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ASSESSMENT OF THE USE OF ICT IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN SECONDARY SCHOOLS

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Abstract

This research work investigated the Assessment of the use of ICT in the teaching of oral English in secondary schools. The study focused on selected Public secondary schools in Uyo Education Zone, Akwa Ibom State. This study employed descriptive survey design; data was collected using questionnaires and it was analyzed using mean. The researcher used a total number of 120 students, selected from the population of 950, using the simple random sampling method. The achievement test was subjected to test and re- test reliability technique. The study established among others that the availability of ICT resources in the secondary schools in the local government is still very much wanting and very inadequate for the students to use. Because of the limited number of functional computers and the computer laboratory, accessibility is timetabled. The researcher therefore recommends that Teachers should be more committed to teaching with the use of ICT-driven instructional aides.

 

ASSESSMENT OF THE USE OF ICT IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN SECONDARY SCHOOLS

  

CHAPTER ONE

INTRODUCTION

Background of the study

The English language is not indigenous to Nigeria. Yet, it is studied and used in Nigeria more actively than most of the indigenous languages. The English language is Nigeria’s second language but many parents prefer their children speaking English to their indigenous languages. In some primary schools, English is used as the medium of communication. Whoever speaks indigenous languages is levied or is severely punished. In some secondary schools, the same thing is observed. Nigerian tertiary institutions are not left out in the wide spread use of English. The work places cannot but be mentioned. Our aged parents who are half-educated or did not attend any school still hunger and thirst for the English language.

No wonder, Bamgbose (1971) asserts that of the entire heritage left behind in Nigeria by the British at the end of the colonial administration, probably none is as important as the English language. If this is the case, the Nigerian users of English should aim at pronouncing English words in a way that brings out their messages best without altering the language to the extent that its value as a medium of communication will be lost.

Where this foundation is laid is in the lower levels of education: the nursery, primary and post-primary schools. Hence, as important as it is, the English language teaching and learning in Nigerian secondary schools should not be handled with levity. The teaching and learning of the English language here does not only refer to grammar but also the spoken aspect. Iyiola (2010) views the English of educated Nigerians as appalling. This is so because, over the years, attention paid to the teaching of the speech sounds of English in schools has been nothing to write home about. He further observes however that the Nation’s emphasis in recent times on the phonics method of teaching English at the primary school level, and the inclusion of an oral English component in the SSCE syllabus is an indication of her renewed interest in correct pronunciation.

Onuigbo (1996) opines that the inclusion of the oral aspect of the English language as a component of the language scheme in the secondary schools is a very welcome development, a positive development which will not only give rise to good speech habits but also affect the written form of the language for the better. Omosowone and Akindolire (2003) maintain that Oral English is now not only an integral and essential part of the English language syllabus but also carries reasonable marks in the school Certificate Examination. Oral English is integrated in the school curriculum, not only for the purpose of examination but also, to teach students how to speak English language correctly and meaningfully for effective communication.

According to Abolade and Yusuf (2005) and Ede (2010), Information and Communication Technology (ICT) refers to those different types of technologies which are utilised in processing, transmitting and communicating data and information. Tools such as computers, internet, interface boxes, e-mail, varieties of software and materials form important aspects of ICT. Information and communication technology relates principally to studying concepts, skills processes and application of electronic devices.

Molony (2006) describes information communication technology as any technology that enables communication and transmission of information. Beebe (2004) says information communication technology is a shorthand form for computers, software, networks, satellite links and related systems that allow people to access, analyze, create, exchange and use data, information and knowledge in ways that until recently, were almost unimaginable. She opined that ICT can be used interchangeably with “internet”.

According to Iloanusi and Osuagwu (2011), ICT is the processing and maintenance of information, and the use of all forms of computer, communication network and mobile technologies to mediate information. They go further to say that ICT include all media employed in transmitting audio, video, data or multimedia such as cable, satellite, fibre optics, wireless (radio, infra-red, bluetooth, Wi-Fi). They went further to discuss network technologies to include personal area networks (PAN), campus area network(CAN), intranets, extranets, LANs, WANs, MANs and the internets. Computer technologies include all removable media such as optical discs, disks, flash memories, video books, multimedia projectors, interactive electronic boards, and continuously emerging state-of-the-art PCs. Further still, they maintained that mobile technologies include mobile phones, PDAs, palmtops, among others. These technologies have information as their material object.

In education, Adebayo (2005) and Egbe (2010) averred that this technology covers the use of computers, radio, satellites, online self-learning packages, telepresence system interactive CDs, video, internet optic fibre technologies and all types of information Technology (IT) hardware and software. lloanusi and Osuagwu (2010) opined that when Information Communication Technology is applied to education, it enhances the delivery and access to knowledge, and improves the learners’ performance; it produces richer learning outcomes compared to education without ICT; it encourages critical thinking and offers unlimited means of achieving educational goals.

According to Nwabuko (2010), education recently has been influenced by the development of global Information and Communication Technology (ICT) especially E-learning activities in the cyber space through the internet. And this, according to Mustapha (2004),and Nwabuko (2010), could facilitate quality education. For instance, in the teaching and learning of oral English, if a recorded sound is played twenty times, it will produce the same sound but if a teacher pronounces a particular sound twice, different allophonic variations would be realised.

Abudu et al., (2020) examined the available and commonly used ICT facilities for the teaching of Oral English in secondary schools in Kosofe Local Government Area, taking into consideration the predictor variables of gender, school type, and teaching experience. A cross-sectional descriptive study was carried out among 250 respondents (50 teachers and 200 students) randomly drawn from ten (10) schools out of the 22 secondary schools within the Local Government Area. The data collected through a questionnaire was analysed using the percentage (for the socio-demographic data and the first-two research questions), the t-test (for research hypotheses 1-3) and the One-Way Analysis of Variance (ANOVA) (for research hypothesis 4) at 0.05 alpha level using SPSS 20.0 for windows. The Cronbach Alpha reliability test was used to ascertain the level of its coefficient reliability which was 0.81. Results revealed that both the teachers and students agreed that computers, whiteboards, VCD, DVD, CD ROM, recorded tapes, radio and TVwere available while only computers and whiteboards were unanimously agreed to be commonly put to use. Furthermore, none of the predictor variables of gender, school type, and experience revealed any significant difference on Oral English teachers’ use of ICT facilities. The implication is that these teachers had an insufficient understanding of the relevance of ICT facilities to their teaching. It was therefore recommended that both the staff and students should be adequately trained, free-of-charge, on the proper utilization of ICT facilities.

Mbagwu et al (2022) examined the effective use of ICT in the teaching and learning of oral English in Nigerian secondary schools. It is hinged on the social learning theory which sees the learner as learning better by imitation and interaction. Five research questions were used to elicit information from respondents. The responses point to the Unavailability and inadequacy of some ICT facilities in secondary schools as the core hindrances towards the effective teaching and learning of oral English. It is recommended among other things that teachers be equipped to explore the use of technology in their language learning classrooms in order to prepare students to learn in this era of digitalization.

Given the above findings, this study finds it pertinent to determine the possible impact of ICT incorporation in the teaching and Learning of oral English in secondary schools in Nigeria.

Statement of the Problem

The indispensable role of ICT in teaching and learning of language studies especially the oral aspect is richly acknowledged but learners are yet to benefit fully from this. The Federal Government of Nigeria (FGN, 2004) in the National Policy on Educationis aware of the importance of ICT in Education and therefore states that to achieve the policy objectives of education, government shall provide appropriate information and communication facilities (ICT) to ensure that the benefits of the united library permeate all levels of education in Nigeria. Policy makers and educators are aware of the need for the use of ICT as procedural strategy in language teaching and learning but little studies have been carried out in this respect. This project provides the necessary information to fill part of the gap with reference to the benefits of ICT in the teaching and learning of Oral English in secondary schools.   .

Research Questions

The following research questions are posed to guide this study.

  1. What benefits does information and communication technology provide for teaching and learning of Oral English in secondary schools in Nigeria?
  2. What ICT-related resources are available for teaching and learning of Oral English in secondary schools in Nigeria?
  3. What are the elements influencing the utilization of ICT for teaching and learning of Oral English in secondary schools in Nigeria?

Objective of the Study

The general objective of the study is to assess the use of ICT in the teaching of oral English in secondary schools in Nigeria.

The specific objective includes;

  1. To identify the benefits in adopting information and communication technology for teaching and learning of Oral English in secondary schools in Nigeria.
  2. To ascertain ICT-related resources available for teaching and learning of Oral English in secondary schools in Nigeria.
  3. To determine factors influencing the utilization of ICT for teaching and learning of Oral English in secondary schools in Nigeria.

Significance of the Study

This study will be relevant to teachers, students, curriculum planners, government and educational researchers. The teachers will find the result quite beneficial asit will avail them with the information that will enable them to utilise ICT in the teaching and learning of Oral English with wonderful results.

With ICT facilities in a language laboratory, the students can interact with the native speakers of English on a first-hand basis. There is no doubt that these strategies and technologies will help them achieve proficiency in the use of the English Language.

Moreover, curriculum planners will explore the result of this study and incorporate it in planning the English language curriculum for effective teaching and learning.

The outcome of this study will help the government to stand up to its responsibility of providing ICT facilities for secondary schools. ICT facilities, if adequately provided to secondary schools, will enhance effective teaching and learning of the English language.

Again, this study will make its contribution to the literature on ICT thereby contributing to educational research in Nigeria.

Scope of the Study

The study focuses on the use of ICT in the teaching of oral English in secondary schools in Nigeria. The study covers randomly selected Government Secondary Schools in Uyo Education Zone, Akwa Ibom State. The schools comprise both male and female schools. The public secondary schools intended to be covered in this study are:

  1. Community secondary Commercial School, Uyo
  2. Aka Offot Secondary School, Uyo.
  3. Christian Comprehensive Secondary School, Uyo, Akwa Ibom State

All of these above listed Secondary schools are located in Uyo Education Zone, Akwa Ibom State.

Operational Definition of Terms

The following terms were operationally defined as used in the study:

Assessment: a critical appraisal. It is the act of determining, estimating or placing value judgment.

Facilities: the physical means to make something possible; the required equipment, infrastructure or location.

Oral: Spoken form of a language.

ICT: Initialism of Information and Communication Technology

Teaching: To pass on knowledge, especially as one’s profession; to act as a teacher.

Articulatory: The manner in which a phoneme is pronounced.

 

ASSESSMENT OF THE USE OF ICT IN THE TEACHING AND LEARNING OF ORAL ENGLISH IN SECONDARY SCHOOLS.  ENGLISH EDUCATION PROJECT TOPIC AND MATERIALS

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