Impact of Using Information Technology in Teaching and Learning of Economics in Secondary Schools

CHAPTER ONE
INTRODUCTION

BACKGROUND OF THE STUDY

Economies is defined to be a study of the judicious use of a society’s limited resources. Although the purpose of economic activity is to produce commodities and services to satisfy human desires, the general objective of economic policy may be considered as ensuring that as many of those desires as possible are gratified. In 1967, when economics was added as a topic in Nigeria’s curriculum, just 10 individuals enrolled for the subject in the Senior Secondary School final year test. Nigeria now has a high proportion of applicants that register and sit for economic examinations on an annual basis for both the West African Senior Secondary Certificate Examination (WASSCE) and the National Examination Council (NECO), owing to the subject’s significance to all fields of endeavor (Odunsanya and Malik, 2001).

The West African Examination Council’s secondary level economics curriculum mentions the following:

i. An understanding of the form and operation of economic institutions, including commercial, industrial, and financial institutions.

ii. A working knowledge of fundamental economic ideas, concepts, and analytical techniques.

iii. To prepare students for advanced economics education.

iv. How to handle the resources that are accessible

v. Capacity to monitor the role and position of West African nations as they grow economically.

To accomplish these goals and objectives, the use of information and communication technology (ICT) as a teaching tool for economics instruction and learning in senior secondary schools becomes necessary. The phrase “information” refers to a broad variety of objects, from spoken and written words, numbers, assertions, files, and documents to intangible components such as sound, signal beams, and waves. Whatever shape information takes, its core is that it communicates a message (UNESCO 1979).

Technology is the application of scientific knowledge, while information technology is the capture, processing, storage, and transmission of voice, computerized, textual, and numerical data through a micro base combination of computers and telecommunications. Telecommunications is a subset of communication in which data is sent across great distances.

To many people, information and communication technology (COMPUTER) means different things. To some, information and communication technology (COMPUTER) refers to the techniques required for information processing, which include the use of electronic computers and computer software to create, store, protect, process, transport, select, change, receive, and display various types of information. To others, information and communication technology (COMPUTER) refers to the functions of developing, acquiring, testing, implementing, and maintaining electrified systems.

Essentially, computers are grouped into three categories: • Those that process data. • Those who transmit information, e.g., computers • Those used to display information, e.g. multimedia.

Computers and information technology (ICT) have an impact on and affect everyone’s private and professional lives. Every occupation, but notably as a teacher, benefits from information technology. The computer revolution seems to have spawned a new corpus of knowledge that has impacted the whole human race. Akinseinde and Akinsete (1990) emphasize that instructors need professional development as a consequence of the problems and concerns created by information expansion in response to professional obsolescence in practically every sector of human activity.

As a teacher, one’s primary responsibility is to enhance learning instruction and to communicate effectively. The more competent a teacher is at managing his or her work life and material, the easier and less time-consuming his or her role becomes. Ilyas Mohammed (1986) outlined the advantages of information technology to economics, stating that it is a critical assistance to studying and teaching a broad range of economic topics, including statistics, measures of tendency, and national income.

The use of a computer enables the instructor to keep track of pupils, calculate examination results, prepare lecture notes, and quickly maintain and manage required records. Essentially, the use of computers as a teaching tool enhances the creative and dynamic nature of education, while also making learning more tangible, real, immediate, and retentive. As a result, it enhances the dual process of teaching and learning while maintaining its efficacy and effectiveness.

STATEMENT OF THE PROBLEMS

Globally, things are changing, and there are new and modern ways of doing things. If the educational policy’s objective is to develop manpower capable of coping with the ever-changing modern world and participating in the global village, “the chalk and talk method, which rarely incorporates participatory/interactive methods, must give way to the use of innovative and technologically driven methods that the computer provides” (Chinyere and Chris 2004).

The overwhelming and visible characteristics of the current educational system and institutions are the abnormal and ongoing erosion of educational quality at all levels—over the years, the WAEC and NECO results have consistently aroused this stark fact, which urgently requires adjustment. Thus, the purpose of this research is to determine the influence of employing information technology in secondary school economics teaching and learning.

OBJECTIVE OF THE STUDY

The general objective of the study is to examine the impact of using information technology in teaching and learning of economics in secondary schools. Specifically, the study will be guided under the following:

i.          To examine how the use of IT in the classroom affects learning of economics in secondary schools.

ii.        To find out the effectiveness of computer as a means of instruction on the learning of economics in secondary schools.

iii.      To investigate the relationship between the use of computer and learning of economics in secondary school.

iv.      To recommend ways to improve the use of IT in other for effective teaching and learning.

RESEARCH QUESTIONS

The following questions have been prepared for the study:

i.          Does the use of IT in the classroom affects learning of economics in secondary schools?

ii.        Is computer effective as a means of instruction on the learning of economics in secondary schools?

iii.      Is there a relationship between the use of computer and learning of economics in secondary school?

iv.      What are the recommended ways to improve the use of IT in other for effective teaching and learning?

SIGNIFICANCE OF STUDY

This research study is significant because, firstly, it creates an interactive medium which will enhance self learning culture, it will also motivate students to learn and encourage students participation in classroom activities because both psychomotor and auditory skills activity will be used.

The study will be significant as it will sensitized teachers and students in the need to be computer (computer) literate for personal and professional competence in this era of globalization also,  it provides information on the influence of COMPUTER on teaching and learning of economics and other subjects.

This study is significant to the academic community as it will contribute to the existing literature.

 SCOPE AND LIMITATION

This study will examine how the use of IT in the classroom affects learning of economics in secondary schools. The study will also, find out the effectiveness of computer as a means of instruction on the learning of economics in secondary schools. The study will further investigate the relationship between the use of computer and learning of economics in secondary school. Lastly, the study will recommend ways to improve the use of IT in other for effective teaching and learning. Hence the study will be delimited to Benue State.

  LIMITATION OF THE STUDY

Like in every human endeavour, the researchers encountered slight constraints while carrying out the study. Insufficient funds tend to impede the efficiency of the researcher in sourcing for the relevant materials, literature, or information and in the process of data collection (internet, questionnaire, and interview), which is why the researcher resorted to a moderate choice of sample size. More so, the researcher will simultaneously engage in this study with other academic work. As a result, the amount of time spent on research will be reduced.

    DEFINITION OF TERMS

Information technology: the study or use of systems (especially computers and telecommunications) for storing, retrieving, and sending information

Teaching; the occupation, profession, or work of a teacher.

Learning: the acquisition of knowledge or skills through study, experience, or being taught.