The effect of ICTS in Nigeria and Africa countries generally is increasing and dramatically growing. However, while there is a great deal of knowledge about how ICTs are being used in developed countries, there is not much information on how ICTs  are being used by teachers in developing countries. This study examined Nigeria Secondary school students and teachers effects of ICTs and its implications for further development of ICTs use in Nigeria Secondary schools vis-à-vis student performance . The effect of information and communication Technology (ICTs) in the teaching of integrated science secondary schools will bring our youths in contact with information technology revolution. This innovation has affected the lives of individual and the nation, by eroding distance and borders thereby reducing the world into a global village. This project discusses the ICT background and present definitions from various sources. The guide also  give  a broad interview of issues surrounding the evaluation of the effectiveness of technology environment ,it shown that the application of information and communication technology in teaching and learning basic science is pedagogically effective and that currently available applications easy to integrate into the students in class experience .This learning capacity of the introductory Basic science could be Improved Successfully when information and communication technology is used as a supplement to regular lecture in teaching basic science.       




Title Page                                                                                                    i

Certification                                                                                                          ii

Dedication                                                                                                   iii

Acknowledgment                                                                                         iv

Abstract                                                                                                       v

Table of content                                                                                           vi-viii

Chapter One: Introduction

1.1        Background To The Study                                                                  1

1.2        Statement Of Problem                                                                         6

1.3        Purpose Of The Study                                                                        7

1.4        Significant Of The Study                                                                              8

1.5        Research Questions                                                                            9       

1.6        Research Hypothesis                                                                          9

1.7        Scope Of Delimitation                                                                         10

Chapter Two: Literature Review

2.0     Introduction                                                                                       11

2.1     Conceptual Clarification                                                                     12     

2.1.1  Scope Of Basic Science                                                                                12

2.1.2  Scope Of Communication                                                                             13     

2.1.3  Scope Of Technology                                                                          14     

2.1.4  Scope Of Computer                                                                            14     

2.1.5  Scope Of Science                                                                               15     

2.2     Concept Of Information Technology                                                   16     

2.3     Concept Of Information And Communication Technology                             27     

2.4     Impact Of ICT In Education                                                                30     

2.5     Role Of ICT In The Teaching Of Basic Science                                     34     

2.6     Application Of ICT In Teaching And Learning Basic Science                 37     

2.7     Merit Of ICT In Teaching And Learning Of Basic Science                     39     

2.8     Demerit Of ICT In Teaching And Learning Of Basic Science Subjects  41     

2.9     Unanswered Questions                                                                     43

Chapter Three: Research Methodology

3.0     Introduction                                                                                                45     

3.1     Population Of The Study                                                                     45     

3.2     Sample And Sampling Techniques                                                      46     

3.3     Instrument For Data Collection                                                           46     

3.4     Reliability Of Instrument                                                                     47     

3.5     Method Of Data Collection                                                                  47     

3.6     Method Of Data Analysis                                                                              48     

Chapter Four

4.0     Analysis Of Data, Presentation And Summary Of Findings                            49     

4.1     Sources Of Data Collection                                                                 49     

4.2     Distribution Of Students Respondents                                                          50

4.3     Presentation Of Data                                                                          51     

4.3.1  Sex Distribution                                                                                 51     

4.3.2  Class Distribution                                                                               51     

4.3.3  Age Distribution                                                                                 52     

4.4     Students’ Responses To Questions And Summary Of Findings            52     

4.4.1  Hypothesis 2                                                                                                55     

4.4.3  Hypothesis 3                                                                                                57


Chapter Five: Discussion Of Research Findings, Summary

    Conclusion And Recommendation   

5.1     Introduction                                                                                                61     

5.1     Summary                                                                                           61     

5.2     Discussion Of Research Findings                                                        62     

5.3     Recommendation                                                                               62     

References                                                                                         65-68

Questionnaire                                                                                    69-79









Today the whole word is moving towards information based society. After all the information is knowledge and knowledge is wisdom. Wisdom leads untoward vision. The evolution of internet and worldwide web has affected all parts of life. The areas of education has not remained untouched information and communication technology (ICT) is an instructional technology to enhance teaching and learning in preschools, it is the application of organization or scientific knowledge to practical tasks of teaching and learning in pre-schools.


According to Akinola and Aremu, (2000) instructional technologies incorporate the tools and making present support to reinforce teaching and learning on pre-schools pupils.


Information and communication technology (ICT) are generally accepted as a modern instructional tool that enables the educators to modify the teaching methods they use in order to increase the student interest. The extended use of information and communication technologies in basic science drove the society into a new knowledge based from where information plays an important role for the basic schools enlargement and student satisfaction (Xin, 2004).


Basically, ICT is classified into three groups namely;

-     Those that ;process information e.g. computer.

-     Those that disseminate information e.g. communication

-     Those for presentation of information e.g. multimedia.


Information and communication technology (ICT) influence and affects every one’s private and co-operate work life. Information technology is advantage in every career, especially as a teacher. ICT revolution seems to have created a new body of knowledge that has affected all mankind. The needs for professional growth of teachers noted by Akinseinde (1990) is a result of the challenges and concern caused by knowledge explosion in reaction to professional obsolesce in almost every field of human endeavours.


