The Effect of ICT on Teacher Mode of Teaching and Student Performance

The Effect of ICT on Teacher Mode of Teaching and Student Performance


The effect of ICTS in Nigeria and African 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 their 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 the information technology revolution. This innovation has affected the lives of individuals and the nation, by eroding distance and borders thereby reducing the world into a global village. This project discusses the ICT background and presents definitions from various sources. The guide also gives a broad interview of issues surrounding the evaluation of the effectiveness of the technology environment, it shows that the application of information and communication technology in teaching and learning basic science is pedagogically effective and that currently available applications are 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 lectures in teaching basic science.




Today the whole world is moving towards an information-based society. After all the information is knowledge and knowledge is wisdom. Wisdom leads to untoward vision. The evolution of the internet and the world wide web has affected all parts of life. The areas of education have 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 make present support to reinforce teaching and learning on pre-school pupils.

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

ICT is classified into three groups namely;

– Those that process information e.g. computer.

– Those that disseminate information e.g. communication

– Those for the presentation of information e.g. multimedia.

Information and communication technology (ICT) influences and affects everyone’s private and co-operate work life. Information technology is an 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 need for professional growth of teachers noted by Akinseinde (1990) is a result of the challenges and concerns caused by knowledge explosion in reaction to professional obsolesce in almost every field of human endeavors.

Information communication technology (ICT) are information handling tools that are used to produce, store, process, distribute and exchange information. These different tools are now able to work together and combine to form a networked world that reaches 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 services, 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 a deeper understanding of complex topics 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 students extend and depend on their knowledge, investigations, and inquiry according to their needs and interest when access to information is available on multiple levels (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 information (InfoTech) to give way to the information age, and infotech. era, which is as vital as the air we breathe because this has brought changes to 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 aids and materials such as multi-media gadgets like computers, VHS, CD-ROMs, TV, Internet, and the like.

Most science teachers have refused to note that without a science background, the production of computers would be impossible. People tend to look at the result produced by the computer without emphasizing how it was built. However, most teachers neglect the use of the 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 a session, explaining how they had successfully used this method in teaching. The effect of an experimental economic real-world seminar makes the students be stimulated by being a role-player as developers and directors on a developmental system which was easily grasped by then the student’s performance was 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 points 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 modern times to improve the quality of education, particularly science and technology 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 labor market.

The schools of tomorrow should be equipped with the facilities, equipment, as well as new learning or delivery like science and computer laboratories. It 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 the provider of knowledge to facilitator of learning, and greater opportunities for individualized learning.


Basic science teachers have several teaching methods and approach at their disposal. It is an 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 them before the students. The purpose of the B.Ed course is to provide competent teachers. When the existing position of teachers, students, and requirements of the pupils was studied, certain questions were rose.

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

ii. How do 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?


The importance of modern science and technology to society also makes it compelling that a developing country like ours 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 are to strengthen the relationship between technology integration and basic science education as follows:

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

ii. To identify students” attitudes 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 subjects.

iv. To find out the gender disparity in the use of ICT.


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

It will provide the correct information as comprehensively as possible in different formats with different examples 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 administrators.


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 the conventional method affect the student’s performance?

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


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

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

iii. The usage of the conventional method has no significant correlation with performance teachers.

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


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’s reactions 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 with the effectiveness of technology via basic education.

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