This study examines the application of Information Communications Technology tools to improving the study habits in Public Secondary Schools in Edo State. A case study of Egor Local Government Area of Edo State. The selected schools for the case study are Eweka Grammar School, Uselu Senior Secondary School, Uselu Junior Secondary School Uwelu Secondary School, Adolor College,and IyobaGirls Grammar School. The sources of data for this study where primary and secondary in nature while the primary data was the field survey which involved the administration of questionnaire of which two hundred was retrieved out of the two hundred and twenty distributed among the selected schools, the secondary data was gotten from journals and books. Furthermore the chi square statistical technique was used in arriving at conclusion that there is a relationship between Information Communication Technology tools and Study habits of secondary school students. In the same vein, it was also used to determine the significant relationship between Information Communication Technology tools and Study skills development amongst secondary school students. The research also highlighted the problem of usage of Information Communication Technology tools by secondary school students to improve their study habits especially in Egor Local Government Area of Edo State. It also tried to look at the problem of state and local government attitude towards achieving the goal of improved Information Communication Technology knowledge,skills and abilities of secondary school students in the State. It is however hoped that the recommendations that the Edo State government and the Egor Local government to increase funding for the educational sector and make the process of adoption,application and assimilation of Information Communications Technology tools for study habits and study skill development. And that they should create a stakeholders meet to discuss and implement positive steps to create an ICT savvy generation inorder to create an attitudinal shift from an ICT deficiency to ICT sufficiency levelfor the future will be developed and implemented.
According to Dania and Enakrire (2012) There is a universal recognition of the need to use information and communication technology (ICTs) in the educational systems of Nigeria as we are in the era of digitalization where the free flow of information via satellite and the internet hold sway in global dissemination of knowledge in diverse areas of use. Nigeria is way slow in embracing the integration of ICTs for the development and improvement of study habits of students in secondary school curriculum. A great deal of instructional and study materials used by students in Edo State secondary schools are manual and not digital. This is as a result of lack of high cost of computer hardware and software for their application, weak infrastructures, selfish political ambition of individuals, diversion of fund for other purposes in schools, inadequate skilled ICT professionals/teachers, lack of appropriate organizational recognition, unwillingness of teacher to adapt to new trends of teaching study skills, inadequate fund to acquire furniture, textbooks, befitting classroom, cost of subscription to the internet on a regular basis are stumbling block on the adoption of ICTs tools for study amongst secondary school students in Edo state (Dania and Enakrire,2012).In this modern society, secondary school students need ICTs to aid their learning ,educational and study management so as to meet up with the technological development of the 21st century.
BACKGROUND TO THE STUDY
The role of technology in teaching and learning is rapidly becoming one of the most important and widely discussed issues in contemporary education policy (Thierer, 2000). Most experts in the field of education agreed that, when properly used, information and communication technology hold great promise to improve teaching and learning in addition to shaping workforce opportunities. According to Aduwa-Ogiegbaen and Iyamu (2005) computer illiteracy is now regarded as the new illiteracy. This has actually gingered a new and strong desire to equip schools with computer facilities and qualified personal necessary to produce technologically proficient and efficient students in developed countries of the world. There is no doubt that computer can aid the instructional process and facilitate students’ learning.
In the more advanced industrialized nations, there has been a staggering amount of research and publication related to ICT use for educational purposes during the past decade. Today, nearly everyone in the industrialized nations gained access to ICT and the purchase of computers for school use in such nations as the United States and other advanced countries of the World. In the US administration’s fiscal 2001 budget, more than $900 million was earmarked for educational technologies (Hess & Leal, 2001) Even many developing nations have embraced ICT. In Africa, concerted efforts have been made by many governments to initiate Internet connectivity and technology training programs. Such programs link schools around the world that in order to improve education, enhance cultural understanding and develop skills that youths need for securing jobs in the 21st century.
In a rapidly changing world of global market competition, automation, and increasing democratization, basic education is necessary for an individual to have the capacity and capability to access and apply information. Such ability and capability must find bearing in information and communication technology in the global village. The Economic Commission for Africa has indicated that the ability to access and effectively utilize information is no longer a luxury but a necessity for development. Unfortunately, many developing countries, especially in Africa, are already on the wrong side of the digital divide in the educational use of ICT.
STATEMENT OF THE PROBLEM
The main problem tackled in the course of this research is that of the usage of Information Communication Technology tools by secondary school students to improve their study habits especially in Egor Local Government Area of Edo State.
A major problem of the usage of Information Communication Technology tools by secondary school students to improve their study habits especially in Egor Local Government Area of Edo State is the inadequacy ofinformation communicationtechnology materials, poor dissemination of information among others. Associated with this problem are parents and state and local government attitude towards achieving the goal of improved Information Communication Technology infrastructure in the State.
