INTEGRATING INFORMATION COMMUNICATION TECHNOLOGY INTO CHRISTIAN RELIGIOUS STUDIES AT SENIOR SECONDARY SCHOOL LEVEL OF EDUCATION (A CASE STUDY OF KEMS COLLEGE, ALASIA, LAGOS)
ABSTRACT
The study investigates the Integration of Information Communication Technology ICT, into Christian Religious Studies CRS in Lagos State. This was necessitated by the fact that so much has been said about the role of ICT in science-based subjects but little, if any, is known about the role of ICT in the teaching and learning of CRS. Data used for the study was collected through a 15 item self administered questionnaires, with closed ended questions which were distributed to male and female students of KEM’S college in Alasia, Lagos State, between the ages of 13years and above. Three research questions and three null hypotheses where posited and tested at 0.05 level of significance and are analyzed using the Chi-square (X2). The finding of the study indicates that there are no significant relationships between ICT and the teaching and learning of CRS. Based on the findings, the researcher therefore recommends that educational authorities should train CRS teachers on the use of ICT in the classroom to enhance students understanding of the basic themes in Christian Religious Studies, and that ICT centers should be provided at all levels of education and should be equipped with functional systems and manpower.
TABLES OF CONTENT
Title page
Certification i
Abstract ii
Dedication iii
Acknowledgement iv
Table of Contents v-viii
CHAPTER ONE
INTRODUCTION
1.1 Background of the study 1-4
1.2 Statement of the problem 4-5
1.3 Purpose of the study 5
1.4 Research questions 6
1.5 Research hypotheses 6-7
1.6 Significance of the study 7
1.7 Scope and limitation of the study 8
1.8 Definition of terms 8-9
CHAPTER TWO
LITERATURE REVIEW
2.1 Concept of Information Communication Technology 10-13
2.2 Influence of ICT in the society 13-15
2.3 The nature of ICT and Integration in Education 15-19
2.4 Concept of Christian Religious Studies CRS 19-23
2.5 Integration of ICT into teaching and learning of CRS 24-27
2.6 Integrating of ICT into teaching and learning of CRS in Kem’s college 27-28
2.7 Approaches to integrating ICT into CRS classes 28-30
2.8 Impact of ICT in the teaching and learning of CRS 30-33
2.9 Problems militating against effective integrating of ICT into CRS 33
CHAPTER THREE
METHODOLOGY
3.1 Research design 34
3.2 Population of the study 34
3.3 Sample and sampling technique 34
3.4 Instrumentation 34-35
3.5 Procedure for data collection 35
3.6 Validity of instrument 35
3.7 Reliability of instrument 35
3.8 Procedure for data analysis 36
CHAPTER FOUR
PREAMBLE
4.1 Presentation and analysis of data 37
4.2. Personal information of respondents 38
4.2.1 Age distribution of respondents 38-39
4.2.2 Sex distribution of respondents 39
4.2.3 Class distribution of respondents 40
4.3 Testing of hypotheses 40-41
4.4 Testing of hypothesis I 41-45
4.5 Testing of hypothesis II 46-49
4.6 Testing of hypothesis III 50-53
4.7 Discussion of findings 54-55
CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS
5.1 Summary 56-57
5.2 Conclusion 57
5.3 Recommendations 57-58
QUESTIONNAIRE 59-62
REFERENCES 63-69
CHAPTER ONE
INTRODUCTION
1.1 Background of the Study
The high level of moral decadence and insurgence in Nigeria as a nation is an indication that there is poor religious teaching in Secondary School System. Christian Religious Studies (CRS) as one of the religious subjects taught in Secondary Schools in Nigeria takes a central position in ensuring moral and spiritual well being of individuals in the society.
The key roles of CRS is equipping the individuals and ensuring high level of morality is made clear in the objectives of CRS at the Senior Secondary level which include : to provide more opportunities for Nigerian youths to learn more about God and thereby develop their faith in God; to enable the youths to accept Christ as their saviour; to help the youth develop Christian attitude and moral values (such as humility, respect, love and justice, etc]; to instill in the youth the spirit of tolerance, reconciliation, peaceful co existence and non-violence as well as to develop and foster in them the spirit of respect for all. People and human life (universal Basic Education Curriculum (UBE), 2013].Without effective Religious studies, Nigeria as a nation is likely to end up in conflict, religious crisis, insurgencies and social unrest among other things. This is because religions control human actions in both social, political, economical and otherwise (Eluu, 2009:14).
The teaching of CRS dates back to the 19th century with the pioneers of Nigeria education (Banjo, 2003:24), during the missionary administration because of the moral. Values it teaches people, following the government takeover of schools, Nigeria Secondary School curriculum was reviewed and more emphasis was placed on the studies of science and technological subjects. This shift affected the study and interest of students in CRS in School System leading to poor enrollment in CRS. Gbenda (2004:117) stresses that student’s enrollment and interest in CRS could as well be as of result of inadequate provision of teaching aids, fewer professional teachers, lack of incentives and failure to integrate information communication technology among other things. Njoku (2009:177) equally adduced that poor enrollment of student in CRS could be attributed to teacher’s instructional delivery system and teacher’s personality.
Integrating Information Community Technology into teaching and learning of Christian Religious Studies could continue to receive increasing attention with greater momentum. This is due to the fact that we are in the “information age” which appears not only to promote convenience and consummate opportunities of interaction and access to resources of latest knowledge and information but also new researches, facts and exchange of academic experience.
