples Test of some variables for Attitudes of respondents towards ICT application

Table 4. 10: ANOVA Attitudes towards ICT application

Table 4. 11: t-test Analysis for paired samples, Difference in the Mean Ratings of and students’ scores in Commerce and Economics.

Table 4. 12: Cross tabulation for Average score for 2009 and Average ICT utilization

Table 4. 13: Cross tabulation for Average score for 2019 and Average ICT utilization

Table 4. 14: Challenges in the use of ICT in secondary schools in district VI in Lagos state

List of Figures

Figure 4. 1: Pictorial representation of Use of Computers at School

Figure 4. 2: Bar chart representation of respondents’ Use of internet in browsing for academic purposes.

CHAPTER 1 INTRODUCTION

1.1 Research Background

Information and communication technology (ICT) has become so influential in current society that it infiltrates every aspect of life. (Thierer, 2000) pointed out that the role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary education policy.Its importance has been recognized by educational institutions worldwide (Watson, 2001). As one of the most important needs for the well-being of individuals and communities at large, education in union with ICT prepares one to take on present day tasks and challenges even better. It is opined that ICTs are the building blocks for today’s society, (UNESCO, 2002) as they are seen to have changed and still changing many aspects of people’s ways of life. When one dives into fields as medicine, tourism, business, law, travel, engineering, architecture and banking, there is a great deal of appreciation on the influence of ICT especially in the past two to three decades. (Collis, 2002) Times have truly changed; ICT is indispensable in the contemporary world. Therefore, culture and society have to be adjusted to meet the challenges of the information age. If one looks at education sector, there seems to be little impact of ICT utilization and far less change, than other fields have experienced. However, education is a powerful instrument of social, political, and economic progress, without which neither an individual nor a society can attain professional growth. (Collis, 2002).

Technology has been redefined in the 21st century to encompass a broad spectrum of sectors. Nowadays, many countries consider technology to be a knowledge transfer highway such that its integration has gone through innovations and transformed our societies to change people’s perception, work and lifestyle (Grabe, 2007). As a result, schools and other educational foundations which are supposed to prepare students to live in “a knowledge society” need to consider ICT integration in their curriculum (Ghavifekr, Afshari, & Amla, 2012). Those institutions that train their students in yesterday's skills and outdated technologies are not meeting the needs of tomorrow's world. Such children will not fit into tomorrow's professional requirements. Integrating technology into schools takes time; it is an ongoing and continuous process. (Young, 2003) Once it is established, there is a dynamic and proactive learning environment. (Hatlevik & Arnseth, 2012)

In order to highlight the importance of ICTs in the future of education, an International Conference on ICT in Education in Qingdao, China was organised by UNESCO which brought together approximately 65 Ministers of Education, resulting in the Qingdao Declaration. This new international declaration put countries in a commitment to integrating ICT into their education systems amongst other objectives (UNESCO, 2015b). It is noteworthy that ICT is evolving at an increasingly rapid pace. For example new platforms such as mobile technologies, cloud computing, social media, as well as the hardware used, are transforming education and schools so quickly .

Access to internet service is crucial in order that various ICTs are used to their potential. Nevertheless , Ministries of education often have little or no control over school Internet connectivity as this depends to a great extent on the level of development of the national telecommunications infrastructure and access to a reliable power supply (World Bank, 2010). Internet availability varies in the different regions; it remains a significant challenge in South and West Asia and sub Saharan Africa. Meanwhile, high income countries in the Pacific, East Asia and the Caribbean have it readily available. (Martinez, Diaz, & Alonso, 2009) (UNESCO Institute for Statistics (UIS), 2012)

According to the World Bank statistics, internet was present in a negligible proportion (near 0%) of schools in Guinea and Madagascar in 2013 and in Liberia in 2014.Africa is on the rise in the technological sphere especially sub-Saharan countries that are still developing. That said, her experience with technology integration is lagging behind first world countries. A combination of education and ICT can be a powerful driver for growth on the African continent (Shana & Marlene, 2015). In all the different aspects of ICT in relation to education, South Africa boasts decades of accumulated experience from its wide range of projects and programs. The scale of all these interventions to date has led to at least 22 percent computer penetration in all public schools. (Iseac, 2007))

Information and communication technology can make the school more efficient and productive, as it organises a variety of tools to enhance and facilitate teachers’ professional activities. (Yusuf & Onasanya, 2004)) were of the opinion that ICT is a means for school to communicate with one another through e-mail, mailing list, chat room and other facilities. It provides quicker and easier access to more extensive and current information. ICT can also be used to do complex tasks as it provides researchers with a steady avenue for the dissemination of research reports and findings. Experts in the fields of education have agreed that, if ICT is properly used, it holds great promise to improve teaching and learning in addition to shaping work-force opportunities.

