ICT AND ACADEMIC PERFORMANCE OF PRIVATE PRIMARY SCHOOL PUPILS

ICT AND ACADEMIC PERFORMANCE OF PRIVATE PRIMARY SCHOOL PUPILS

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Background of the Study

Increasing the level of education offered in educational institutions is a primary focus for the vast majority of developing nations. The majority of decision-makers are of the opinion that such enhancements might result in fundamental changes in productivity and stimulate sustained economic expansion. The difficulty that governments have is figuring out how to improve the quality of education while making the most of the limited resources at their disposal. There are at least two distinct methods in which the dissemination of information and communications technology (ICT) to educational schools as well as its use in the student might boost the academic achievement of pupils. To begin, the presence of information and communication technologies (ICT) in a classroom alters the degree of educational inputs, which in turn may have an effect on the learning outcomes for the students. Second, studies have shown that students whose cognitive powers are enhanced by the use of information and communication technologies are able to acquire knowledge more quickly. It is possible that computer-aided instruction will be more useful in settings where the quality of teachers is low, as is the situation in the majority of underdeveloped nations.

Previous research has shown that educational instruction that helps students learn mathematics via the use of programs may have a beneficial impact on students' test results. Barrow et al. (2009), for instance, discovered that the use of an instructional computer software for pre-algebra and algebra in the United States had a beneficial influence on test results. [Citation needed] (about 0.17 of a standard deviation). Similarly, Banerjee et al. (2005) discovered that students in Vadodara, India, who received computer-assisted mathematics instruction had higher mathematics results by the end of the school year (at least in the short run). The results of other investigations have indicated either a small or nonexistent impact. Leuven et al. (2007), Goolsbee and Guryan (2006), Angrist and Lavy (2002), and Rouse and Krueger (2004) all used credible identification procedures, and all of them came to the conclusion that there was no evidence that the usage of computers and software had a beneficial impact on student achievement. There is a need for further research to be done in order to get a better student of the conditions under which the availability of ICT may have a beneficial impact on the learning outcomes of students. In light of this, the purpose of the research is to offer an assessment of how well students in private primary schools do in academic subjects.

1.2 Statement of the Problem

According to a report that was published by the United Nations in 1999, ICTs include the provision of Internet service, as well as telecommunications equipment and services, information technology equipment and services, media and broadcasting, libraries and documentation centers, commercial information providers, network-based information services, and other information and communication activities that are related. According to UNESCO (2002), the technology "information and communication technology," or "ICT," may be thought of as the integration of "Informatics technology" with other related technologies, notably communication technology.

Different kinds of information and communication technology (ICT) products that are on the market and have some bearing on 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 put to use in various contexts within the realm of education (Sharma, 2003; Sanyal, 2001; Bhattacharya and Sharma, 2007).. The area of education has been impacted by ICTs, which have unquestionably had an effect on research, learning teaching, and student development (Yusuf, 2005).

Numerous pieces of evidence gleaned from extensive research have shown the positive effects on the standard of education (Al-Ansari, 2006). ICTs have the potential to innovate, accelerate, enhance, and deepen skills; to encourage and engage students; to help tie school experience to work practices; to establish economic viability for tomorrow's employees; and to improve teaching and assist schools evolve (Davis and Tearle, 1999; Lemke and Coughlin, 1998; cited by Yusuf, 2005) The successful distribution of information and communication technologies (ICTs) in private primary schools is hindered by a number of causes and variables, many of which pose as obstacles and concerns. (Tella, 2007) found that it was difficult to motivate teachers, that there was insufficient equipment, no ICT policy, bad attitude among staff, inadequate computers, and that there was an issue with connection to students who were not on campus.

According to Okorie, Agabi, and Uche (2005, page 33), some of the inhibitors that needed to be investigated at Uniport were a lack of computer or ICT center, inadequate facilities and equipment at the ICT center, irregular power supply, Information Communication Technologies in the management of Education, the absence of an alternative source of power supply, a lack of computer knowledge, the expensive nature of ICT facilities, and a lack of willpower on the part of management to embrace ICT-revolution. As a result, the challenge that this research faces is to explore the relationship between Ict and the academic achievement of students in primary school.

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 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.

1.6 Significance of the Study

The ever-evolving character of technology presents ongoing challenges to the world of education. Since technology continues to advance at a rapid pace, leaving certain activities in its wake, it is reasonable to believe that formal education will eventually catch up to the dynamics of technology. As a result, this research will function as an educational resource for academic audiences. The results from this research will serve as a trustworthy report for school administrators and education policymakers in adopting and executing actions and recommendations that match with modern developments in technology with relation to the enhancement of primary school education.

1.7 Scope of the Study

The research focuses on the appraisal of ICT and academic performance of primary school pupil. The study will cover some selected primary schools in the Idah Local Government Area.

1.8 Limitation Of The Study

Like in every human endeavour, the researcher encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection, which is why the researcher resorted to a limited choice of sample size. More so, the researcher simultaneously engaged in this study with other academic work. As a result, the amount of time spent on research will be reduced.

Moreover, the case study method utilized in the study posed some challenges to the investigator including the possibility of biases and poor judgment of issues. However, the investigator relied on respect for the general principles of procedures, justice, fairness, objectivity in observation and recording, and weighing of evidence to overcome the challenges.

1.9 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.

1.10 Organisations of the Study

The study is categorized into five chapters. The first chapter presents the background of the study, statement of the problem, objective of the study, research questions and hypothesis, the significance of the study, scope/limitations of the study, and definition of terms.

The chapter two covers the  review of literature with emphasis on conceptual framework, theoretical framework,  and empirical review. Likewise, the chapter three which is the research methodology, specifically covers the research design, population of the study,  sample size determination,  sample size, and selection technique and procedure, research instrument and administration, method of data collection, method of data analysis, validity and reliability of the study, and ethical consideration. The second to last chapter being the chapter four presents the data presentation and analysis, while the last chapter(chapter five) contains the summary, conclusion and recommendation.

 

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