Effective use of education al technology in teaching and learning has the potentialities to perform the following functions as highlighted by Adewoyin (2007) in Dansu (2016:24).
- It make education to become more productive, this is because it helps to speed up the rate of learning thereby enabling the students to learn more in time. Besides, it takes over teachers’ routine job of information transmission and heavy burden of administrative tasks such as marking, recording, and others. Thus, the teacher will have more time for creative work with the students, for research and other gainful activities.
- It gives instruction a more scientific base as it provides a frame work necessary for designing condition for learning that are more closely based on what is known about how human beings learn.
- It makes learning to be more real, immediate and permanent. The gap between the world outside and inside the school world can be bridged as reality can be studied almost directly and the learners’ route to knowledge and understanding can be more meaningful.
- It provides the teacher the means of arousing and sustaining the interest of learners as well as changing student’s attitude to learning, introducing film TV program and demonstration open possibilities for further exploration, present meaningful information and open up avenues for how activity learner’s reading is thereby developed as the teacher is provided with the opportunity to vary the pedagogy of instruction.
1.2 Statement of the Problem
The improvement in the development of Information Communication Technology (ICT) facilities usage has been of a great deal. It is believed that this improvement has not been felt in the area of academic. Most students around the world knows how to operate this so called ICT facilities but its contribution to learning and teaching process has not been analyzed which is why this is been setup to investigate the integrating information communication technology into Christian Religious Studies at Senior Secondary Level.
A lot of stakeholders in the educational sector has expressed sincere feelings about the decline of the value of education, the decay in training of manpower, laxity in the teaching and learning and lack of educational materials in the ministry of education.
- Some schools are lacking in the implementation of the ICT in teaching and learning.
- Some schools due to lack of fund cannot purchased ICT equipment for teaching and learning.
- Some teachers are not well trained to use ICT in carrying out their duty in the class
- Because of the lack of quality teachers adulterate the students thereby creating barriers in learning and development of the students.
These and many more are the reasons this research work seek to investigate into with the view to find answer to them.
1.3 Purpose of the Study
The main purpose of the study is to encourage direct research and discussion on the issue of how ICT can contribute to the teaching and learning of CRS. The major interests are:
- To evaluate how the use of ICT in teaching and learning has impact on students’ achievement.
- To find out the level of teachers’ in ICT knowledge.
- To find out the attitude of students towards the use of ICT.
- To investigate the obstacles or challenges faced by the learners in using ICT in teaching and learning process.
- To identify problems that teachers of CRS face when using ICT in teaching CRS.
1.4 Research Questions
This study tends to give answers to the following questions.
- Is there any significance between the integration of ICT into Christian Religious Studies and teachers’ method of teaching?
- Is there any significant relationship between students’ academic achievement and the integration of ICT into the teaching and learning of CRS?
- Is there any significant relationship between the availability of ICT resources and the teaching and learning of CRS?
1.5 Research Hypothesis
The following null hypotheses were from the stated research questions:
- There are no significant difference between the integration of ICT into Christian Religious Studies and teacher’s method of teaching.
- There are no significant relationship between students’ academic achievement and the integration of ICT into the teaching and learning of CRS.
- There are no significant relationship between the availability of ICT resources and the teaching and learning of CRS.
1.6 Significance of the Study
This study is timely and relevant because in the present day, the ICT is used by most developing countries to create advancement in their education system. Therefore, if ICT is properly integrated into our education system and most importantly Christian Religious Studies, education can be highly progressive. The study also provide an enquiry through which the application of ICT in education can be assessed so as to help the administrators to ascertain the level of teachers’ competencies and the perception of both the instructor and the learners in using ICT in teaching and learning practices. The study is also useful in discovering the weakness of the instructional materials (if any) which will be beneficial to policy makers because they will be able to make the findings of this study a basis for formulating policies and developing a better strategies for incorporating ICT in academic activities.
Furthermore, the study will help in identifying possible causes of poor usage of ICT facilities in order to adopt remedial measures to solve the problem and to use the situation as an avenue to seek for more intervention from the federal government and other relevant ICT facilities donor agencies.
1.7 Scope and Limitation of the Study
The study surveyed the integration of information Communication Technology into Christian Religious Studies at Senior Secondary Level of Education in Nigeria. However, due to financial constraint and time factor, the study is focused on Kem’s College, Alasia, in Lagos State.
1.8 Definition of Terms
Christian Religious Studies (CRS): Is an academic field devoted to research into religious beliefs, behaviour and institutions.
Information and Communication Technology (ICT): Is a general term comprising of any communication device or software and the various services and applications associated with them.
Computer Based Testing (CBT): These are programs occasionally called “Course ware” that gives two way instructional meetings to all disciplines.
Information: is knowledge communicated or received concerning a particular fact or circumstance. It is also the knowledge gained through study, communication, research, instruction, etc.
Communication: is the act of transferring information from one place to another. It is the process of sending and receiving information between two or more people. The person sending the message is referred to as the sender, while the person receiving the message is called the receiver. The information conveyed can be facts, ideas, concepts, opinions, beliefs, attitudes, instructions and even emotions.
Technology: is the branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society and the environment, drawing upon such subjects as industrial arts, engineering applied science and pure science.
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