The Influence of Ict in The Teaching of

THE INFLUENCE OF ICT IN THE TEACHING OF SOCIAL STUDIES IN
COLLEGES OF EDUCATION IN ENUGU STATE,
BY
IJERE CARLYSTER N
DEPARTMENT OF CONTINUING EDUCATION
ENUGU STATE COLLEGE OF EDUCATION (TECHNICAL)
ENUGU
NOVEMBER, 2019.
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CHAPTER ONE
INTRODUCTION
Background to the Study
In Nigeria, there is a great setback in education due to the inadequate availability
of authentic data resulting from insufficient usage of ICT application for teaching
of pedagogy. Adeyemi (2010.) There have been insufficient teaching materials in
schools resulting to crash programmes, recruitment of adhoc teachers to meet the
demands for teachers in schools and many other problems as a result of
inacdequate and obsolete method of teaching.
Information and Communication Technology (ICT) is electronic technologies used
for information storage and retrieval. Development is partly determined by the
ability to establish a synergistic interaction between technological innovation and
human values. The rapid rate at which ICTs have evolved since the mid-20th
century, the convergence and pervasiveness of ICTs, give them a strong role in
development and globalization, Nwagwu, (2006). ICTs have a significant impact
on all areas of human activity Brakel and Chisenga, (2013). The field of education
has been affected by ICTs, which have undoubtedly influenced teaching, learning,
and research Yusuf, (2005). A great deal of research has proven the benefits to the
quality of education Al-Ansani, (2006). ICTs have the potential to accelerate,
enrich, and deepen skills, to motivate and engage students, to help relate school
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experience to work practices, create economic viability for tomorrow's workers, as
well as strengthening teaching and helping schools change (Yusuf, 2005).
According to Aduwa-Ogiegbean and Iyamu, (2015) implementation ICT in
education have the following aim: implement the principle of life-long learning,
To increase a variety of educational services and medium / method, to promote
equal opportunities to obtain education and information; To develop a system of
collecting and disseminating educational information; To promote technology
literacy of all citizens especially for students ; To develop distance education with
national contents; To promote the culture of learning at school (development of
learning skills, expansion of optional education, open source of education etc.) and
lastly; To support schools in sharing experience and information with others.
Social studies is defined, by National Council of social Studies, as the integrated
study of the social sciences and humanities to promote civic competence.” General
social studies establish a foundation for all of the subsequent, more specific classes
that students will take in history, civics and the like. Typically, students take
general social studies in elementary school, then move to more specific areas of
study in secondary school, and even more in-depth subjects in college of
education and universities. A few of the different areas social studies covers are
geography, history, government and current events.
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Social Studies Education teachers could use ICT in lesson delivery and facilitate
the process of learning for the learners. ICT could also be utilized to stimulate
economic, social, political and scientific issues or problems of interest to Social
Studies education class. This innovation or technological development is varied
and has had a spillover effect on the schools with special emphasis on the teaching-
learning process that is continuously yawning for improved performance. Hence
concerted effort must be made to prepare teachers of the next millennium to be
capable of managing ICT in their teaching-learning processes.
Information Communication Technology and Social Studies Information
communication technology can be defined as the study and the use of computers,
microelectronic etc for storing and transferring of information. It can also mean the
development, design, study, implementation and management of computer related
information. Nwanyanwu, (2009). Across the disciplines, technology offers unique
opportunities to teachers. Examples of these opportunities include the ability to
research, create, presentations and communicate on discussion boards. For Social
studies, technology offers a new way to reach out for the world. Much of the Social
Studies curriculum is based around the ideas of learning about the world around us
and the myriad ways that people across the globe function and love differently but
effectively. With ICT, Social Studies teachers have a chance to allow the learners
to explore and experience the world in a new virtual way. Through ICT, the
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learners can now see satellite or regular pictures of geographic locations of their
choice. Communicate instantly with international children through email, instant
massager or skype, explore a historic tomb through the virtual world of the
computer, listens to cultural music through hi-tunes and CD players among other
opportunities. Essence of Information Communication Technology in Teaching
Social Studies ICT is helping in many ways in the teaching and learning of Social
Studies.
College of education are the institutions that are established primarily to train
students to become teachers and lecturers. There are over 80 Colleges of Education
in Nigeria but only 22 of them were founded by the Federal Government. They are
the institutions that award Nigerian Certificate in Education (NCE) for students.
Most of the colleges of education in Nigeria do not use ICT in teaching pedagogy;
this could be due to lack of knowledge of its benefit and also lack of availability of
the tool and manpower to man its operation.
In the light of the above circumstances, the present study is set to investigate the
influence of ICT in teaching of Social Studies in College of educations in Enugu
state with specific reference to geography, history, government and current affairs,
as they are the basic topics of social studies taught in tertiary institution.
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Statement of Problem
Poor performance is recorded lately in the achievement of Students in Social
Studies, in colleges of education in Enugu state. This has, partly, been attributed to
poor usage or lack of sufficient application of Information and communication
technology tools in the teaching of social studies in the schools. Some students are
losing interest in the subject due to the attitudes of teachers, such as the teaching of
Social Studies without the use of ICT, which tends to affect students’ performance
in the subject. Research consistently shows that teachers usage of ICT Tools is a
powerful determinant of student achievement gains. The introduction of ICT in
colleges of education has a lot of benefits. Appropriate use of ICT tools allows for
collaborative learning where students interact with other students, teachers and
experts regardless of where they are.
The schools’ authorities have very lukewarm attitudes over the provision of these
needed tools, equipments or materials required for effective Social Studies
teaching. The successful integration of ICT in teaching largely depend on creation
of awareness of it benefits, availability of infrastructure and teachers’ adoption
and embrace of ICT in education.
How effective ICT is in assisting the teaching of social studies is yet to be known
in college of educations in Nigeria in general and in Enugu state in particular. This
study intends to address this deficiency in knowledge. The study will do that by
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highlighting the extent to which ICT has influence the teaching of geography,
history, government and current affairs, as they are the basic topics of social
studies taught in tertiary institution.
Purpose of the study
Generally, the purpose of the study was to find out the influence of Information
and communication Technology in the teaching of Social Studies in Colleges of
education in Enugu State. Specifically, the purpose of the study is to find out:
1. The extent to which ICT influence the teaching of Geography in college of
educations in Enugu State.
2. The extent to which ICT influence the teaching of History in colleges of
education in Enugu state.
3. The extent to which ICT influence the teaching of Government in colleges
of education in Enugu state.
4. The extent to which ICT influence the teaching of current affairs in Colleges
Significance of the study
This study focuses on identifying how ICT can be used to facilitate the teaching
of social studies to enhance students understanding. The conclusion of the study
will provide an insight on the benefits.
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The study could in the interest of education stakeholders in the country, lead to
the adoption of ICT based classroom teaching.
The research study will also be used as guide for policy-makers, decision-
makers and educational investors and other stakeholders to make well-informed
decisions about ICT policies and investment in ICT facilities and infrastructures
in regards to education.
The findings of the study will inform the government and other interested party
on the hindrances to the use of ICT to facilitate teaching, the information will
enable the government to identify mechanisms that will ensure successful use of
ICT to facilitate teaching in colleges of education.
Additionally, the study will be beneficial in building a knowledge base of
perceptions of teachers on the use of ICT to facilitate teaching. The knowledge
may serve as a guide for overcoming challenges that teachers’ face while using
ICT to facilitate teaching in colleges of education.
The study also will contribute to the existing literature on the use of ICT to
facilitate teaching process in secondary schools.
