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Product Category: Projects
Product Code: 00004412
No of Pages: 70
No of Chapters: 5
File Format: Microsoft Word
Price :
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ABSTRACT
This study investigated sandwich
studentship and information and communication technology at
TABLE OF CONTENTS
Title page i
Certification ii
Dedication iii
Acknowledgment iv
Abstract v
Table of contents vi
CHAPTER ONE 1
Introduction/Background to the Study 1
Statement of the Problem 4
Purpose of the Study 6
Research Questions 7
Research Hypotheses 8
Significance of the study 8
Scope of the Study 10
Definition of Terms 10
CHAPTER TWO: LITERATURE REVIEW 12
Introduction 13
The Concept and Nature of Information Communication Technology 15
The Utilization of Information Communication Technology (ICT) 20
The Problems Inhibiting Utilization of Information
Communication Technology 24
Purpose
of University Education in
The Relevance/Role of Information Communication Technology (ICT) in Improving Quality of University Education 28
Information
Communication Technology as a Facilitator to Teaching
and Learning 29
Summary
of Review 30
CHAPTER
THREE: RESEARCH METHODOLOGY 32
Research design 32
Population 33
Sampling technique 33
Sample size 33
Research instrument
34
Validity and
Reliability 34
Procedure for data
collection 35
Procedure for data
analysis 35
CHAPTER
FOUR: Data Analysis and Presentation of
Results 36
Result Presentation
38
Hypothesis Testing 45
Summary of Findings
49
CHAPTER FIVE: Summary, Discussion of Findings, Implications, Recommendations, Suggestions for Further Research and Conclusion 50
Summary of Findings 50
Discussion
of Findings 51
Implication of
Results 59
Recommendations 60
Suggestion for Further Studies 63
Conclusion 63
Appendix 68
CHAPTER ONE
INTRODUCTION
The predominant means
of instruction has traditionally been through verbal medium, either as spoken
lecture or written text. As more instructional resources of many different
media types become available to students, especially the sandwich ones through
the internet, there is a need for educators to understand when these sources
may be used effectively for instruction, as well as a need for students to
develop an additional set of literacy skills in order to learn from these sources
(Anyakoha, 1990).
Tyner (2000) argued
that in the information age, the concept of literacy has been simultaneously
broadened and splinted into many literacies in part because “the all purpose
word literacy seems hopelessly anachronistic, tainted with the nostalgic ghost
of a fleeting industrial age. The term information communication technology is
among several terms that have been associated with literacy to emphasize that
literacy extends beyond reading and writing the alphabetic codes, and should
include a variety of audio-visual forms of representation. Associating
information communication technology with the literacy also highlights a belief
among many scholars and educators that conceptions of literacy or studentship
and how it is developed should not focus exclusively on printed materials but
should include electronic media that have moved into the mainstream of
communication especially at the end of the twentieth century.
Implicit in these
views is that research and practice related to literacy must be transformed to
accommodate new ways of accessing, process and using information by sandwich students
generally by and the sandwich students in particular (Aaron, 1997). Information
encompasses a wide range variety of things ranging from oral and printed words,
figures, statements, files and documents to such intangible elements as sound
signals, rays and waves. Whatever the form information takes, the essence of
information is that it conveys messages.
UNESCO (1979), defined
information simply as “set of data recorded in a methodical manner” which
includes: any item of knowledge capable of facilitating the operation of a
system; and any numerical or alpha-numerical quantity processed by the machine,
the aggregate of information constitutes the data and results of a problem. According
to (Adamson, 1998), claims the term information technology refers to the
application of scientific knowledge. Information communication technology ,
therefore can be defined as the acquisition, processing, storage and dissemination
of vocal, pictoral, textual and numerical information by a micro-based
combination of computing and telecommunication.
Telecommunication is a special kind of
communication in which information is conveyed over a long distance.
Information communication technology (ICT) also refers to the more efficient
and effective way of storing, accessing and updating information than processes
involving paper. In the recent time, sandwich students, most especially, have
benefited from the use of information communication technology (ICT) such as
computer, television, telephone and the internet as a veritable sources of
information in their academic career or pursuit.
