Relative effects of information communication technology (ICT) on achievement in a social studies course by teacher-trainees from two Colleges of Education in Nigeria
Presenter:
Samuel Akinrinola, Akintunde Ph.D
The study adopted posttest only experimental design. Treatment lasted 12 weeks. A t-test was carried out on the data collected on each null hypothesis. One of the two null hypotheses was accepted; the other was rejected at 0.05 level. That is, the ICT group is better than the lecture method group. And, the male and female groups in the ICT class had comparable achievement. Governments at all levels in Nigeria and international bodies should assist to popularize ICT use in teaching at all levels of education in Nigeria.
3. Detailed description of presentation/Discussion Questions for audience
In Nigeria, traditional means of teaching and learning that involves a face-to-face interaction between the teacher and the students using books, chalkboards and hand written materials and/or apprenticeship relations where the apprentice follows the master in action still predominate pedagogical approaches in our classroom teaching at all levels. Therefore this study was an attempt to apply ICT in teaching a college of education social studies course: SOS114 –Man and His Physical Environment -and compare achievement of students taught using the ICT with that of students from another college of education who were taught the same course SOS114 using the lecture method. Data collected in the study were analyzed using t-test on these two hypotheses at .05 probability level.
Ho1: There is no significant difference in the achievement scores of the group taught using ICT and the group taught using lecture method.
Ho2: there is no significant difference in the achievement scores of the male and female subjects taught using ICT.
The sample consisted of two colleges of education in Nigeria purposively selected for easy access and to reduce cost and traveling risks. The number of students from the college that used ICT (Group A) was 108 and students from the college that used lecture method (Group B) were 125. In all, 233 part-one students offering SOS114: Man and His Physical Environment took part in the study. The learning material for this study was based on the minimum standard required for SOS114: Man and His Physical Environment. The minimum course outline is hereby presented.
Concept of Physical Environment
Features of the Natural Environment
Relief features
Water bodies
Vegetation
Wild Life
Mineral Resources
Climate
Soil
Influence of the natural environment on man
Influence of man’s activities on the natural environment
Conservation and preservation of natural resources
The only instrument used was Man and His Physical Environment Test (MHPET), a 30-item fill-in-the-gap test based on the topics on the minimum standard provided for a social studies course by the NCCE, offered in the first semester of part-one in the program leading to the award of Nigerian Certificate in Education (NCE) in social studies. The course is coded as SOS114: Man and His Physical Environment. The test items were drawn to test knowledge of the minimum course content of SOS114. The reliability coefficient of MHPET instrument using Kuder-Richardson formula 21 and Split-Half method are 0.74 and 0.75 respectively. The treatment lasted for 12 weeks after the pretests. The posttests were administered after the treatment. The finding of this study shows that there is a significant difference in the achievement scores of the groups. Group A, the ICT group did better than Group B, the lecture method group. ICT had facilitated learning better than the teacher-dominated lecture method. It was also found that ICT is not gender sensitive as neither male nor female group was found to be superior to the other in the ICT group. Discussion Questions for audience are:
How can a teacher or lecturer manage the lecture-time effectively while using ICT or e-learning?
What roles can Nigerian teachers play to bring e-learning or ICT to their schools and classes?
How can Nigerian classrooms be gradually changed from the traditional practices of ‘talking-and-chalking’ to steadily employ e-learning or ICT?
Bios:
Date of Place of Birth: 14th July, 1965, Ibadan
State of Origin: Oyo Local Government Area: Afijio
Nationality: Nigeria
Marital Status: Married
No of Children and their Ages: Five, 11 Years, 8 years, 6 years,
3 years [twins]
Permanent Home Address: No 3, Akinterinwa Street Ondo
Name and Address of Spouse: Mrs. Roseline Bosede Akintunde,
Nursing Services Department,
University College Hospital [U.C.H] Ibadan
Present Employer: Adeyemi College of Education, Ondo, Nigeria
Presently on sabbatical Employment: Adekunle Ajasin University, Akungba-Akoko, Ondo State, Nigeria
Present Position: Senior Lecturer
Higher Educational Institutions Attended with Dates:
i. University of Ibadan, Ibadan 1999-2004
ii. University of Ibadan, Ibadan 1992-1994
iii. Obafemi Awolowo University
Adeyemi College of Education, Ondo 1985-1988
iv. Obafemi Awolowo University
Adeyemi College of Education, Ondo 1988-1990
Academic and Professional Qualifications:
i. Doctor of Philosophy [Ph.D] Social Studies Education 2004
ii. Master of Education [M.Ed] Social Studies Education 1994
iii. Bachelor of Science Education [B.Sc. Ed] Geography 1990
iv. Nigerian Certificate in Education [NCE] 1988
v. Diploma Certificate in Desktop Publishing 2006
(Bismod Computers, Lagos)
Courses taught
SSE 405: Regional Planning Environmental Problems
SSE 408: Water Resource Management.
SSE 409: Environmental Pollution and Degradation
EDT 310: Geography Methods.
Graduate Study Supervision: Supervision of Students’ Projects for Post Graduate Diploma in Education (PGDE) of Obafemi Awolowo University, Ile-Ife.
MEMBERSHIP OF PROFESSIONAL BODIES
i. Social Studies Association of Nigeria [SOSSAN]
ii. National Association for Social Studies Educationists [NASSE]
iii. Philosophy of Education Association of Nigeria [PEAN]
iv. Nigeria Association of Educationists for National Development (NAEND)