Scope of Study
The study is limited to colleges of education in Enugu State. The context scope
of this study is limited to finding the influence of ICT on the teaching of social
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studies with particular regards to geography, history, government and current
affairs.
Research Questions
The following research questions were raised to guide the study
1. To what extent does ICT influence the teaching of Geography in college of
educations in Enugu State?
2. To what extent does ICT influence the teaching of History in colleges of
education in Enugu state?
3. To what extent does ICT influence the teaching of Government in colleges
of education in Enugu state?
4. To what extent does ICT influence the teaching of Current affairs in
Colleges of education in Enugu state?
Research Hypothesis
The following hypotheses will guide the study and will be tested at 0.5 level of
significance.
1. There is no significant difference in the mean ratings of student in public
colleges of education and those in private colleges of education on the extent
to which ICT influence the teaching of geography in colleges of education in
Enugu State.
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colleges of education and those in private college of education on the extent
to which ICT influence the teaching of History in colleges of education in
Enugu state.
to which ICT influence the teaching of government in colleges of education
in Enugu state.
to which ICT influence the teaching of current affairs in Colleges of
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CHAPTER TWO
REVIEW OF RELATED LITERATURE

The review of related literature for the study is arranged under the following
sub-headings:
 Conceptual framework;
 Theoretical framework;
 Related Empirical Studies
 Summary of literature review
Conceptual framework
Concept of Information and Communication Technology
The acronym ICT stand for Information and Communication Technology and is
defined as a “diverse set of technological tools and resources used to communicate,
to create, disseminate, store and manage information Blurton (2009). These
technologies include computers, the Internet, broadcasting technologies (radio and
television), and telephone, etc.
ICT means the acquisition, analysis, manipulation, storage and distribution of
information; the design and provision of equipment and software for these
purposes Dewatteville and Gilbert, (2000). Nwaiwu (2009) explained the term ICT
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to include electronic information processing technology such as computers and
internet; as well as fixed-line telecommunication, mobile phones and other wireless
communication networks. Supporting the above views, Babudo, (2010) stated that
ICT refers to a whole range of facilities or technologies involved in information
processing and electronic communication to be handled with skills and expertise,
for effective achievement and realization of its potentials in Educational. ICT is the
harnessing electronic technology for information processing needs of business
organizations using the computer and telecommunication equipment for storage,
processing and dissemination of information. Teaching process is a means through
which the teacher, the learner, the curriculum and other variables are organized in a
systematic manner to attain pre-determined goals and objectives.
According to World Bank (2012), ICTs are set of activities which are facilitated by
electronic means, the processing, transmission and display of information which
gives the opportunity to revolutionize pedagogical methods, expand access to
quality education and improve the management of education system. Agwom,
(2009) noted that, application of ICT in teaching makes institutions more effective
and productive thereby engender a variety of tools to enhance and facilitate
pedagogical activities. This means that the use of ICT will go a long way in
helping teachers of social studies in their instructional delivery.
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Information and Communication Technology has changed the methodology of
teaching social studies subjects in schools. Teaching and learning social studies
subjects has been changed from traditional chalkboard to electronic learning
requiring ICT skills for teachers. Adams, (2006), observed that teachers now can
talk less, do less activities and achieve more. He also, added that teaching have
shifted from teacher centered to material centered, where the teacher only guides
students to use available materials to achieve learning objectives due to the ICT
innovations.
There are developments in the Nigerian education sector which indicate some level
of ICT application in the schools. The Federal Government of Nigeria, in the
National Policy on Education (FRN, 2004), recognized the prominent role of ICT
in the modern world, and has integrated ICTs into education in Nigeria. To
actualize this goal, the document states that government will provide basic
infrastructure and training at the schools. At the secondary school level, computer
education has been made a pre-vocational elective, and is a vocational elective at
the senior secondary school and to be better implemented in the colleges of
education. It is also the intention of government to provide necessary infrastructure
and training for the integration of ICTs in the school system. It should be noted
that, this was not the first attempt the Nigerian government had made effort to
introduce computer education in schools.
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In 1988, the Nigerian government enacted a policy on computer education. The
plan was to establish pilot schools and diffuse computer education innovation first,
to all schools. Unfortunately, the project did not really take off beyond the
distribution and installation of personal computers Babudo, (2010). The author
further stressed that the computer is not part of classroom technology in more than
90 percent of Nigerian public schools. This implies that the chalkboard and
textbook continue to dominate classroom activities in schools.
In June 2003, at the African Summit of the World Economic Forum held in
Durban, South Africa, the New Partnership for African Development (NEPAD)
launched e-school initiative, intended to equip all African schools with ICT
equipment, scanners, digital cameras, copiers among others, it is meant to connect
African students to the Internet. The NEPAD capacity-building initiative will be
executed over a ten-year period. Three phases are envisaged, with fifteen to twenty
countries in each phase. An estimated 600,100 schools are expected to benefit. The
aim of the initiative is to impart ICT skills to young Africans in schools, and to
harness ICT to improve, enrich, and expand education in African Countries Aduwa
and Carlso, & Firpo, (2007). Although effort have been made to ensure that ICTs
are available and used in Nigerian schools, the successful of integration of ICT into
classroom has not been successful due to lack abilities of teachers among other
factors.
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A teacher has to be a professional with respect to the content and pedagogy of a
given subject matter or content. This includes that the teacher knows the process of
designing teaching strategies and teaching materials, including ICT facilities. In
the views of Dogo, (2010) ICT is intended to serve as the means of improving
efficiency in educational process and offered positive change in the teaching and
learning process, assessment of learning and students’ tracking. Also, the
management of high quality educational programs requires and generates large
quantities and types of data. Teachers face many management problems which can
be resolved with the computer. There are many such tasks which may be both time
consuming and tedious for which teachers should consider an ICT solution. Such
tasks may include: the organization of assessments, the maintenance of library
functions, the preparation of reports, collation and computation of results, ordering
the names of students alphabetically, etc.
There are much school management software which will complete tasks such as
these and thereby free up a substantial amount of time for more important tasks.
The access to production of resource materials associated with the process of
learning and teaching is readily facilitated by the use of productivity software tools
and networked computer system. When teachers use ICT to help them complete
tasks, which they regard as problem, then they are likely to have more positive
attitude towards the use of computers.
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A teacher who is not computer literate will not be able to sieve out which
information is relevant to his students and/or may not be able to determine when
particular information is appropriate to his teaching. Three scenarios are likely to
emerge in this situation. First, his teaching could be overloaded with irrelevant
facts or details, secondly, his teaching could be deficient of relevant facts, and
thirdly, he cannot access the needed information effectively and efficiently.
Donalson in Gbenga, (2006), stated that information and communication
technology possesses the following characteristics in the implementation of the
school curriculum: accelerating students’ knowledge in school subjects such as
social studies among others; challenges students to learn independently; update
students academic knowledge and instructional practices, provides teachers with
efficient and effective tools to take care of students’ individual differences; provide
opportunities for cooperation with colleagues through networking and internet
services, educators and learners are challenged to new methods of acquiring
knowledge through knowledge sharing and connection to the global world and;
unrestricted access to teachers and students to relevant information and
development in various subject areas.
