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THE
INFLUENCE OF INFORMATION AND COMMUNICATION TECHNOLOGY ON PUPIL’S COMMUNICATION
SKILLS
ABSTRACT
The study
examined the influence of information and communication technology on pupil’s
communication skill. A detailed literature was reviewed in relevant
subheadings. The descriptive research design was used in order to assess the
opinions of the respondents using the questionnaire and the sampling technique.
A total of 100 (One Hundred) respondents (made up of 50 males and 50 females)
were selected and used in this study as the sample of the study which
represented the entire population of the study. Three research questions were
raised in the study and were analyzed together with the bio-data of the
respondents using the simple percentage frequency counts, while three null
hypotheses were formulated and tested using both the Pearson’s Product Moment
Correlation Coefficient and the independent t-test statistical tools at 0.05
level of significance. At the end of the data analyses, the following results
emerged: there is a significant relationship between ict tools available for
teaching and learning and speaking skills in primary school, there is a
significant difference between teacher and the use of ict tools in teaching and
learning, there is a significant different between implementation and
challenges facing ict facilities in primary school, it is summarized that there
is a positive relationship between information and communication technology
(ict) and children’s communication skills. Based on the conclusions of this
study, the researcher recommended certain number of measures to the parents,
government, teachers and the society that will be useful in promoting the
communication skills that will breed a healthy future leader of the Nation.
CHAPTER ONE
INTRODUCTION
1.1
Background of Study
Teaching is
becoming one of the most challenging professions in our society today where
knowledge is expanding so rapidly that modern technologies demand the use of
Information and Communication Technology (ICT) (Bakkabulindi, 2007). ICT has
become within a short time one of the basic building blocks of a modern
society. Many countries now regard understanding ICT and mastering its basic
concepts as part of the core of education (UNESCO, 2002). In Nigeria,
Government has established a fully-fledged Ministry of Communication Technology
and National Information Technology Development Agency to stress the importance
of ICT in promoting economic growth and development.
Observers
and proponents of ICT suggest that our use of increasingly sophisticated and
enabling technologies will continue, to the extent that technological literacy
will become a basic functional requirement for our work, social and personal
lives. The National Council for Curriculum and Assessment, UK (2004), notes
that as the pace of technological development continues to grow, children in
our primary schools today will live in a world where ICT will be increasingly
embedded in their daily lives.
The use of
computers in education is not a new phenomenon. In the 1970’s, its promoters claimed
that it would transform and save education (Lockard & Abrams, 1994). The
late 1980’s saw a growing shift towards computer integration which emphasized
the curriculum and not the tool. Its proponents felt that students would learn
new skills as they needed them in order to make the computer work for them. The
computer could now be viewed more as a partner as opposed to a competitor and
could be treated in a more natural manner (Lockard & Abrams, 1994). The
1990’s saw a heightened focus on increasing the use of computer technology in
the classroom, and not just by the evangelists. Growing attention and pressure
to implement technology in education is coming from many directions, including
parents and the business sector, not just departments of education (Pelgrum,
2001). One of the most significant features of the technological or digital era
of much relevance to education is the Internet. Hargittai (2009) defines the
Internet technically and functionally as a worldwide network of computers and
people interacting together.
Technology
can stimulate the playfulness of pupils and immerse them in a variety of
scenarios. Technology gives pupils a chance to engage in self-directed actions,
opportunities for self-paced interactions, privacy, and a safe environment in
which errors get corrected and specific feedback is given (Pelgrum, 2001).
Feedback by a machine offers additional value by its ability to track mistakes
and link the pupils immediately to exercises that focus on specific errors.
Studies emerging show the importance of qualitative feedback in software.
The usage of
headphones in the lab makes the pupils to have interest over the subject and
induces them to repeat again and again instead of feeling boredom (Musisi,
Nansozi, Muwanga, and Nakanyike, 2003) Softwares are available to develop
speaking skills in pupils. By incorporating suitable software through computers
the pupils will play it again and again with their own interest and try to
improve their speaking skills, which are most essential in this modernized ICT
world.