The field of education has been affected by ICTs, which have undoubtedly affected teaching and research. The many benefits of ICT in education as proven in a variety of research have facilitated its integration in developed countries. In the Nigerian context, there has been some level of ICT integration in secondary schools (Yusuf, Maina, & Dare, 2013). The integration of computers into secondary schools was traced back to 1988 when the Nigerian government enacted a policy on computer education. The Federal Government of Nigeria in the National Policy on Education (2007) recognizes the prominent role of ICTs in the modern world. In a bid to actualize the integration of ICT in schools, the document stated that the government will provide basic infrastructure and training at the primary school. At the junior secondary school, computer education is made a pre-vocational elective and is a vocational elective at the senior secondary school (Yusuf, Maina, & Dare, 2013).

This research focuses on ICT application in Nigerian secondary schools. It particularly dwells on the importance of ICT and the causes of low levels of ICT application in Nigerian secondary schools. Recommendations for improvement will also be offered.

1.2 Statement of the problem

Change is expected in the pattern of teaching and learning process from the conventional method to a more dynamic and flexible one, presumed learner-centered. The learner-centred approach empowers students; they are in control of their activities, materials and pace of learning, which places them in the centre of the learning process and enhances independent learning.

However, despite the glaring relevance of ICT in education, coupled with the huge capital investment of both Federal and State governments through ICT driven project known as “schoolNET” and donations from Non-Governmental Organizations to Secondary schools in Nigeria, some teachers are still reluctant, ineffective and unproductive in using ICT facilities to improve students’ academic performance, especially in Business subjects.

Information and communication technologies (ICTs) have become inseparable entities in all aspects of human life. The use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business, governance and civil service. In education, ICT has begun to have a presence but the impact has not been as extensive as in other fields of endeavour. The moving of the world to digital media and information has made the role of ICT in education to become more important and this importance will continue to grow and develop in the 21st century. Information and communication technology (ICT) is an indispensable part of the contemporary world. In fact, culture and society have to be adjusted to meet the challenges of the knowledge age. Undoubtedly ICT has impacted on the quality and quantity of teaching, learning and research in tertiary educational institutions in Nigeria.

1.3 Purpose of the Study

The purpose of this study is to ascertain the Impact of ICT integration on students’ academic performance in Nigerian Secondary Schools.

1.4 Objectives of the study

Arising from the purpose of study, the following objectives were raised to:

1. Determine the level of availability and usage of ICT facilities in secondary schools in Lagos State.
2. Examine the attitude towards ICTs application in relation to impact on academic performance of secondary school students in Lagos State
3. Ascertain relationship between the usage of ICT and academic performance of secondary school students in Lagos State
4. Examine the constraints to the effective usage of ICT in secondary schools in the State.

1.5 Research Questions

As a guide to the study, answers will be sought to the following questions:

1. What is the level of availability and usage of ICT facilities in secondary schools in Lagos State?
2. What is attitude of respondents towards ICT application effect on academic performance of secondary school students in Lagos State
3. What is the relationship between the usage of ICT and academic performance of secondary school students in Lagos State
4. What are the constraints to the effective usage of ICT in secondary schools in the State?

1.6 Significance of the Study

This study will hopefully make the Federal, States and Education Authorities to know the extent to which ICT facilities are available in secondary schools for teaching and learning process as well as know the level of usage/utilization of these facilities by teachers and students for effective teaching-learning process.

1.7 Scope of the Study

The study will be delimited to selected Senior Secondary School students and teachers in Education District VI of Lagos State, Nigeria. The study will also be delimited to: the Nigerian ICT policy, Computers in Education, Information and Communication Technology, the status of technology integration on teachers and students attitude, role of ICT in schools, The status of technology integration on teachers and students attitude, determinants of online learning among students and Perception of students towards ICT and investigating teachers and students attitudes towards use of computer and problems facing ICT integration in secondary schools of Lagos state, Nigeria.

1.8 Definition of key terminologies

Information and Communication Technology (ICT)

It is a diverse set of technological tools and resources used to transmit, store, create, share or exchange information. These technological tools and resources include computers, the Internet (websites, blogs and emails), live broadcasting technologies (radio, television and webcasting), recorded broadcasting technologies (podcasting, audio and video players and storage devices) and telephony (fixed or mobile, satellite, visio/video-conferencing, etc.).