Several studies have reviewed the literature on ICT and learning and have
concluded that it has great potential to enhance student achievement and teacher
learning. Gongden, (2006) point out that technology can play a crucial part in
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supporting face-to-face teaching and learning in the classroom. Many researchers
and theorists assert that the use of computers can help students to become
knowledgeable, reduce the amount of direct instruction given to them, and give
teachers an opportunity to help those students with particular needs. Researchers
have discovered that the development of ICT will contribute to improved
professional status of teachers, enhance capacity and offer opportunities for career
development and advancement that build on recognition and reward of practice. It
should also mean; access to a comprehensive range of advice, guidance and
support for teachers of all subjects at all levels on how ICT can be used effectively
in classroom practice to embed ICT in teaching and learning across the curriculum;
opportunities to access wide range of resources that simplify the preparation and
enrich the delivery of lessons; more sophisticated use of pupils’ data, including the
matching of individual learning styles and the setting and tracking of individual
learning goals; revitalized professional networks, supporting communication and
collaboration, include the sharing of resources and best practice within and
between schools; support for workforce remodeling through the automation of
routine administrative tasks and the availability of technical support Hurkins,
(2002). Having enumerated the potential advantages of technological utilization in
teaching above, this study is set to examine the extent to which ICT has influenced
the teaching of social studies in colleges of education in Enugu state.
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Concept of Social Studies
According to Ibikunte, (2006), Social studies is a field that focuses on the society
and is created to sharpen the creative potentials of the learner, in terms of thinking
creatively and contributing ideas towards identifying societal problems as well as
proffering solution. Social studies is a programme of study which a society uses to
instill in the students, the knowledge, skills, attitudes and actions it considers
important concerning the relationship human beings have with each other, their
world and themselves. Akubue (2005), pointed out that the committee on the
development of social studies programme viewed the subject as that area of
curriculum that will cultivate a good citizenship in the children. They defined
social studies as all subject matters relating to the organization and development of
human society and to man as a member of a social group. Enem (2010), sees social
studies as the study of man in his environment. He opined that Nigerian Education
is aimed at developing the skills and knowledge of the social studies student and to
achieve an over all development social studies enables. A good social studies
programme aims at the integrating of the knowledge, experience and effective use
of resources for the purpose of fostering national unity and citizenship education.
Social studies exposes students to their cultural environment which enables them
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develop desirable concepts, values and attitudes. It gives students good idea of
their environment and the problems therein, so that they may be involved deeply in
life and problems of the community, promote the appreciation of cultural and
cultural heritage and build patriotic and self actualized citizens. Social studies
inculcate the spirit of inter-dependence, unity in diversity and co-operation of all
members of the local government as well as the national and international
communities.
It equally equips the students with the basic skills and social habits which should
help them to adapt into the society in which they may find themselves.
Social studies enables people to develop a good sense of judgement and a sense of
moral and social responsibilities which enables them become useful members of
the society Uchendu (2010). In summary, social studies is applied social sciences,
the humanities and other fields of study that bear direct or indirect relevance to
effective social action. The ultimate goal of the study being or is to enable man
adapt to his environment, utilize available resources optimally for his betterment,
appreciate his ecological limitations, constraints and conditionalities as well as
preserve his environment.
Social studies help people to understand their environment and its influence on
them. It looks at people in their social and physical environment. It also examines
the effects of science and technology on the social and physical environment. It is
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the study of people in the society with all these various aspects (social, physical,
technological elements) working together. Adeyemi, (2002).
A few of the different areas social studies covers are geography, history,
government and current events.
Concept of social studies education
Social studies education refers to the training of professional educators to teach
social studies. It includes the training of social studies educators who emphasize
the need for social education through the teaching of various social science
disciplines (e.g., history, psychology, political science, current affairs etc). The
field of social studies education is unique and is often referred to as social science
education. However, it should be noted that social science education and social
studies education are often used interchangeably, but history, geography,
government and current affairs education are subfields of social studies education.
There are six colleges of education in Enugu state, out of which two are public
while four are private. They are; federal college of education Ihamufu, Enugu State
College of Education (Technical), Enugu State, Our savior Institute of science and
technology, Institute of Ecumenical Education, (Thinkers Corner), Enugu, African
Thinkers Community of Inquiry College of Education, Peaceland college of
education, Enugu. Social studies education is offered in each of this college of
education.
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The Social Studies Education programs are poised to deepening students'
comprehension of how to teach the social, behavioral sciences and history in a
diverse society. Maigoro, (2008). Social studies is taught in addition to other
subject in colleges of education. For example English / Social Studies , Christians
Religion Studies / Social Studies etc. Most Universities offer Education and Social
Studies under the Faculty of Education in Nigeria.
The social studies education curricula was written by the subject experts and
approved by the Senate of each of the universities and colleges of education. The
Philosophy of Social Studies curricula are: to train the teachers of Social Studies in
schools, providing a broad and general Background that would facilitate the
acquisition Of specialized Competencies in Social Studies Education, upgrading
NCE holders within and outside the school system to degree status in Social
Studies, Giving specialist training to teachers in the field of Social Studies and
Prepare teachers who will inculcate in their students, rational adjustment to their
physical and social environment through acquisition of knowledge, attitudes,
values, appreciation and skills necessary for developing social and civic
responsibility. Misthry, & Hary, (2002).
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Role of Technology in the Social Studies
Technology has gained prominence as a tool within the social studies with the
potential to enhance current pedagogic practice. Although an increasing body of
research suggests that technology can improve academic achievement, changes in
social studies instruction based on these findings have been tempered by the
following: (1) questions about the efficiency and effectiveness of computer
technology applications in the classroom; (2) the role of teacher education
institutions and school settings in facilitating or hindering computer-based
activities;(3) the unrealized potential of technology; and (4) the overlooked
consequences of technological development on children and youth with regard to
their social functioning, interpersonal interactions, and global understanding.
Various technologies such as Internet and web-based resources, hypermedia, data
instruments, digital video, and tele-collaborative teaching represent emerging
resources implemented in social studies instruction. Kalinger, (2004).
Technology, however, is more than just a tool of instruction, and these resources
have effects on the political, social, and economic functioning of society.
Technology's impact on society is exemplified in the phenomenon of the digital
divide that separates those who are information rich through their access to
telecommunications, computers, and the Internet from the information and
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technologically poor. Within the social studies educators focus on the differential
impact of privileged access to these resources in the early stages of development
and consider the potential ongoing consequences of this separation of haves and
have-nots on economic success, civic influence, and personal advancement.
Social studies education will continue to evolve as it is affected by events and
trends in Nigeria and abroad. These include the globalization of the media and the
economy, advancements in technology, shifts in schools and school demographics,
teacher accreditation standards, student testing mandates, changes in the family,
and swings of the political pendulum. These forces will certainly impact
ideological perspectives and influence the direction of the social studies in the
future. Ogundoye, (2006).
The phobia being inherent in the teachers and students on Information and
Communication Technology has generated a lot of concern and tension. In an
effort to address this issue, the federal and state government through the Ministry
of Education and that of Information has mandated that Information and
Communication Technology be introduced in academic institutions of the
federation, Margret, (2013). In line with this directive, JAMB has also mandated
that all examination will be done using the Computer Base Test (CBT). Inspite of
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all these efforts, the influence of the use of ICT on the teaching in schools and
colleges are not well pronounced, especially in discipline like social studies.
Concept of ICT in the Study of Geography
Geography is the study of different countries, which includes factors like
population, culture, location, climate, economy and physical land properties. In
elementary school, general concepts of geography are incorporated into social
studies such as different land forms and the basics of the world’s map and
population. Middle schools tend to go more in depth on the topics covered in
elementary schools. Some middle schools will devote an entire class to geography,
which involves much more memorizing of locations on maps, and an in-depth
study of physical conditions and climates.
Geography is a broad scientific discipline that brings different information.
Geography help pupils to have information about the world. In geography lesson ,
pupils learn about the location, distribution, distance, movement, region, scale,
spatial association, spatial interaction and change over time Reinfried,S.,
Schleicher and Rempfler, (2007) . Access in information is a very important asset
for development and ICT can help to access and share this information.
Contemporary learning theory is based on the notion that learning is an active
process of constructing knowledge rather than acquiring knowledge and that
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instruction is the process by which this knowledge construction is supported rather
than a process of knowledge transmission Duffy & Cunningham, (1996). .
Methods of work and research in geography are developed. Currently the
realizations of the geographical studies and research and geographical teaching and
learning process is connected with ICT. Specific arguments relative to the use of
ICT were identified, Synder, (2009). (2004) stated that such arguments can be
found in more recent accounts of ICT and geography teaching. For example,
Hassell (2002) shares this optimism about the potential of ICT in geography
teaching. The following quote from his article explains why geography teachers
should be integrating ICT into their teaching “Throughout a huge range of human
activity, including commerce and the public sector, ICT is playing an increasing
role in decision- making, ranging from locating a road or superstore to the
identification of flood or weather hazards. ICT can enable better decision-making
as it is possible to take into consideration a wider range of variables, as well as
supporting the monitoring of natural hazards and systems to provide greater
warning and providing the opportunity to take action to reduce impact. As a result,
ICT can provide better and faster tools for decision-making. These changes have
an impact in two ways; first, they change the geography we teach, but second, they
change the decision-making skills and processes that we should be developing in
children. The key issue in this area is how can the subject community ensure that
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the geography of formal curricula that is taught and examined keeps up with these
changes? Although the science of geography is influenced very much by ICT, the
use of ICT in teaching in college of education in Nigeria is steel low. This is major
connected with the lack of hardware and software. The use of ICT is increasing its
role in curriculas. Curriculas updates in past years from Ministry of Education in
Nigeria, have included in the program the integration of teaching and learning with
the use of ICT.
Concept of ICT in the Study of History
History is a general branch of social studies that is taught in the college of
education. The foundation for history is incorporated into social studies. History
enhances the students’ ability to explain policies, discuss events, describe major
reforms, compare personalities, and identify major problems confronting leaders to
help the learners acquire critical spirit. With a raging sense of their own history,
the early educated elites challenged the absence of the study of African history in
school curriculum. In Nigeria, the teaching of history was adversely affected by the
events which followed the convening of the 1969 National Curriculum Conference,
followed by the adoption of a National Policy of Education, and the subsequent
arrival of the 6-3-3-4 Education system. The government and conscientious history
scholars have a lot to do to ensure that the subject takes back its rightful place in
the school curriculum and that it becomes even more attractive for students in
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colleges of education, Vanguard Newspaper 12th June, 2017. World history, on the
other hand, takes a global perspective and covers a broad range of topics including
the ancient history of eastern and western civilizations, the secular history of
religions, globalization, colonialism and major international conflicts, the ICT
enable us to have access to this information in a jiffy.
According to Ogundoye, (2006). History, helps the students to know more about
themselves by promoting their understanding of their past, in terms of both internal
and external relationships. It satisfies man’s instinct of curiosity about past
developments in all aspects of life. It promotes the habit of serious and critical
examination of situations and ultimately offers opportunity for a special
intellectual experience which sharpens the imagination and deepens one’s
knowledge about the developments of the society. It enables people to orientate
themselves amidst the bewildering currents of human diversity and it inculcates in
the people the habit of not accepting explanations on their face value but to
identify the roots of happenings thereby promoting better understanding Falola
(2009).
The teaching and learning of History in the Nigerian institutions have developed
within the framework of theory and practice. In this technological age, the
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effective means of communication in history classroom instruction requires the use
of communication technologies.
The role of ICT in the teaching and learning of History can be seen in four major
angles, namely, the impact on teacher, learner and the image of history as a
discipline. For many years, teachers wishing to adopt competency and
performance-based curricula have been limited by their resources and tools but
with the proliferation and wide spread availability of contemporary ICTs, many
restrictions and impediments of the past can now be removed Otakhor, (2007). As
students and teachers gain access to higher bandwidths, more direct forms of
communication and access to sharable resources, the capability to support these
quality learning settings will continue to grow Oliver, (2000). The need for
information literacy is another role of ICT in the teaching and learning of History,
there has emerged the need for educational institutions to ensure that graduates are
able to display appropriate levels of information literacy, “the capacity to identify
an issue and then to identify, locate and evaluate relevant information in order to
engage with it or to solve a problem arising from it” McCausland (2009). The drive
to promote such developments stems from general moves among institutions to
ensure their graduates demonstrate not only skills and knowledge in their subject
domains alone but also to acquire general attributes and generic skills.
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The role of ICT on how students learn history is significant. Through technology-
facilitated approaches, contemporary learning settings now encourage students to
take responsibility for their own learning.
Concept of ICT in the Study of Government
The teaching of government or political science as a subfield of social studies,
includes the history of governments, the basic principles and types of governments,
and the current state of both the Nigeria government and governments worldwide.
Oftentimes, government is incorporated into other social studies classes, such as
current events. They may also learn about political revolutions and conflicts
between governments. ICT help in the storage of information needed for quick
references and guidance in governance. The overall uses of ICT is summed up by
the Chinese adage, which says; “when I hear I forget but when I see I remember
and when I do I remember. ICT materials are used to arouse interest at the
beginning of a lesson. This is done sometimes by questions, which can only be
answered by referring to the information on the media on display at that moment.
Some lCT materials are also better for revision than for actual teaching of the
lesson.
A television set is also a very fascinating ICT gadget which is a medium of
transmitting pictorial views and sounds of events while they are taking place or
29
from recorded films or tapes. The television therefore provides audio-visual
services to its viewers. The television programmes which are of interest to the
teacher and students of government are: news items, political discussions and
broadcast, political interviews, T.V. debates, quiz and documentary programmes.
The television and the radio are ICT gadgets that can be used at all stages of the
teaching-learning of political science. Ofeafuna, (2006), ICT is a veritable tool that
can be used to improve on the standard of teaching political science and other
subjects in Nigeria schools. Nigeria’s abundant human resources serve as a potent
force for growth and development in all this areas.
While this technology can in principle, be employed in diverse ways to support
different curriculum goals and forms pedagogy. Constraints have often stifled
teachers use of ICT in ways which effectively exploit its interactivity.
Consequently well integrated and effective political science classroom use of ICT
is currently rare.
Concept of ICT in the Study of Current Events
Current affairs is the branch of social studies that examines the present world. This
subject analyzes a wide range of current social, ethical, political, legal, educational
and environmental issues. Typically, a current events class blends presentations
from both the instructor and the students to keep students actively engaged. With
30
the introduction of ICT schools, social studies classes will generally cover current
events on a basic level to promote access to a global and authentic information.
The teacher will frequently report on recent developments, or ask students to keep
an eye on and present interesting happenings within and outside the nation without
much stress and cost. According to a study by Gunther, (2016), his Clinical and
empirical data confirms that social isolation is found to be prevalent among many
people in Africa, and it has negative consequences on the people’s psychological
and physical health. The results of this review suggest that ICT could be an
effective tool to tackle social isolation and get the people intimated on current
affairs as and at when due.
Reason for Integrating ICT in Teaching of Social Study
Access to Variety of Learning Resources: In the area of technology, ICT
provides plenty of resources to enhance the teaching skills and learning ability.
With the help of ICT in Social Studies, it will be easy to provide audio visual
education. The learning resources are being widens and widen. Now with this vivid
and vast technique as part of the ICT curriculum, Social Studies learners are
encourage to regard computers as tools to be used in all aspects of their studies. In
particular,
31
Immediacy to Information: ICT enables immediacy to information in teaching
Social Studies. Now in the year of computers and web networks the pace of
imparting knowledge is very fast and one can be educated anywhere at any time.