Information communication technology (ICT) are information handling tools that are used to produce, store, and process, distribute and exchange information. These different tools are now able to work together and combine to form networked world which reaches into every corner of the globe (UNDP Evaluation Office, 2001). It is an increasingly powerful tool for participating in global markets, promoting political accountability, improving the delivery of basic service and enhancing local development opportunities (UNDP, 2006). To Ogunsola (2005) ICT is an electronic based system of information transmission reception, processing and retrieval which has drastically changed the way we think, the way we live and the environment in which we live. It can be used to access global knowledge and communication with other people (Ogunsola, 2005) students who use ICTs gain deeper understanding of complex topic and concepts and are more likely to recall information and use it to solve problems outside the class (Apple Computer, 2002).


In addition, through ICT student extend and depend their knowledge, investigations, and inquiry according to their needs and interest when access to information is available on multiple level (CEO Forum on Education and Technology 2001).


In this century, this is becoming more and more technologically oriented. Thus the industrial age is using much of information (Info Tech) to give way to the information age, an info tech. era, which is as vital as the air we breathe because this has brought changes to the society, business, education and our lives in general.


Indeed, the education sector is no exemption in the participation of an information rich computerized society. To keep abreast with the emerging technological changes in the global nation and regional environment, our present educational system should continuously upgrade the resources through the modernization of the various elements of the system. Modernization can be pursued through the introduction of modernized instructional aides and materials such as multi-media gadgets like computers, VHS, CD-ROMs, TV, Internet and the likes.


Most science teachers have refused to note that without science background, the production of computer would be impossible. People tend to look at the result produced by the computer without putting emphasis on how it was built. However, most teachers neglect the use of computer as instructional material for teaching science meanwhile computer performs several functions which can aid the learning of science.


The teaching development committee of building and real estate recently organized a teaching seminar entitled “using games as a supplementary teaching tool” on 24th January, 1999. Dr. Org Sear Eng and Mr. Cheng Fork Jam conducted session, explaining how they had successfully used this method on teaching. The effect of experimental economic real world seminar make the students to be stimulated by been a role-player as developers and directors on a developmental system which was easily grasp by then the students performance were graded and wanted as a continuous assessment which was added to their exam scores. The students appreciated the exercise and found the experience valuable it then shared some point on how the “Game” method could be utilized for maximum benefit.


Past secretary of Philippines Ricardo t. Gloria conceived the book “schools of the tutor” to meet the needs of the modern times for the purpose of improving the quality of education particularly science and technology  so as to produce graduates who are prescient in basic literacy, numerous and article thinking skills. This is to enable them to compete in the domestic and international labour market.


The schools of tomorrow should be equipped with the facilities, equipments, as well as new learning or delivery like science and computer laboratories. It is also aims to improve the quality of education to produce globally comparative graduates through its major features the effect of more instructional interventions using multimedia technology, redefinition of the role of the teacher from provider of knowledge of facilitator of learning and greater opportunities for individualized learning.      



Basic science teachers have number of teaching methods and approaches at their disposal. It is open secret that none of these prove effective and achieve the desired objectives. It is expected that teachers should select the topic and enrich it with the help of ICT and present the before the students. The purpose of B.Ed course is to provide competed teachers. When the existing position of teachers, student and requirement of the pupils was studied, certain questions was rose.

i.            What relationship exists between conventional methods and integration of ICT based teaching methods?   

ii.           How does the conventional methods (ways of teaching) affect the teaching performance of teachers?

iii.         How does the conventional method affect students performance?

iv.         How does ICT (Information Communication Technology) enhance student performance?


1.10                PURPOSE OF THE STUDY  

The importance of modern science and technology to society also makes it compelling that a developing country like our should give priority attention to the utilization qualities devisable from practical problem solving and intensive teaching of basic science subjects.


Therefore, the objectives of this research work is to strengthen the relationship between technological integration and basic science education as follows:

i.            To examine the extent to which ICTs support students in learning basic science subject.

ii.           To identify students attitude towards information and communication technology.

iii.         To determine factors militating against the effect of information and communication technology on teacher mode of teaching and student performance in basic science subject.

iv.         To find out the gender disparity on the use of ICTs.


1.11                SIGNIFICANT OF THE STUDY

It is a will known fact that not a single teacher is capable of giving up to date and complete information in his own subject. The ICT can fill this gap because it can provide access to different sources of information.


It will provide correct information as comprehensive as possible in different formats with different example ICT provides variety in the presentation of content which helps learners in concentration, better understanding and long retention of information which is not possible otherwise. The findings of this study will be useful to the student’s teachers and administrator.


1.12                RESEARCH QUESTIONS

The following shall be considered as the refresh question postulate for the study.

i.            Is there any relationship between conventional methods and integration of ICT based teaching methods?

ii.           Does the conventional method (ways of teaching) affect the teaching performance of teachers?

iii.         How does conventional method affect the student’s performance?

iv.         Does ICT (Information Communication Technology) enhance student performance?   


1.13                RESEARCH HYPOTHESIS

i.            There is no significant correlation between conventional method and integration of ICT based teaching method.

ii.           Gender disparity has no significant impact on the use of ICT.

iii.         The usage of conventional method have no significant correlation on performance teachers.

iv.         There is no significant correlation in the use of ICT to enhance student performance.  

1.14                SCOPE OF DELIMITATION

The study will critically analyze the conceptual classification to the constraints of adaptation of technological integration of ICTs into the teaching and learning of basic science subjects.

It will focus mainly on basic school 7-9 children reaction towards the situation and application of information and communication technology and other media used by basic science teachers for instruction. Therefore, the research work is concerned about the effectiveness of technology via basic education.       


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