THE PERCEIVED IMPACT OF ICT IN THE TEACHING OF LITERATURE IN ENGLISH AMONG SENIOR SECONDARY STUDENTS IN OWERRI MUNICIPAL
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- NGN 5000
Background Of The Study
Rapid advances in ICT as pinpointed by Okeke(2017) have led to significant changes in the way society functions and communicates in recent years. This in turn has impacted the educational institutes both in terms of content and service delivery. conceptually, ICT as postulated by Kabari (2015), is a conglomerate of computing technologies that process, store, retrieve, and transmit information to achieve effective dissemination in communication. Similarly, ICT according the Nwaiwu (2019), observation includes computers and the Internet, as well as mobile phones and other wireless network devices. As mentioned above, the rapid growth of ICT as further claimed by Nwaiwu (2019), has had a significant impact on the way information is stored and disseminated in educational institutions as well as on the teaching and learning processes in schools. In the opinion of Okereke (2017), the use of ICT in teaching practices aids schools to be more productive and efficient. This implies that the use of ICT in the teaching environment helps a lot in carrying out academic a activities. Similarly, Okeke (2017) claimed that ICT has influenced the approach to teaching numerous subjects in secondary schools, including English literature.
Literature in English is a supplement to the English language as recognized by the National Policy on Education (2015) and is a required course for all humanities students. It is a subject that must be passed at a credit level in order for students seeking to study English to get entrance to a university, along with other applicable criteria (Williams, 2015). Literature in English is thus a subject that should be approached with the suppleness it demands in order to increase students' performance. As a result, the literature instructor, who is directly the center around which literature teaching revolves, according to Nwodo (2018), must possess all of the traits of a goal-getter and be equipped with the instructional methodologies considered necessary to attain his aims. However, this has been a major concern in Nigeria's secondary schools due to a shortage of competent literature tutors, while the few who are available are overwhelmed by the volume of texts required for the subject's instruction. The availability of adequate text books and novels, as well as student attitude and absenteeism, are among the obstacles preventing efficient literature education in Nigeria's secondary schools (Nwodo, 2018).
The aforementioned issues have been a major source of concern for parents, the government, and other stakeholders in the Nigerian educational sector as they have resulted in a considerable reduction in the level of students' performance in literature. The major sources of this concern have been the inefficient teaching approach used by literature instructors as well as the students' dispositions (Smith, 2015). However, with the world advancing into a global village, it is imperative that ICT resources and equipment, as emphasized by Ghavifekr & Rosdy (2015), be used to supplement whatever instructional methods the literature teachers may deploy.
Several researchers have shown that ICT integration into teaching activities can promote effective teaching and learning of literature at all levels of education (Bhattacharjee & Deb, 2016; Boonyopakorn, 2016; Ghavifekr & Rosdy, 2015; Graham et al., 2019). Teachers now have access to a range of teaching tool as a result of the advances in information and communication technology. Moreso, by utilizing ICT in the classroom, literature tutors easily exchange learning resources in order to reach the majority of learners, hence enabling them to participate actively during the instructional process (Turchi, 2021). Notably, digital materials are designed to allow instructors to boost their ideas in learning material development so that they may successfully carry out their teaching practice.
On the other hand, ICT can be used as a forum for relevant discussions, providing a pleasant environment for online interactions in which literature teachers can offer various topics so as to involve the students in the discourse or to think through and elicit viewpoints. Teachers can use ICT platforms to educate students after school hours (Aronu, 2019).Involving students in the teaching-learning process, as stipulated by Vincent (2019), is crucial to meeting the curriculum's and students' academic development goals. In view of the above, the aim of this study is to critically examine the impact of ICT on the teaching of literature in English among senior secondary students.
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