IMPACT OF ICT ON THE TEACHING AND LEARNING PROCESS OF AGRICULTURAL SCIENCE EDUCATION (A CASE STUDY OF KANO STATE COLLEGE OF EDUCATION)

ABSTRACT

The world of today is technology-driven, and students must learn digital skills in order to adapt into the changing world. Information and communication technology (ICT) has evolved into a more systematic notion in education.The aim of this study was o determine the impact of ICT on the teaching and learning process of agricultural science education: a case study of Kano State college of education. The survey research was used in this study to sample the opinion of respondents. This method involved random selection of respondents who were administered with questionnaires. Relevant conceptual, theoretical and empirical literature was reviewed. The target population of the study comprised selected teachers fromcolleges in Kano State, Nigeria. Three hundred (300) respondents constitute the sample size for this study. The descriptive and analytical approach was adopted using Chi-square to test and analyze the hypotheses earlier stated. Findings revealed that there is a significant impact of ICT on the teaching and learning process of agricultural science education in Kano state college of education. Findings of the study also reveals that Limited accessibility and network connection is one of the challenges in Using ICT in Teaching and Learning process of agricultural science education in kano state college of education. Findings of the study also reveals that the provision of ICT devices and ICT enabled environment by the government and prominent stakeholder is one of the ways of improving ICT utilization in the Delivery process of Agricultural Education in Colleges of Education in Nigeria. Finally, findings of the study further reveals that There is a significant relationship between teaching and learning process of agricultural science education in Kano state college of education. It was therefore concluded that ICT significantly impacted on the teaching and learning process of agricultural science education in Kano state college of education. It was recommended that the teachers at the colleges level should be trained on the use of ICT facilities through regular seminars and computer literacy workshops to keep them abreast of computer and ICT based instruction.

CHAPTER ONE

INTRODUCTION

1. Background of the Study

There is no question that Information and Communication Technology (ICT) is a tool that may be used in all aspects of human endeavour, including teaching and learning(Adewoye & Salau, 2021). In this 21st century, education advances with the help of technology, it is crystal clear that the modern-day classroom needs are very different from the conventional classroom needs (Egunjobi, 2015). However, as the world moved rapidly to digital media and information, it's role in education is becoming increasingly important and will continue to grow and develop in the 21st century (Noor-Ul-Amin, 2013), it has significantly brought waves of industry transformations, which is also visible in education industry. The rapid development of computer and communication technology contributed to the teachers’ use of ICT. Information and Communication Technology in education is further used to enhance creativity, interaction and knowledge sharing which are key to learning in university education. During the last two decades higher education institutions have invested heavily in information and communication technologies (ICT). ICT has had a major impact in the university context, in organization and in teaching and learning methods (Youssef and Dahmani, 2018).

ICT can be defined as computer-based tools and techniques for gathering and using information. According to Buabeng-Andoh (2012) many governments started a global investment in ICT to improve teaching and learning in schools, this has paved way for substantial educational opportunities for students. In Nigeria, several sectors of the economy including educational sector have already adopted ICT as a tool for improving people, processes and procedures. E-Learning has gained popularity amongst the students in Nigeria University, its adoption becomes more pronounced during the COVID-19. Although, the adoption of ICT in developing countries is often limited because of the cost implications of procurement of IT, lack of maintenance culture in managing ICT facilities, dearth of technical know-how and so on. Process of adoption of ICT is not a single step, but it is ongoing and continuous steps that fully support teaching and learning and information resources (Young, 2003).ICT has the potential to contribute to substantial improvements in the educational system (Moursund, 2005), it can also be used to improve the quality of teaching and learning in the school system and also provide innovation for teaching and learning. ICTs is defined as 'a variety of technological tools and resources used to communicate, create, publish, store and manage information'. This technology is inclusive of computers, the Internet, broadcast technology (radio and television), and telephone communications (Al-Mamary, 2020). The use of ICT in appropriate contexts in education would not only enhances it but also add value to teaching and learning, this is by aiding the effectiveness of learning, or by adding a new dimension which has not been previously used in learning. ICT may also be a significant motivational factor in students’ learning and can support students’ engagement withcollaborative learning. For example, students can now access the Internet from their home computers, which have the potential to reduce the barriers of classroom instruction and provide teachers with many new opportunities for instruction. ICT has opened new career opportunities for students who are driven to explore and learn at their own pace and time.