Collaborative Learning: ICT encourages easy study as well as teaching in groups
or in clusters in Social Studies classroom. With the use of online resources, people
can unite together to do the desired task. The internet and its web sites are now
familiar to many children in developed and developing countries such as Nigeria,
with this, the teachers and learners of Social Studies find it very easy to access
information.
Authentic and Up to Date Information: The information and data which are
available on the net is correct and up to date. Using ICT in teaching Social Studies
will enable the students to have more authentic information about what is
happening around them and also on the current information all over the world.
Participation of Learners: ICT encourages active participation of the Social
Studies learners in classroom. ICT enables Social Studies Learners to respond to
the interaction going on in the classroom therefore making the classroom an active
class. Use of the interactive nature of computer technology can support learners in
carrying out inquiry-based activities, using topics, questions, and even theories that
they themselves define and develop. The interactive technology can be used to do
away with the traditional and the associated passivity, in which the learner is
32
usually considered to be an empty vessel that can be filled with knowledge.
“Furthermore, learners who are permitted to use their own resources in developing,
implementing and evaluating notes are likely to find, with little doubt, need for
considerable revision.
Information Recall: Information presented to Social Studies learners visually is
very difficult to forget. Therefore with the use of ICT in Social studies pedagogy
the learners will remember what they have learnt easily.
Stores Records of Learners: Applying ICT in Social Studies instruction enables
the teachers to monitor the performance of the learners and this information can be
retrieved at will for assessment and evaluative purposes.
Feedback Purposes: The use of ICT in Social Studies makes learners to lookout for
performance remedy. Improvements in performance are observed, due to the Use
of ICT, in Social Studies by Mezieobi, Fubara and Mezieobi (2008). They
highlighted in details some of these improvements in Social Studies performance
in their study.
Computer Assisted Instruction in Social Studies (CAI):CAI is an instructional
design whereby computer systems deliver instruction directly to learners by
allowing them to interact /relate with designed lessons that have been programmed
into the system Ughamadu, (2008). According Patrick Suppes in Mezieobi, Fubara
33
and Mezieobi (2008) coined the term CAI, classified it into three levels, namely;
a.Practice and drill level: b.Tutorial level and c.Dialogue level:
Computer Assisted Testing in Social Studies (CAT): This is computer device
that focuses mainly at the student achievements or performance for finding
solutions to the student errors for advanced instructional improvement.
Computer Managed Instruction in Social Studies (CMI): This can be defined as
the use of the computer to organize and manage instructional and classroom
activities. These activities includes; lesson plans, teaching time-table, construction-
administration-evaluating-and scoring of tests and finally storing test and teaching
practice results and retrieving them if need be.
Theoretical Framework
The Self-Efficacy Theory
The teacher efficacy theory is a construct derived from Albert Bandura’s theory of
self-efficacy Bandura, (1986). This theory posited that behaviour is based on two
factors. Firstly, people developed a generalized expectancy about action-outcome
contingencies through life experiences. Secondly, they develop a more personal
belief about their own ability to cope. Therefore, one’s judgement about one’s
ability to carry out actions necessary to address a situation and expectation that
34
these actions will produce desired outcome are two key aspects to the concept of
implementation.
Bandura hypothesized therefore that a person rating high on both factors would
behave in an assured manner. A teacher, who cannot effectively utilize the ICT
technologies as required by the social studies curriculum, cannot serve as a model
to the students.
Social studies deal with people, the society, the environment and issues around. It
is also problems solving based, and therefore, it demands illustrations, analysis and
critique of issues. Social studies teacher should therefore possess the skills,
abilities, interest and experience, which will help produce students’ achievement.
This will invariably improve the self-concept and self-worth of the teacher.
Social cognitive theory
Social Learning Theory, theorized by Albert Bandura in the 1960s, posits that
people learn from one another, via observation, imitation, and modeling. The
theory has often been called a bridge between behaviorist and cognitive learning
theories because it encompasses attention, memory, and motivation.
According to Social Cognitive Theory, watching others performing a behavior, in
this case interacting with a computer system, influences the observers' perceptions
of their own ability to perform the behavior, or self-efficacy, and the expected
outcomes that they perceive, as well as providing strategies for effective
35
performance. In addition, behavior modeling was found to be more effective than
the traditional method for training in social sciences, resulting in higher self-
efficacy and higher performance. Social studies teacher should therefore possess
the skills, abilities, interest and experience in the use of ICT as it will facilitate
imitation by students who model them and improve academic achievements.
Empirical Framework
Chukwuemeka, (2014), evaluated the implementation of the Social Studies
Curriculum in Junior Secondary Schools in Enugu State. Out of the six educational
zones in Enugu State namely, Agbani, Awgu, Enugu, Nsukka, Obollo-Afor and
Udi, Nsukka educational zone was selected for the study. Using proportionate
stratified random sampling techniques, 25 social studies teachers in 20 schools in
the educational zone were selected. Structure Systematic Observation Schedule
(SSOS) and Social Studies Evaluation Questionnaire (SSEQ) were used for data
collection. Data collection comprised of 25 teachers used for observation while
200 teachers were given questionnaires. Therefore, a total of 225 teachers formed
the sample of the study. The data were analysed using mean as standard deviation
to find out the responses of social studies teachers. Results from the study showed
36
that level of qualification can make a difference in the teachers who teach social
studies and most importantly on the Implementation of Social Studies Curriculum
in Junior Secondary Schools. Social studies teachers employ discussion, discovery,
problem-solving, inquiry and expository method while teaching. The teachers
employed the students’ activities in the curriculum, geared towards critical
reflective thinking that is learner based while most students have many other things
to do, either in the school or outside the school which cause them to get easily
distracted from their school work. Based on the findings, recommendations were
made which include that government should organize workshops and seminars to
re-train teachers in proper implementation of the social studies curriculum in
Junior Secondary Schools and that social studies teachers should endeavour to use
ICT learner centered strategies like students activities in teaching and learning so
that students will contribute in the process and thus make learning more concrete.
The difference between the two studies is that while Chukwuemeka’s study
evaluated the implementation of the Social Studies Curriculum in Junior
Secondary Schools in Enugu State, the present study considers the influence of
ICT in the teaching of Social Studies in Colleges of education in Enugu State.
Their year of study also differs.
Iyamu (2009) carried out a study on finding out from the social studies teachers
their level of awareness of social studies objectives and the extent to which the
37
teachers were able to clarify instructional objectives. Findings showed that
majority of the teachers were yet to set their eyes on either the National Policy on
Education or the National Social Studies curriculum for the first time. The
implication of this is that such social studies teachers have no bases for their
teaching activities in the classroom as they do not know the objectives of social
studies for any level of educational system, let alone stating their instructional
objectives. Invariably, when the objectives of social studies are not known by the
social studies teachers, there would be no worthwhile teaching activity in the social
studies classrooms. Appropriate utilization of teaching methods, instructional
materials and student performance evaluation devices, should be guided by pre-
determined social studies objectives.
This study revealed that social studies teachers were not familiar with appropriate
affective evaluation devices, let alone use them in teaching-learning process.
Instructional evaluation in social studies has its gaze preponderantly on cognitive
learning assessment. The two studies are not the same. Iyamu’s study was on
finding out from the social studies teachers their level of awareness of social
studies objectives and the extent to which the teachers were able to clarify
instructional objectives, while the on going research focuse on the influence of ICT
in teaching of social studies.
38
Mathayo (2016), studied Teachers experience on the use ICT to facilitate teaching:
A Case of Ilala District secondary schools”, from the perspective of teachers. A
sample of teachers, purposefully selected, were given questionnaires and then
interviewed. The study mainly aimed at collecting views and opinions from
teachers regarding their experiences on the use of ICT to facilitate teaching. The
objectives guided this study were: to explore teachers opinions on the benefits of
using ICT in teaching, to explore the barriers that hinder teachers from using ICT
to facilitate teaching and to identify the factors determining the use of ICT to
facilitate teaching. On examining the benefits of using ICT to facilitate teaching,
the following were identified as the benefits of using ICT to facilitate teaching: -
individualized interactivity, delivery of educational resources, access to global
knowledge base, facilitate integration with resources, simplify teachers work. The
study indicates that using ICT in teaching has benefits to teachers. teachers’
attitude, teacher confidence and competence, unlimited access to ICT resources
and facilities and lack of technical support, inadequate ICT infrastructure on ICT
and lack of professional development were identified as the barriers hindering
teachers to use ICT to facilitate teaching in secondary schools. On examining the
factors determining the use of ICT in teaching in secondary schools, the study
identified the following factors:- teachers’ positive attitude, teachers’ competence
in ICT use, accessibility of ICT facilities, professional development and
39
availability of technical support. Recommendations to improve the situation in
using ICT in teaching are attached. Mathayo’s research was similar to the present
study in that it studied Teachers experience on the use ICT to facilitate teaching:
but the present study is on the influence of ICT in the teaching of social studies in
particular, in colleges of education in Enugu state, not in Ilala District secondary
schools as in the empirical study.
Froilan and Mobo, (2019), carried out a research on Information and
Communication Technology Tools (ICT) in Teaching History and Geography in a
Catholic Schools. The researcher used a descriptive cross-sectional design. It was
conducted in a Catholic school. The research instruments used to collect data
included questionnaires for teachers and students that were purely quantitative data
and were processed using descriptive statistics. They concluded that, the Use of
ICT tools in the teaching of History or Geography helps the teacher a lot in
preparing and delivering the lesson to their students. However, the effective
integration of ICT may be affected by several other concerns or factors. Froilan
and Mobo studied Information and Communication Technology Tools (ICT) in
Teaching History and Geography only in a Catholic Schools and social studies in
colleges of education in Enugu state. Nevertheless, their year of study is the same.
Babalola, (2010) investigated the functionality of modern communication
technology-assisted instructions for teaching in public colleges of education in
40
South East for achievement of quality instruction output. Five research
questionnaires and one null hypothesis guided the study. The research adopted a
descriptive survey design. Seven public owned colleges of education in South East
Nigeria constituted the population which comprises of three federal and four state
colleges. Academic staff in these colleges are 1700. Through a stratified random
sampling, one federal and one state owned colleges were selected as the sample for
the study. Thereafter, 170 academic staff representing 10% of the population was
selected. A structure questionnaire was used to obtain the options of academic
staff in the colleges. The instrument was validated by three experts and t-test
statistic was used for reliability, Cronbach alpha method was administered.
Reliability co-efficient of 0.83 was established which suggested acceptance. The
findings show that teachers utilize modern technology assisted instructions for
personal research and academic enhancement, but little was practiced in classroom
teaching-learning due to inadequate equipments. This hampers students’
manipulative skills in accessing modern educational technologies.
Recommendations were made for adequate funding by government to help achieve
instructional objectives in teaching and learning process. The on going study is on
the influence of ICT in the teaching of Social studies while that of Babalola was no
the functionality of modern communication technology-assisted instructions for
41
teaching in public colleges of education. There year of study and location of study
differs from each other as well.
Summary of Literature Review
The review of literature for this study was done in the following sequence;
conceptual framework, theoretical framework, and review of empirical studies.
The conceptual framework revealed that social studies is made up of social
science disciplines such as history, psychology, political science, current affairs.
These subfield of social studies can be enhanced when teachers apply the
information communication technology tools in teaching pedagogy. The
pedagogical process can benefit immensely from the application of Information
technology. Some of the reviewed benefits are: Access to Variety of Learning
Resources, Immediacy to Information, Collaborative Learning, authentic and Up to
Date Information, Participation of Learners, Information Recall, Stores Records of
Learners, performance remedy, Computer Assisted Instruction in Social Studies,
Computer Assisted Testing in Social Studies (CAT) and Computer Managed
Instruction in Social Studies (CMI) among others. The literature also reviewed the
theoretical framework and allied the study to two theories – self efficacy theory
and social cognitive theory. This theories centre on cognitive system of the
individual and the factors that influence it adequate functioning. Stressing that, if
these factors are clearly identified, the teaching of social studies will be very easy.
42
Five relevant research works were review under empirical studies, the researcher
clearly distinguished them from the ongoing studies. None of the empirical studies
addressed the influence of Information communication technology in the teaching
of social studies in colleges of education in Enugu state, despite the need to do so.
That was the educational gap created and the rationale for the present study.
43
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
This chapter presents research design and methodology used in conducting the
study, and is discussed under the following sub-headings;Research Design,
Population for the Study, Sample Size and Sampling Procedure, Instrument for
Data Collection, Validity of the Instrument, Reliability of the Instrument,
Procedure for Data Collection and Procedure for Data Analysis.
Research Design
The design of this study was a descriptive survey. It tried to establish the opinions
of the respondents on the influence of Information Technology in the Teaching of
social studies in colleges of education in Enugu State. Ali (2006) defined
descriptive survey as “a study which seeks or uses the sample data of an
investigation to document, describe, and explain what is existent or non existent,
on the present status of a phenomenon being investigated”. This research design is
best suitable for this study because it permits the collection of original data and
describe the conditions as they exist in their natural setting.
Area of the Study
The area of the study was Enugu State. Enugu State has 6 colleges of education.
Of this number 3 are public colleges of education while 3 are private colleges of
education.
44
Population for the Study
The population of the study comprised all the social studies students of the six
public and private colleges of education in Enugu state. Based on the field
statistical of the researcher, June, 2019, the targeted population of study is 3708
social studies students, out of which 1, 323 student are from federal college of
education Ihamufu, 990 from Enugu State College of Education (Technical),
Enugu State, 386 student are from Our savior Institute of science and technology,
298 student are from Institute of Ecumenical Education, (Thinkers Corner), Enugu,
99 student are from African Thinkers Community of Inquiry College of Education
and 612 student are from Peaceland college of education, Enugu. Amount to 60%
Social studies students from public college of education and 40% from private
colleges of education in Enugu State.
Sample size and sampling Technique
The researcher used 10 per cent of the entire population was used as sample. This
is in line with the Castillor (2008) which states that if the population of a study is
in a few hundreds 40% or more sampling will be adequate, if many
hundreds a 20% sample will be adequate, if a few thousands a 10%
sample will be adequate and if several thousand a 5% or less will be
adequate. In order to have a comprehensive view of the area of
research, the researcher used stratified random sampling and
45
proportional sampling methods. This is in line with Krejcie and
Morgan cited in Chindo, (2014) and Afolabi (2016) who postulated
that sample selection can be best done by randomization in order to
make proportional and meaningful representation from the
population and to ensure that every element in the population has
equal chance of being selected and to avoid unbiased sample for the
study. In line with that, and for the purpose of this study, the
researcher used proportional random sampling techniques in
selecting sample from the college of educations. Therefore, 371
respondents were selected. 223 social studies student from public
colleges of education while 148 respondents were selected the
private colleges of education respectively.
Instrument for Data Collection
Questionnaire was developed by the researcher to elicit information from the
respondents. The questionnaire has 27 items. The instrument is divided into two
sections - Section A & B. section A deals with information on bio data of
respondents, while Section B contains the items designed to answer the research
questions. The response options for the items are very high extent (VHE) High
extent (H) Low extent (LE) and Very Low Extent (VLE).