Speech
recognition software also helps improving the pupils speaking skills, this can
convert spoken words to machine-readable input. The device recognizes the
accuracy of what was read and then provides a positive reinforcement like “You
sound great!” or gives the user an opportunity to try again, in this way the
pupil can figure if he is reading well or not. As the user’s speaking skill
improves, the technology reads less material so that the pupil reads more. This
software also evaluates and provides scores of grammar, pronunciation, comprehension
and provided with the correct forms, for examples if a pupil mispronounces a
word, the learning tool can immediately spot it and help correct it. This
device can be a very useful device for distance learners because they don’t
have a teacher who corrects their speech and this device can help improving
their speaking skills.
Internet is
a commonly acknowledged term and widely used by people throughout the world.
Amin (2005) opined that pupils now use Internet in the class to learn speaking
skills and online teaching inside the classroom seems to be interesting and
makes the pupil to find out the suitable materials for them, that is, pupils
are instructed to do the grammar exercises which are available online. Through
Internet we can collect data from various source for any instruction to improve
speaking skill with the use of software programme Skype, MSM Messenger, Google
talk (used to have conferences on line) and other applications where pupils can
connect with friends, other pupils; teacher and even native speakers. These
ways of learning have been observed to improve oral proficiency in pupils and
make up for the lack of native speakers in the areas where pupils live and what
is more, on line conferences also enhance intercultural awareness, motivation
and raise the level of interaction.
Barbra,
(2004) opined that pupils can find a lot of learning materials over the
internet, for example, audio, video, radio and TV shows, games, voice
recordings, quizzes, podcasts and so on, in this way, they become exposed to
great amount of target language and this help them develop their speaking
skills.
Jung, (2005)
opined that podcasts can be uploaded or downloaded on the internet, this audio
help the pupils familiarize with the target language and teachers can use them
as useful audio material that can be used in class for activities like
discussions, besides, in the web, there are even particular podcasts that are
for English as Second Language (ESL),learners and these can include
pronunciation for particular needs of pupils. Podcast undoubtedly help pupils
in speaking skills. Pod casting is the integration of audio files where we can
feed our own materials and ply it inside and outside of the classroom. Pupils
can use i-pods to hear their favorite music files. In the same way they have
their education in the form of entertainment. Sekaran, (2003) opined that
Podcasting allows pupils to use their tech-based entertainment systems for
educational purposes. With it we are able to move away from the traditional
face-to-face training without losing the pupil-to-trainer relationship that is
so effective in any learning process. Podcasts enables pupils and teachers to
share information with anyone at any time. An absent pupil can download the
podcast of recorded lesson and is able to access the missed lectures. They
could also access lectures of experts which may not otherwise be available
because of geographical distance and other reasons.
In this
study ICT is viewed as set of tools that can be used to process, avail and
access, information and communication services or products. The services and
products may include hardware and software; Internet, telephones/mobile phones,
telefax, type writer, calculators, radios, televisions, hydraulic machines used
in industries among others. Bakkabulindi (2002) observes that ICTs are of two
major types namely; ICTs for converting or processing data into information
such as adding machines, calculators, typewriters and computers; and ICTs for
communication of data and or information from one place to another: These
include telegraph, telephone, telefax and computer networks. These gadgets
offer the possibility for an interactive approach. Interaction refers to the
relation between the user and these gadgets. ICT further refers to the
availability, accessibility and user-ability of these gadgets. Availability
implies the presence of these ICT resources, accessibility means the degree to
which these ICT resources are easily accessible by as many people as possible
.User-ability refers to the capability of the students and teachers to use
these resources to achieve specified goals.
According to
Ajayi (2008), the effective utilization of ICT in teaching and learning depends
on the availability of these facilities and teachers competence in using them.
Observation has shown that there are few functional ICT facilities in most
public primary schools in Lagos state and this hampers the teacher ability to
use them for teaching and learning. Also lack of adequate computer literate teachers,
irregular power supply and inadequate funding are another set of obstacle
militating against effective utilization of ICT facilities in teaching and
learning of communication skills in Yobe state. Therefore there is need to
address such problems by providing adequate ICT facilities and training needs
of the teachers to effectively utilize it in teaching and learning process.
For the
teachers and pupils to use and develop ICT materials that facilitate teaching
and learning of communication skills, they should be in position to demonstrate
high cognitive flexibility (Spiro, Feltovich, Jacobson, & Coulson, 2005).
This puts emphasis on transfer of learning. Transfer of learning refers to the
extent to which performance in one situation such as multimedia lesson is
reflected in another situation such as working on the job or in a subsequent
lesson (Allessi & Trollip, 2006). Therefore teaching is often a precursor
to apply or use that knowledge in the real world for pupils in the classrooms.
1.2
Statement of Problem
Pupils’
learning remains central in any academic achievement debate. ICTs provide a
window of opportunity for educational institutions and other organizations to
harness and use technology to complement and support the teaching and learning
process. However, despite the enormous advocacy of ICT as aiding teaching and
learning, investment and donation of ICT equipment to primary schools still
faces the challenge of how to transform pupils’ learning process to provide
pupils with the skills to function effectively in this dynamic, information
rich, and continuously changing environment.
The cause of
concern is that unless this problem is addressed, investment in the development
of ICT in the primary school is going to be put to waste and improvement in the
quality of teaching and learning is going to be sluggish. This may make the
primary school fail to achieve its mission and to produce school leavers who
are ready for the world of work which is increasingly reliant on ICT aided
generation and dissemination of knowledge. In view of this discrepancy, there
is need to examine the particular effects of availability, accessibility and
user-ability of ICT resources on pupils’ speaking skills.
1.3
Objectives of the Study
The main
purpose of this study is to investigate the Influence of Information and
Communication Technology on Pupils’ Communication Skills in Badagry Local
Government.
Specifically,
the study aimed at the following:
1. To
investigate the level of availability of ICT tools in teaching and learning of
speaking skills in primary schools.
2. To
investigate the level of use of ICT tools in teaching and learning speaking
skills.
3. To
examine the challenges facing the implementation of ICT facilities in primary
school in Badagry Local Government Area.
1.4 Research
Questions
Answers were
sought to the following research questions
1. To what
extent is ICT tools available for teaching and learning of speaking skills in
primary schools?
2. To what
extent are the teachers and pupils in primary school use ICT tools in teaching
and learning speaking skills?
3. What are
the challenges facing the implementation of ICT facilities in primary school in
Badagry Local Government Area?
1.4 Research
Hypotheses
The
following hypotheses were tested:
Ho 1. There
is no significant difference between ICT tools available for teaching and
learning and speaking skills in primary schools.
Ho 2. There
is no significant relationship between teachers and pupils in primary school
and the use of ICT tools in teaching and learning.
Ho 3. There
are no significant difference between implementation and challenges facing ICT
facilities in primary school in Badagry Local Government Area?
1.5 Significance
of Study
The way we
utilize ICT informed by the research findings will be of vital importance to
high qualitycommunication skills for our pupils. The Internet can be used to
create learning environments where pupils are allowed to explain and defend
their thinking, opinions and decisions in order to cultivate critical thinking
and meta-cognition.
This study
is of great benefit, as it will help in looking at the performance nature of
pupils in communication skill classroom. The research work will establish the
relationship betweenEnglish teacher’s appropriate use of ICT tools and pupils’
performance. Without mincing words, the research will also point out tested and
trusted measures for better performance. Without doubt, the result of this
research will also be of immense benefit for education policy and the makers,
government. The research will enable the government to increase the allocation
for school facilities especially ICT gadgets for schools, so that teachers can
have enough ICT facilities for the teaching and learning processes.
1.6
Delimitation
This study
is designed to evaluate the Influence of Information and Communication
Technology on Pupils’ Communication Skills in Badagry Local Government in Lagos
State. Both primary and secondary sources of data are used in the study which
can cover 5 primary schools in Education. For this reason, generalization of
the findings may not be possible.
1.7
Definition of Terms
Communication
skill: is the ability to convey information to another effectively and
efficiently
Speaking
Skill: is the ability to convey information to another effectively and
efficiently
Tools: These
are materials used in teaching and learning processes
Integration:
This is the act of making use of two variables.
ICT
knowledge: This is the ability to apply the knowledge in the Information and
communication technology field.
Hardware:
These are the physical equipment in the computer system.
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