The high cost of accessing information communication technology tools is another major problem for secondary school students in publicly owned secondary schools in Egor Local Government Area, this is as a result of poor government policy on information communication technology as regards the educational sector, the maintenance and repair cost of the information communication technology tools is also viewed as a problem.
- A) Is there a relationship between Information communication technology tools and the study habits of secondary school students?
- B) Is there a relationship between Information communication technology knowledge and improved study habits?
- C) Is there a relationship between peer bandwagon effect and the adoption of Information communication technology tools amongst secondary school students?
The answer to the checklist of questions will provide suggestions on what causes share prices to behave the way they do as well as try to create an understanding on investor behaviour.
It is necessary to state some hypothesis whose validity will be tested with respect to the application of information communication technology tools to improving study habits in public secondary schools – a study of Egor, L.G.A.
In other to examine the application of information communication technology and the factors influencing it, the following were considered.
H0 There is no significant relationship between Information Communication Technology tools and Study habits of secondary school students
H1 There is significant relationship between Information Communication Technology tools and Study habits of secondary school students
H0 There is no significant relationship between Information Communication Technology tools and study skill development
H1 There is significant relationship between Information Communication Technology tools and study skill development
PURPOSE OF THE STUDY
The purpose of the study is to attempt to answer the question agitating the mind of the researcher, as to how information communication technology tools can be used by secondary school students to improve their study habits in order to achieve their study goals and educational objectives.
The purpose of this study will also seek to investigate if there is any relationship between the application of information communication technology tools and study habits of secondary school students of the six government owned secondary schools in Egor Local Government Area of Edo State.
In addition, it is hoped that this study will help to identify how the students of these secondary schools can improve their study and understanding of diverse subject materials and it implications.
SIGNIFICANCE OF THE STUDY
The findings from this study would do the following:
- help to create better understanding of likely problems of Information Communication Technology and study skill development issues and how Information Communication Technology tools can be used to either reduce or eliminate problems of poor study skills and habits among secondary school students
- Help the Ministry of Education to create aattitudinal platforms of change to better understand how information communication technology tools can be used to inspire and sustain knowledge skills and diverse subject understanding especially as a preparatory tool to nation-wide examinations like the Electronic Joint Admissions and Matriculations Board Examinations.
- It will help bring to the fore the proper understanding of the concept of Information Communication Technology, its tools, attitude and study habits, which will bring about a shift from a hither-to poor understanding of what Information Communication Technology communication entails and the ability of the student to become more productive and the attainment of their educational resource potential when these are aligned properly with the goals of the students, the curriculum and the attitude of teaching staff.
SCOPE /DELIMITATION OF THE STUDY
It will help create a thorough understanding of how information communication technology can beat the drums of improved study habits and develop advanced study skills that could make an alignment of student educational goals and achievements .This study would be confined to the study of the application of information communication technology tools to improve the study habits of secondary school students. This assessment would be done within the six governments owned secondary schools in Egor L.G.A of Edo State.
LIMITATIONS OF THE STUDY
Areas of envisaged constraints in carrying out this research are;
- Apathy of most Nigerian institutions to research work
- Time to distribute and retrieve survey questionnaires
- Cost of printing questionnaires for respondents
- Transportation and Logistics costs
DEFINITION OF TERMS
Attitude: Is an opinion or general feeling about something (SHRM Glossary of HR Terms, 2010).
Casestudy:A case study uses real scenarios that focus on a specific issue(s). It looks deeply at a specific issue, drawing conclusions only about that issue and only in that specific context. (SHRM Glossary of HR Terms, 2010).
Communication: Is a process of meaningful interaction among human beings. (McFarland,2005).
Feedback:Positive or negative information provided to an individual in the form of coaching or counseling regarding his or her performance or behavior. (SHRM Glossary of HR Terms, 2010).
Goal:A statement outlining the long-term results, accomplishments or objectives an organization seeks to attain. (SHRM Glossary of HR Terms, 2010).
Goalachievement:How well a contractor has progressed toward meeting employment or promotion targets set to correct underutilization of protected class members. (SHRM Glossary of HR Terms, 2010).
Knowledge, skills and abilities (KSA’s):The attributes required to perform a job; generally demonstrated through qualifying experience, education or training. (SHRM Glossary of HR Terms, 2010).
Objective:A specification of what is to be accomplished, the timeframe in which it is to be accomplished and by whom. (SHRM Glossary of HR Terms, 2010).
Orientation:The introduction of employees to their jobs, co-workers and the organization by providing them with information regarding such items as policies, procedures, company history, goals, culture and work rules. (SHRM Glossary of HR Terms, 2010).
Performanceappraisal:A periodic review and evaluation of an individual’s job performance. (SHRM Glossary of HR Terms, 2010).
Traininganddevelopment:A process dealing primarily with transferring or obtaining knowledge, attitudes and skills needed to carry out a specific activity or task. (SHRM Glossary of HR Terms, 2010).