46
Validation of the Instrument
The instrument was subjected to face validation. The initial draft was given to
three experts, two from Department of Educational Foundations (Education
Management), Enugu State College of Education, technical, and one from
Measurement and Evaluation department of the same institution. They were
requested to study the items and access the suitability of the language, the
adequacy and relevance of the items in addressing the research questions bearing
in mind the purpose of the study. Their corrections and comments were used to
modify the questionnaire.
Reliability of the Instrument
To determine the reliability of the instrument, the questionnaire was trial tested on
20 social studies student from the public colleges of education and 10 social
studies student from private colleges of education in Anambra state, outside the
study area. This served as similar population for the study. During the trail
test, the researcher distributed 30 copies of the validated instrument once
to the respondents and allowed them time to fill the instrument. The
completed copies were collected from the respondents at a later date
agreed upon.
The researcher then used the Cronbach Alpha reliability estimate to
analyze the data collected looking for a score of .70 or higher consistency. As a
47
result of the fact that section B of the instrument is in parts, the researcher
decided to find the reliability coefficient of the various· parts of the
instrument. To this end, a coefficient of α = 0.83. was found for part 1,
part 2, α =0.98, part 3. α =0.95 and for part 4, α =0.95, the researcher went
further to ascertain the coefficient for the entire instrument, this stood at
α =0.97, this the researcher regarded to be high enough and so use the
instrument to collect the much needed data. (see Appendix)
Method of Data Collection
Data were collected by the researcher who administered the instrument and
collected them on the spot. This helped the researcher collect all the copies
questionnaire immediately after completion. 371 or 100% of the questionnaire was
administered to the respondents with the help of four research assistants. 364 or
98% were returned.
Method of Data Analysis
The data collected for this study were analyzed using mean and standard deviation
to address the research questions. Norminal values of 4,5,2, and 1 were assigned to
the response levels of VHE, HE, LE and VLE respectively.
The t-test was used to test the null hypotheses at .05 level of significant.
Any item with a mean score of 2.50 and above was regarded as great
extent while any item whose mean score is below 2.50 was interpreted to
48
mean “low extent”
For the hypothesis, the decision rule was that if t calculated is less than t-
critical value, the null hypothesis is not rejected. Otherwise it is rejected
at 0.05 alpha confidence level. SPSS was used for the data analysis.
49
CHAPTER FOUR
DATA ANALYSIS, RESULTS AND DISCUSSION OF FINDINGS
This chapter presents the results and analysis of the findings of the study in relation
to the four research questions and two null hypotheses that guided the study. This
was done simultaneously as follows:
50
Research Question 1
To what extent does ICT influence the teaching of geography in college of
educations in Enugu State?
Table 1: The extent to which ICT influence the teaching of geography in college
of educations in Enugu State.
S Desc P P N
riptio u r =
n b i 3
l v 6
i a 4
c t
c e
o
l c
l o
e l
g l
e e
o g
f e
e
d o
u f
c e
a d
t u
i c
o a
n t
N i
= o
2 n
1 N
8 =
1
4
6
ICT XS XS X D
influ D DI e
51
ence c
in i
the
s
teac
hing i
of
o
geog
raph n
y are:
1 ICT 21 21 2 H
. . .
can
E
be
used
to
learn
about
Locat
ions
witho
ut
much
stress
.
2 ICT 2121 2H
. . . .
tools
E
can
facilit
ate
teachi
ng of
distri
butio
n.
3 ICT 3121 2H
. . . .
tools
E
enhan
ces
the
studie
s on
distan
ce.
4 Study 2121 2H
. . . .
of
E
move
52
ment
can
be
done
easily
using
ICT
tools.
5 ICT 3121 2H
. . . .
can
E
be
use to
study
the
regio
ns of
the
world
effect
ively
6 ICT 3131 3H
. . . .
tools
E
enhan
ces
the
study
of
scales
.
7 With 2121 2H
. . . .
ICT
E
tools
the
study
of
spatia
l
associ
ation
can
be
done
effici
ently.
8 Study 2121 2H
. . . .
of
E
53
spatia
l
intera
ction
and
chang
e
over
time
has
been
impro
ved
with
the
use of
ICT.
Gran 2 1 2 1 2 H
E
d
mean
Result of the findings in table one shows mean scores that ranges from 3.40 to 2.5.
The grand means of 2.88 and 2.85 for public and private colleges of education
respectively, implies that ICT influences the teaching of geography in college of
Research question 2
To what extent does ICT influence the teaching of History in colleges of education
in Enugu state?
Table 2: The extent to which ICT influence the teaching of History in colleges of
54
S Desc P P N
riptio u r =
n b i 3
l v 6
i a 4
c t
c e
o
l c
l o
e l
g l
e e
o g
f e
e
d o
u f
c e
a d
t u
i c
o a
n t
N i
= o
2 n
1 N
8 =
1
4
6
ICT XS XS X D
influ D DI e
ence
c
the
teac i
hing
s
of
Hist i
ory o
in
colle n
ges
of
55
educ
ation
in
Enu
gu
state
1 ICT 22 21 2 H
. . .
can
E
enhan
ce the
teachi
ng
about
the
leader
s that
helpe
d
huma
ns
progr
ess.
2 ICT 2221 2H
. . . .
can
E
enhan
ce
teachi
ng
about
the
vario
us
religi
on
and
belief
s
syste
ms
throu
ghout
the
world
.
You H
56
will E
find
some
great
resou
rces
for
helpi
ng
stude
nts
under
stand
maps
in the
Intern
et.
We H
look
E
at the
challe
nges
and
achie
veme
nts of
Wom
en
throu
gh
histor
y
easily
with
ICT
tools
Infor H
matio
E
n
about
ancie
nt
civili
zation
is
easily
57
acces
s in
the
webs.
6 We 1111 3L
. . . .
look
E
out
for
those
who
serve
d our
local
com
munit
ies in
the
past
in the
Intern
et
Gran
H
d 2 1 212
E
mean
Result of the findings in table one shows that items 1,2,3,4 and 5 were not
rejected, while items 6 was rejected . Therefore, items 1,2,3,4 and 5 except item 6
are the extent to which ICT influence the teaching of History in colleges of
education.
Research question 3
To what extent does ICT influence the teaching of government in colleges of
58
Table 3: The extent to which ICT influence the teaching of government in colleges
S Desc P P N
riptio u r =
n b i 3
l v 6
i a 4
c t
c e
o
l c
l o
e l
g l
e e
o g
f e
e
d o
u f
c e
a d
t u
i c
o a
n t
N i
= o
2 n
1 N
8 =
1
4
6
ICT XS XS X D
influe
D DI e
nce in
the c
teachi
ng of i
gover
s
nmen
t in i
colleg
es of o
59
educa n
tion
are:
1 It is 21 21 2 H
easier . . E
to
81
teach
comp 12
arativ
e
analy
sis in
gover
nmen
t with
the
use of
ICT.
2 The 2121 2H
teachi . . E
ng of
71
Politi
cal 4
econo
my is
enhan
ced
with
ICT
3 Intern 3121 2H
ationa . . E
l
01
relati
on 5
studie
s is
more
effect
ive
with
ICT
tools
4 The 2121 2H
teachi . . E
ng of
61
politi
8
60
cal
theori
es is
better
with
the
use of
ICT
5 With 2111 1R
ICT . .
the
11
teachi
ng of 2
admi
nistra
tion
and
polic
y
have
been
facilit
ated
in our
locali
ties.