Information Communication, and Technology (ICT) in education refers to the use of computer- based communication that incorporates into daily classroom instructional process. The 21ST century has witnessed the development of learning technologies which caused positive changes in education system. This is due to the capability of technology to provide a proactive, easy access, creative and comprehensive teaching and learning environment. There is an increasing affinity of students for new technologies and products as there is a huge potential for technology to be integrated into education industry. Students are embracing ‘self-learning’ through elearning teaching models which act as a significant communication bridge between students and teachers. ICT helps both teachers and students to learn about their respective subject areas. Since students are familiar with technology, learning better with technology-based environment become easier, the issue of ICT integration in schools, specifically in the classroom is vitalICT has leveraged the dissemination of information of sparse educational resources for widespread availability or reach. Lecturers relied on technology to make the class interesting, this allows them to give some practical insights on one hand while on the other hand, students use it to gain an in- depth knowledge of the subject where they have interest. Gone are the days when lecturers must lecture through blackboards in a lecture hall. According to Winzenried, Dalgarno and Tinkler (2010) teachers who have gone through ICT course are more effective in teaching by using technology tools as opposed to those that have no experience in such training. Studies reveal that the creative use of Information and Communications Technology in education has the capacity to increase the quality of people’s lives by enhancing teaching and learning (Goyal, 2017). With ICT teaching and learning is not only happening in the school environment but can also happen when students are physically in distance.Computers and technology does not replace quality teachers but rather they are considered as an add-on supplements needed for the better teaching and learning. There is also a need to show that education should be seen as using technology not only as an end in itself, but as a means to promote creativity, empowerment and equality and produce efficient learners and problem solvers. It is based on this backdrop that the present study examined the impact of ICT on the teaching and learning process of agricultural science education in Kano state college of education.

1. Statement of Problem

Traditional educational practices no longer provide students with all the necessary skills to survive economically in today’s work place. When ICT tools are widely used at all levels of education in developed countries, schools are yet to take maximum advantage of ICT in developing countries. Ajayi (2008) noted that “today’s” school are organized around yesterday’s resources (and they are not even doing very well yesterday: Mallow (2009) in the study on assessment of secondary school teachers use of ICT, found that teachers lack skills and knowledge in the use of computer and software and the result is lack ofconfidence in utilizing ICT tools for communication.

Moreso, effective ICT training remains one of the major obstacles for integration of instruction. Aramide (2004) study showed that there were not enough training opportunities for teachers in the use of ICT in a class room environment. Many times, teachers are just sent for training programmes’ does he/she need the duration for profitable training programme is usually long and teachers may not be allowed.

In the recent past, the state government has sent many of its workers including teachers on ICT training but the training these teachers have received seems not to have impacted their use of these technologies. Fakomogbon (2005)opined that providing pedagogical training for teachers rather than simple training in ICT is an important issue.The lack of ICT facilities in some secondary schools in Kano state, most of the secondary schools are lacking ICT facilities like computers, internet, multimedia projectors, lighting equipment’s etc in the computer laboratory for teaching and learning. It is based on this backdrop that the present study seeks to determine the impact of ICT on the teaching and learning process of agricultural science education in Kano state college of education.

1. Objectives of the Study

The main goal of the study is to determine the impact of ICT on the teaching and learning process of agricultural science education: a case study of Kano State college of education.

1. To determine the impact of ICT on the teaching and learning process of agricultural science education in Kano State college of education.

2. To identify the major challenges in Using ICT in Teaching and Learning process of agricultural science education in kano state college of education

3. To identifythe ways of improving ICT Utilization in the Delivery process of Agricultural Education in Colleges of Education in Nigeria

4. To investigate if significant relationship between teaching and learning process of agricultural science education in Kano state college of education.

1.4 Research Questions

The following questions guided this study;

1. What is the impact of ICT on the teaching and learning process of agricultural science education in Kano State college of education?
2. What are the major challenges in Using ICT in Teaching and Learning process of agricultural science education in kano state college of education?
3. What are the the ways of improving ICT Utilization in the Delivery process of Agricultural Education in Colleges of Education in Nigeria?
4. What is the significant relationship between teaching and learning process of agricultural science education in Kano state college of education?

1.4 Research Hypotheses

Hypothesis 1

H0: There is no significant impact of ICT on the teaching and learning process of agricultural science education in kano state college of education.

H1: There is a significant impact of ICT on the teaching and learning process of agricultural science education in kano state college of education

Hypothesis 2

H0: There is no significant relationship between teaching and learning process of agricultural science education in Kano state college of education

H1: There is a significant relationship between teaching and learning process of agricultural science education in Kano state college of education

1.6 Significance of the Study

          Researches in this area of study are very few when compared to other disciplines in view of this, the finding of this study will be of immense values to the stake holders like principals, teachers and students or managers of schools and colleges in Nigeria and Kano state government.

The findings of this study will also be of importance to other researchers in similar areas of study. The outcome of the study is expected to equip principals, Managers of colleges and Kano state government with the potentials of efficient procurement, management and utilization of the limited available ICT resources.

The findings of this study is meant to call the attention of stake holders in education to current problems faced by secondary schools as they relate to dearth of facilities and use of ICT. The study aims at thinking of better ways of improving on the performance of school managers/teachers in the use of technological instruments like the laptops, computers androids phones, multimedia, projectors etc in the performance of teachers in teaching and learning as well as proper keeping of records in Nigeria colleges.

1.7 Scope of the Study

          The current study is only concerned with some selected private and public colleges within the geographic entity of Kano state, Nigeria. It concentrates on the impact of ICT on the teaching and learning process of agricultural science education in Kano State college of education.

1.8 Operational Definition of Terms

Information Communication and Technology (ICT):ICT is the use and integration of telecommunication devices which gives the users access to create, store, transmit and manipulate information.

Education: Education is a broad term that refers to the process of teaching and learning, as well as the knowledge and skills acquired through it. Education can take place in formal or informal settings, and can cover various subjects and fields of study.

Learning: Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences.