ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) PROFICIENCY LEVEL OF COMPUTER SCIENCE TEACHERS IN SECONDARY SCHOOLS IN AGBANI EDUCATION ZONE OF ENUGU STATE.ASSESSMENT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) PROFICIENCY LEVEL OF COMPUTER SCIENCE TEACHERS IN SECONDARY SCHOOLS IN AGBANI EDUCATION ZONE OF ENUGU STATE.
ABSTRACT. This study investigated the ICT proficiency level of computer science teachers in Government owned secondary schools in Agbani Education Zone of Enugu state. The research was guided by four research questions and three hypotheses. Survey research design was adopted. Population of 39 computer science teachers, which is the total number of computer science teachers found within the 46 government owned secondary schools were studied. Two instruments were used and these were: A 67-item Teachers Self Assessment Form (TSAF) and an ICT practical skill Achievement Test (IPSAT). Results were analyzed using percentages, mean, standard deviation, t and z Test for unrelated/ Independent samples. The results from the data analyzed revealed that; these computer science teachers possess skills only in Microsoft word, World wide web and Window explorers, in other words they possess only three ICT skills out of the seven ICT skills tested. The ICT proficiency level of these computer science teachers is low. These computer science teachers apply ICT to a low extent in teaching and learning in their classroom. The male computer science teachers possess more ICT skills than the female computer science teachers. The ICT skills these computer science teachers claim they possessed were far below what they actually possessed. Gender had nothing to do with the proficiency level of these computer science teachers. This is because there was no significant difference in the ICT proficiency of the male and female computer science teachers. The educational implications were pointed out and the following recommendations among others were made: State, Federal Government and Education policy makers should devise, as well as adopt a viable curriculum that will guarantee the production of highly skilled and professional computer science teachers. Computer science teachers already in the field, should have a compulsory monthly and annual ICT training and re-training workshop organized for them.
TABLE OF CONTENTS TITLE PAGE I CERTIFICATION II APPROVAL PAGE III DEDICATION IV ACKNOWLEDGEMENTS V TABLE OF CONTENTS VII LIST OF TABLES X LIST OF APPENDICES XI ABSTRACT X
CHAPTER ONE: INTRODUCTION 1 Background to the Study 1 Statement of the Problem 9 Purpose of the Study 10 Significance of the Study 10 Scope of the Study 12 Research Questions 13 Research Hypotheses 13
CHAPTER TWO: REVIEW OF RELATED LITERATURE 15 Conceptual Framework 16 Concept of ICT. 16 ICT Proficiency, ICT Literacy, ICT Capacity 18 vii ICT Proficiency Level 20 Computer Science Teacher 31 Theoretical Framework. 33 Robert Gagne’s Condition of Learning. 33 Posner’s Theory of Psychomotor Skill. 35 Simpson’s Psychomotor Domain 40 Bandura’s Theory of Social Cognitive 44 Theoretical Studies 46 Differences between IT and ICT 46 Differences Between ICT and ICTs 49 Relationship between Gender (sex) and Performances 51 Empirical Studies 52 ICT Proficiency of Students 52 Proficiency in Mathematics 55 ICT Proficiency of Computer Science teachers in other countries 57 Summary of Reviewed Literature 58
CHAPTER THREE: METHOD 60 Research Design 60 Area of the Study 60 Population of the Study 61 Sample and Sampling Techniques 61 Instrument for Data Collection 61 viii Validation of the Instrument 63 Reliability of the Instrument 63 Method of Data Collection 64 Method of Data Analysis 65
CHAPTER FOUR: PRESENTATION AND ANALYSIS OF DATA 66 Summary of the major findings 80
CHAPTER FIVE: DISCUSSION OF RESULTS, CONCLUSION AND RECOMMENDATIONS 82 Discussion of Results 82 Conclusion 88 Implications of the Study 89 Recommendations 91 Limitations of the Study 92 Suggestion Further Research 92 Summary of the Study 93 REFERENCES 98 APPENDICES 105 |
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