Uzoma (1999) opined
that sandwich students, andmost adolescents use the information communication
technology especially the internet to gather vital educational information or
materials, register their courses of study, check their results of JAMB, NECO,
GCE, POST UME etc. Onuoha (2000), posited that the advent of information
technology has made education more simple and easy for students especially, the
students in the sandwich studies at
As Adelekunnu (1994)
puts it, information communication technology (ICT) can be used to assist sandwich
students to get along with others, achieving self-reliance and educational
success. Also, it can help them to achieve professional success and to adhere
to societal values and norms. With information technology, sandwich students
achieve high academic laurels in school, especially at the
Information
communication technology as an effective means of storing, accessing,
retrieving or collecting vital information is often times used by sandwich
students to carry out their educational activities. With the advent of
information technology, sandwich students access information that lead them to
successful academic and professional achievement. Nevertheless, information
communication technology seems to have corrupted students, especially, the
adolescents who are in sandwich studies. For instance, some sandwich students
are often seen glued for hours to the television and the internet watching or
viewing pornographic films or pictures that are capable of bending their minds
and distorting their dispositions. Studies have shown (Asobie, Achizie and
Anywanwu., 1995), that some sandwich students who browse the internets often
are more corrupt than those who do not.
Sandwich students who
use the internet often or watch the television involved in sexual promiscuity,
examination malpractices, stealing and other vices or indisciplines that are
always carried out in the school, especially at the University of Lagos. In
recent times, many sandwich students have been caught using Global System
Both adults and
students are found to use the GSM phones to tell assorted kinds of lies and
deceit in the larger society and this has made corruption to be well rooted in
the society in which we live. The more advanced manner in which television
programmes are aired and commendable, but many of the programmes show very bad
and aggressive films and many sandwich students watch them after which they
start acting what they have seen and this has affected their psyche negatively.
The major purpose of
this study is to carry out an investigation on the sandwich studentship and
information communication technology utilization at
Other purposes include
the following:
1.
Examine the influence that information
communication technology has influence on sandwich students’ behaviour.
2.
Assess the significant relationship between information
communication technology and students’ academic achievements.
3.
Assess the constant use of ICT by sandwich more
often than their counterpart part time students.
4.
Evaluate the socio-economic status of students
who often use information communication technology in their educational career.
5.
Determine the gender difference in the use of
ICT among sandwich students.
The following research
questions were raised in this study:
1.
To what extent can the influence of
information communication technology on sandwich students’ learning behaviour
be examined?
2.
Is there any relationship between information
communication technology and students’ academic achievement?
3.
Do sandwich students constant use information
communication technology more often than their counterparts in part-time
studies?
4.
Do students from high socio-economic homes use
ICT often than their counterparts from low-socio-economic homes?
5.
Is there any gender difference in the use of
information communication technology among sandwich students?
The undermentioned
hypotheses were tested in this study.
1.
There will be no significant relationship
between information communication technology and students’ learning behaviour
at
2.
There will be no significant relationship
between information communication technology and students academic achievement
at
3.
There will be no significant gender difference
between in the use of ICT among sandwich students and the part time students.
4.
There will be no significant difference
between the academic performance of students from high socio-economic homes and
those from low-socio-economic homes due to use of ICT.
5.
There will be no significant gender difference
in the use of information communication technology among sandwich students.
This study will be
beneficial to the following:
This study will assist
the school authority to be able to know more about information communication
technology and its functions especially in the life of the sandwich students.
The recommendations of this study will enable the school authority to expand
its policy on the availability and usage of information communication
technology in the school system in
1.7 Scope of the Study
This
study will cover the influence of information communication technology
utilization on sandwich students learning outcomes at
Operational terms will
be defined in this study thus:
Information
technology – This refers to the application of scientific
knowledge. Information communication technology is the acquisition, processing,
storage and dissemination of vocal, pictoal, textual and numerical information
by a micro-based combination of computing and telecommunication, Asiobie,
(1989).
Sandwich
Studenship – This refers to students who are involved in
sandwich studies. Students who were admitted without Joint Admission and
Matriculation Board (JAMB).
Utilization
–
Putting something in use or utilizing.
Assessment
–
This refers to the act of assessing, the values of amount at which something is
calculated, a judgment or opinion.
Evaluation
–
To calculate the value or degree of.
Accessible
–
This refers to get or get into, to or at. Easily persuaded or influenced.
Acquisition
–
The act of acquiring something or someone.
Message – A broken or written piece of information passed from one person to another; the important or central idea etc.
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