Academic Performance

It is the extent to which a student, teacher or institution has attained their short or long-term educational goals. Completion of educational benchmarks such as secondary school diplomas and bachelor's degrees represent academic achievement.

I ntegration of Information, Communication, and Technology (ICT) in education refers to the use of computer-based communication that incorporates into daily classroom instructional process. In conjunction with preparing students for the current digital era, teachers are seen as the key players in using ICT in their daily classrooms.

CHAPTER 2 LITERATURE REVIEW

2.1 Introduction

This chapter presents the review of relevant literature on this study which ascertained the Impact of ICT on Students’ Academic Performance in selected senior secondary schools in Education District VI of Lagos State. The review was discussed under the following subheadings:

- Role of ICT in Education
- The Nigerian ICT Policy
- Computer Literacy Course and Students
- The Status of Technology in the Educational System
- Effects of Technology Integration on Teachers and Students’ Attitude
- Assessing Problems Facing ICT Integration in Education
- Concept of Academic Performance
- Factors Affecting Students’ Academic Performance
- Appraisal of Literature Reviewed.

2.2 Role of ICT in Education

Information and Communication Technology (ICT) has been credited for its creativity in the teaching and learning process as it breaches the gap between teacher-centered and student-centered teaching methods (Asenso-Okyere & Mekonnen, 2012).ICT is able to augment the tools and environment for learning because it allows materials to be presented in multiple media, motivates and engages students in the learning process, fosters inquiry and exploration, and provides access to world wide information resources (Haddad, 2003) Nevertheless, researches in their findings have been inconclusive on the expectations regarding the value of ICT (Carnoy, 2004) (Trucano, 2005)

As mentioned above, the teacher–centered and student-centered teaching methods must be addressed equally. In that respect, ICT can be relevant in the teachers’ professional development, to make them guides to sources of knowledge. In recent years, teachers have to acquaint themselves with ICTs as a support system, which provides a broad platform for easily accessible knowledge. (Gallimore & Stigler, 2013)Also, they must be life-long learners to keep abreast of new knowledge, pedagogical ideas and technology (World Bank, 2003). Through the digital libraries, virtual institutions, and other Internet resources teachers can easily have access to relevant and current resources in their areas. It is worth noting that the quality of students’ learning is enhanced through their access to the needed content through ICT facilities (especially, the Internet). ICT Improves learning when there is an increase the information available to learners, thereby engendering collaborative learning (World Bank, 2003).

2.3 The Nigerian ICT Policy

Policy development is thought to hasten ICT integration in schools; also important is the establishment of curricular reforms to use ICT in primary and secondary curricula as it promotes ICT usage.The first national programme was the Federal Government 1988 policy document, National Policy on Computer Education (Federal Ministry of Education (FME), 1988). The document emphasized the need for primary school pupils to be introduced into basic computer skill, the use of the computer to facilitate learning, and rudimentary use for text writing, computation and data entry. For secondary schools the goals were as identified for primary schools, but to be pursued at a higher level. Other components of the document include; equipment requirement, teacher training, and specific recommendation on different tertiary institutions. Its implementation was not effective. Several attempts were made in later years to boosts the education system with revised policies that yielded little fruits. Nevertheless, these attempts must be appreciated because they prove an acceptance by the nation for the need to go beyond the computer to the level of ICT and associated infrastructure.

Worthy of note is the ICT-driven project known as SchoolNet launched in September 2001 by the Federal Ministry of Education, whose goal was to equip all schools in Nigeria with computers and communication techniques. Under the SchoolNet programme, MTN provided fully operational computer laboratories with 21 personal computers, VSAT interconnectivity, and hand-on training in 24 secondary schools in Kaduna, Lagos, Enugu, Kwara, Rivers and the Federal Capital Territory Abuja. In all, over 49,524 pupils and2,412 teachers were trained on how to use ICT facilities (Abdul-Salaam, 2007).To adequate provide ICT facilities to secondary schools, the Nigerian Federal Government commissioned a Mobile Internet Unit (MIU) which takes the internet these schools (Adomi & Kpangban, 2010). This intervention didn’t reach schools in rural areas because the number of MIU buses was few. Nevertheless, it is a working progress.

