THE IMPACT OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) ON STUDENTS’ ACADEMIC PERFORMANCE IN MATHEMATICS
- Project Research
- 1-5 Chapters
- Quantitative
- ANOVA
- Abstract : Available
- Table of Content: Available
- Reference Style: APA
- Recommended for : Student Researchers
- NGN 3000
Background to the Study
Mathematics and its applications have evolved significantly. The introduction of computation and computers as tools in mathematics has altered how mathematicians conduct mathematics as well as how scientists, engineers, and social scientists utilise mathematics. Many people believe that it is time to re-evaluate the substance of the Mathematics curriculum so that it can begin to reflect these developments (Arlmond, 2018).
Because of its use in calculus, or at least in traditional views of calculus, manipulative skill has received a lot of attention in previous mathematics courses. There are, however, automated mathematical systems that do the regular operations that students spend hours mastering. If computers can do mathematical operations such as factoring and solving equations, the significance of developing student skills in these areas should be reviewed. According to Anya (2015), one issue raised by the introduction of technology is one that parallels the issue of calculators and the learning of arithmetic skills, namely, how much proficiency is required with paper-and-pencil symbol manipulation in order to determine which manipulations are faster when done by hand and which should be left to the microcomputer. The importance of symbol manipulation abilities in the formation of conceptual comprehension in mathematics is a related subject that can only be addressed through future study (Adams, 1994).
New digitally enabled learning environments are being developed to focus on parts of mathematics education that have hitherto been overlooked. Fey (1989) and Heid (1990) conducted research with first-year Mathematics students on a project involving the use of computer tools (e.g., curve-fitting programmes, generators of tables of values, symbolic manipulators, and function graphers) to develop students' understanding of Mathematics concepts and their ability to solve problems requiring Mathematics before they master symbol manipulation techniques.
Other efforts have concentrated on the dynamic features of graphing software in order to assist students in making connections between the tabular, visual, and mathematical representations used in coordinate mathematics. Other research studies have stressed the impact of programming in increasing students' capacity to establish formalized rules and set up equations, as well as in broadening their conceptions of variables. Mathematics education is at a fork in the path. With the advancement of technology, it is definitely questionable to continue with the traditional type of Mathematics curriculum methodologies. Yet, until the start of the 1990s, most school Mathematics curriculum did not incorporate either the capacity of Mathematics as a thinking tool for justification and generalization, nor the ability of technology to operate in tandem with Mathematics education. Both factors require careful attention by math education researchers, curriculum makers, and teachers (George, 1998).
ICT improves students' mathematics performance in both secondary and tertiary institutions in Nigeria. For example, students in science, particularly those studying mathematics, find the usage of information and communication technology useful in retaining facts and numbers and doing rapid calculations, which improves their academic performance (Adeleke, 2020).
The creation of Information Communication Technology (ICT) for use by all aspects of human endeavours was the twentieth century's greatest achievement. Major technological problems have always resulted in societal transformations. A succession of initiatives in the middle of the 18th century enabled individuals to "mass create" products. The agrarian world gave way to the industrial world. The methods of product movement and communication were much enhanced, and the elite group quickly amassed vast riches by exploiting money as a commodity and the structured banking system as a tool of dominating the new industrialized society.
According to Osusanya and Oloyode (2003), the fast rise of industry brought with it the necessity to manage an ever-increasing collection of information about parts and people. This served as the foundation for the creation of the computer. At the moment, sophisticated computers are utilized to store vast amounts of data. Computers are so heavily employed by information and communication technology that the two are assumed to be synonymous. According to Goyal (1998), its growth and development is one of the most significant achievements of the twentieth century.
Indeed, there are multiple sites on the global web (www) (such as Google and Yahoo sites) that give information on how the network is utilized to educate various scientific or mathematics courses. The resources at the locations allow pupils to think laterally, longitudinally, and across several dimensions. The findings of research on the influence of computer-assisted education on students' attitudes and achievement in science, particularly in mathematics-related courses, revealed a general improvement (Adamsons, 2000).
Telecommunication is a type of communication in which information is transmitted over vast distances. Information and communication technology (ICT) also refers to a more efficient and effective method of storing, retrieving, and updating information than traditional paper-based techniques. Students have profited recently from the use of information and communication technology (ICT) such as computers, television, telephones, and the internet as a true source of knowledge in their academic career or pursuit, particularly in scientific and mathematics related areas. According to Uzoma (1999), students, particularly teenagers, utilise information and communication technology, particularly the internet, to obtain critical educational information or materials, enrol for courses of study, and check their JAMB, NECO, GCE, POST UME, and other examination results.
According to Onuoha (2000), the introduction of information technology has made education more straightforward and easy for students, particularly teenagers in secondary schools that provide mathematics in our educational system. Onuoha argued that information and communication technology has aided students in a variety of ways, including project writing and the gathering of relevant material, resulting in more productive studies. Many pupils have been able to attain great academic accomplishment as a result of this. He went on to say that information and communication technology has generated a wonderful balance and effectiveness in the everyday activities of students who are accustomed to utilising computers and the internet to perform quicker storage and retrieval of information in the academic environment or school.
According to Adelekunnu (1994), socialisation is the instruction given to youngsters to assist them fulfil the expectations of the society in which they live. He believes that information and communication technology (ICT) may help kids get along with others, achieve self-reliance, and achieve academic achievement. It can also help people attain professional success while adhering to society values and conventions. Students obtain great academic accolades in school using information technology, notably in science and mathematics-related topics.
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