2.4 Computer Literacy Course and Students

Educational programs are no longer fixed entities, but are continuously changing and adapting. As such, computer literacy has been a subject of educational research since the inception of computers in the education system as teaching aids and tools for self-study. More and more information technology (IT) resources have become available both for support of campus based education and web-based learning. In the development of new communication technologies and applications there is access to a broad spectrum of options to promote learning computer technologies.

Teachers, the main goalkeepers in allowing educational innovations diffuse into classrooms should be trained to handle and manage these new tools in their daily practices as cited in (Collins, 2006). Also, introductory courses on computer literacy should be geared toward fostering positive computer attitudes and assure that students are successfully taught.Changes in IT have affected developing countries including Nigeria. Teaching business subjects with the use of ICTs must find a proper place in Nigerian classrooms, so that the students who are tomorrow’s leaders may meet today’s needs in order to make themselves relevant.

2.5 The Status of Technology in the Educational System

According to the National Examination Council (2016), business subjects at senior secondary level include Accounting, Commerce, Insurance, Office Practice and Stores Management. All these require significant ICT input if they are to be effectively taught and learnt in contemporary senior secondary schools. Effective teaching in these fields demands full deployment and application of ICT facilities. Availability and adequacy of ICT facilities depend largely on funding, while utilization may be influenced by teachers’ orientation and training, availability of enabling facilities like lighting, and public policy (Ademiluyi, 2019).

Education has received a much needed boast in the form of distance learning and key catalyst for the growth of distance learning is video communication.

With regard to the earlier issue regarding the relevancy of technology in education, most of the more current literature is overwhelmingly positive about the potential of varying of technologies to be powerful components in accomplishing current educational visions such visions which includes helping students develop; a board, deep and cartage understanding of community culture, economics and international politics, past and present and acquire social skills to work across difference and distance (Reil, 2000) by providing, in a way of tools for acquiring information and for thinking and expression allowing more students ways to enter the learning enterprise successfully.

Secondary school education is considered an important sub-sector in the education system as well as for the development of the country’s economy (Jidamva, 2012). The improvement of secondary school education in Nigeria will be a good approach. The need for ICT in Nigerian secondary schools should be considered an as the main priority. Information and communication technology seems to be the innovation that fits as the best instructional material of this modern day.

2.6 Effects of Technology Integration on Teachers and Students’ Attitude

Today, computers have become an integral part of instruction at all levels of education and it is important for educators and policy makers to understand how various factors interact with the user’s characteristics to influence the teaching and learning process. Many scales have been developed over the years to measure computer attitudes of secondary school students and adults while few developed for (pupils) in primary schools. Therefore, research has found that computer attitudes play a key role in influencing the extent to which students’ accept the computer as learning and working tool and in determining the likelihood that computer will be used in the future.

2.6.1 Teachers’ Attitude

In order that technology is integrated sufficiently, computer experience must be considered. (McInerney, McInerney, & Sinlcair, 1994)) found that at least 30hrs of instruction and practice was required just to reduce anxiety about technology for ‘baby’ users. Thus, successful use of computers in the classroom is dependent on the teacher’s attitudes toward computers (Lawton & Gerschner, 1982) which are influenced by self confidence and competence. Educators are often resistant to using computer technology in the classrooms, so changing teacher’s attitudes as well as expertise in using computers is a major factor in the adoption of computers in the classroom.

Teachers’ attitudes towards ICT, whether good or bad attitudes, foretells how they reacts to its use and the extent of their ICT usage in the classroom. (Sabzian & Gilakjani, 2013). Teachers who have negative attitudes toward ICT do not use it in teaching while teachers who have positive attitudes towards ICT, make use of it in their teaching practices. Positive attitude brings about teachers’ use of ICT.

2.6.2 Students’ Attitude

An important factor that needs to be included goes beyond student achievement and includes attitudinal measures. Student achievement is likely affected by their attitudes to school and learning. For if students finish classes with positive attitudes towards computers, no doubt will they be more likely to apply these newly acquired skills in various field where they will find themselves. The findings of (Abimbola, 2009)indicate that the application of computer and other ICT facilities in teaching and learning will motivate the students and increase their interest in learning computer related courses and as a result increase their academic performance.

2.7 Assessing Problems Facing ICT Integration in Education

The methods of teaching used in education in Nigeria is the face to face traditional mode of lesson delivery which has been seen as ineffective in meeting the demands of learning in this technology driven generation (Onwuagboke, Singh, & Fook, 2015). Nigeria has not fully implemented the use of ICT in education in Nigeria. This may be as a result of some factors such as teachers’ attitudes, ICT competency and accessibility of ICT and some of these factors that hinder the use of ICT in Nigerian secondary schools.

Problems facing computer education are wide and varying ranging from individual students to society at large; Micro individual student problems to Macro problems relating event to policy issues. Some curriculum in schools, usually have barriers of inadequate and appropriate facilities and equipment. (Senzige & Sarukesi, 2003)) stated that most of the schools that teach computer skills are private schools.

Research has been done in and out in computing field in ways to increase the ability of students in applying what they are taught in ways that do not resemble the assignments yet number of educators and researchers also sense that the method of instruction used does not satisfy their students’ computer training needs. Many have it that these common approach limits students’ to the use of computers only for peculiar assignment or exercise given in their courses and not encouraging them to see the computer as a useful tool outside the classroom. Computer education are being developed and even piloted in some schools and institutions by non-technically inclined educators. Thereby making students’ today become computer literature “with computer illiterate faculty (Wolfe, 1992).

2.8 Academic Performance of Students

Academic performance refers to the pace at which those within the school system attain educational goals (Owan, 2012). Therefore, the academic performance of students can be seen as the degree to which students attain educational objectives and goals. According to (Erum & Zahoor, 2011), the area of focus was the academic performance and graduation rates of students and the study of factors related to the academic performance of secondary students was a subject of great interest to scholars. This may be because the school was created for the pupils, and their success may be used to measure the effectiveness of the entire school system.

Within the Lagos Education Region, the academic performance of secondary school students seems to be low, declining or unstable. As revealed in their poor performance when they take some classroom or external tests, many students fail academically. This concern was raised by parents, teachers and policy makers who challenged the efficacy of the secondary school system not only within the region, but also in the state of Lagos and generally in Nigeria. The nation, parents, teachers, and even students themselves have been very concerned about the problem of low academic performance of students in Nigeria. Poor performance of secondary school students can be attributed to poor learning environments, especially in the following areas: construction of schools, library facilities, technical workshops, school facilities, lack of ICT facilities and school location.

2.9 Factors Affecting Students’ Academic Performance

Research indicates that learners are more inspired to learn when teachers challenge them to tackle new topics, clarify their logic, justify their assumptions, or explore alternate methods and solutions (National Research Council, 1999). In addition, when their instructors use active pedagogical techniques, students enjoy learning more. Apparently, factors in the school or college setting have been reported to impede or promote the growth and academic achievement of students. Also, different studies carried have proved that the presence of peers has an effect on student success. In addition, peer interaction could increase the capacity of students to solve problems and facilitate the participation of students and enhance the performance of students

There are concerns as to the effect of teacher standards on student success since the late 1960s. It is established that perceptions of teachers play an important role in deciding how much and how well students learn. Students appear to internalize the teacher's beliefs about their ability. Students believe in themselves when teachers believe in students, and this agreement between students and teachers contributes greatly to the success of students in their academic achievement.

Parental participation, educational expectations and support are family variables that can affect the academic performance of students. According to (Eccles & Harold, 1993), active parental participation in the education of their children plays a crucial role in the academic achievement and performance of the pupil. It has been shown that involving parents in their children's education tends to lever the achievement and self-esteem of the students. (Fehrmann, Keith, & Reimers, 1987)) explored the influence of parental engagement on a broader sample of high school students and found that the more intensively parents are engaged in their children's education, the more positive the results of achievement will be.

2.10 Appraisal of literature reviewed

The use of ICT in teaching and learning is most definitely not a cheap solution for secondary education, but by facilitating the creation of new modes of teaching and learning and provision of education resources, it is believed to have a significant role to play in education sector. To date the integration of ICT tools into teaching and learning has not been successful.

In this chapter, the attitudes of students and teachers towards ICT were emphasised, it also highlighted the factors that would promote students positive attitude to ICT. The study revealed the argument of some researchers that computer alone cannot make the difference in teaching-learning process, but rather, the difference is made in the pedagogical methods employed by the teachers with the use of ICT facilities. The review shows that computer is only a supporting tool to teachers‟ traditional method of teaching.

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• Auteur: Olufemi Adebayo (Auteur)
• Année de publication: 2021
• Pages: 67
• N° de catalogue: V1322316
• ISBN (PDF): 9783346808172
• ISBN (Livre): 9783346808189
• Langue: anglais
• mots-clé: impact, integration, students’, academic, performance, business, subjects, case, study, secondary, schools, lagos, nigeria