6 We 3131 3H
can . . E
use
41
the
ICT 0
to
teach
politi
cal
meth
odolo
gy
better
7 In 2121 2H
prepa . . E
ring
81
future
citize 2
ns for
partic
61
ipatin
g in
publi
c life
is
effici
ent
with
ICT.
Gran 2 1 2 1 2 H
E
d
mean
Result of the findings in table 3 shows that items 1,2,3,4,6 and 7 were not
rejected, while items 5 was rejected . Therefore, items 1,2,3,4,6 and 7 except item
5 are the ICT influence in the teaching of government in colleges of education.
Research question 4
To what extent does ICT influence the teaching of current affairs in Colleges of
Table 4: The extent to which ICT influence the teaching of current affairs in
Colleges of education in Enugu state.
S Desc P P N
riptio u r =
n b i 3
l v 6
i a 4
c t
c e
o
62
l c
l o
e l
g l
e e
o g
f e
e
d o
u f
c e
a d
t u
i c
o a
n t
N i
= o
2 n
1 N
8 =
1
4
6
THE XS XS X D
ICT
D DI e
influe
nce in c
the
teachi i
ng of
s
curre
nt i
affair
s in o
Colle
n
ges of
educa
tion
are::
1 It 2 1 21 2
N
enabl . .
R
e
81
stude
nt to 12
be
able
to
63
match
the
news
to the
headli
ne in
a
reaso
nable
time.
2 ICT 2121 2N
create . . R
s
71
plent
y 4
of op
portu
nities
for
coope
rative
learni
ng,
classr
oom
discu
ssions
and
debat
es,
and
purpo
seful
follo
w-up
writin
g.
3 It 3121 2N
build . . R
langu
01
age,
vocab 5
ulary,
readi
ng
comp
64
rehen
sion,
critic
al
thinki
ng,
probl
em
solvin
g,
oral
expre
ssion,
and
listeni
ng
skills.
4 Facili 2121 2N
tate . . R
the
61
under
standi 8
ng of
the
impor
tance
of
peopl
e,
event
s, and
issues
in the
news.
5 ICT 2111 1R
help . .
stude
11
nt
pay 2
attent
ion to
the
news
they
see
and
65
hear
outsid
e of
schoo
l
witho
ut
locati
on
baree
r.
6 See a 3 1 3 1 3 A
“writi . .
ng
41
mode
l” by 0
which
stude
nts
can
learn
by
imitat
ing
the
clear,
conci
se
style
of
news
writin
g.
Gran 2 1 2 1 2 A
mean
Result of the findings in table four shows that items 1,2,3,4 and 6 were agreed,
while items 5 was disagreed on . However, a grand mean of 2.71 for both the
66
student in public and private colleges of education indicates that ICT influence the
teaching of current affairs in Colleges of education in Enugu state.
Hypothesis
HO1: There is no significant difference between the mean responses of between
the student in the public and private colleges of education on the extent to which
ICT influence the teaching of geography in college of educations in Enugu State.
Table 5: t–test Analysis of the Mean responses of students in the public and
private colleges of education on the extent to which ICT influence the teaching
of geography in college of educations in Enugu State.
n X SD df t-cal t-crit P Decision

Public 218 2.88 1.14 362 0.13 ±1.96 0.05 Do1
not reject
Private
146 2.83 1.11
The result of the analysis on table 5 using t- test shows that there is no significant
difference between the Mean responses of students in the public and private
colleges of education on the extent to which ICT influence the teaching of
geography in college of educations in Enugu State.
This was so because the calculated t-test of 0.13 is less than the critical value of
±1.96 at 0.05 level of significance and degree of freedom 362.
67
HO2: There is no significant difference between the mean responses of students
in public and private colleges of education on the extent to which ICT influence
the teaching of history in college of educations in Enugu State
Table 6: t-test analysis of Mean responses of students in the public and
of history in college of educations in Enugu State.

Public 218 2.89 1.55 362 0.35 ±1.96 0.05 Do not
Private reject
146 2.79 1.38
difference in the Mean responses of students in the public and private colleges of
education on the extent to which ICT influence the teaching of history in college of
HO3: There is no significant difference between the mean responses of students
in public and private colleges of education on the extent to which ICT influence
the teaching of government in college of educations in Enugu State
68
of government in college of educations in Enugu State.
n X SD df t-Cal t-Crit P. Decision
Public 218 2.77 1.13 362 0.92 ±1.96 0.05 Do
not reject
Private 2.15 2,65 1.11
education on the extent to which ICT influence the teaching of government in
college of educations in Enugu State.
Ho4: There is no significant difference between the mean responses of students in
public and private colleges of education on the extent to which ICT influence the
teaching of current affairs in college of educations in Enugu State
69
of current affairs in college of educations in Enugu State

Public 218 2..77 1.13 362 0.64 ±1.96 0.05 Do not
Private 146 2.65 1.11 reject

education on the extent to which ICT influence the teaching of government in
college of educations in Enugu State.
Summary of the findings
1. Result of the findings in table one shows mean scores that ranges from 3.40
to 2.5. The grand means of 2.88 and 2.85 for public and private colleges of
education respectively, implies that ICT influences the teaching of
geography in college of educations in Enugu State.
2. Result of the findings in table one shows that items 1,2,3,4 and 5 were
agreed, while items 6 was disagreed on. Therefore, items 1,2,3,4 and 5
except item 6 are the extent to which ICT influence the teaching of History
in colleges of education in college of educations in Enugu State.
70
3. Result of the findings in table 3 shows that items 1,2,3,4,6 and 7 were
agreed, while items 5 was disagreed on . Therefore, items 1,2,3,4,6 and 7
except item 5 are the ICT influence in the teaching of government in
colleges of education.
4. Result of the findings in table four shows that items 1,2,3,4 and 6 were
agreed, while items 5 was disagreed on . However, a grand mean of 2.71 for
both the student in public and private colleges of education indicates that
ICT influence the teaching of current affairs in Colleges of education in
Enugu state
5. There is no significant difference between the Mean responses of students in
the public and private colleges of education on the extent to which ICT
influence the teaching of geography in college of educations in Enugu State.
6. There is no significant difference in the Mean responses of students in the
public and private colleges of education on the extent to which ICT
influence the teaching of history in college of educations in Enugu State.
influence the teaching of government in college of educations in Enugu
State.
71
influence the teaching of government in college of educations in Enugu
State.
72
CHAPTER FIVE
DISCUSSION OF RESULTS, CONCLUSIONS, AND
RECOMMENDATIONS
Discussions of findings
1. The result of the finding shows that ICT influences the teaching of
geography in college of educations in Enugu State. This was so because
ICT can be used to learn about locations without much stress, to facilitate
teaching of distribution, to enhances the studies on distance, to study the
regions of the world effectively, to enhances the study of scales, for efficient
study of spatial association, to improve spatial interaction and change over
time and to facilitate the study of movement easily. This is in line with
Hassell (2012), who shares the optimism about the potential of ICT in
geography teaching. He stated that ICT is playing an increasing role in
decision- making, ranging from locating a road or superstore to the
identification of flood or weather hazards. ICT can enable better decision-
making as it is possible to take into consideration a wider range of variables,
as well as supporting the monitoring of natural hazards and systems to
provide greater warning and providing the opportunity to take action to
reduce impact, he asserted.
73
2. The result of the finding shows that ICT influences the teaching of History
in colleges of education in Enugu State as it enhances the teaching about
the leaders that helped humans progress, enhances the teaching about the
various religion and beliefs systems throughout the world, provide some
great resources for helping students understand maps, helps in assessing
challenges and achievements of women through history easily and also helps
in assessing information about ancient civilization easily, even if the Internet
does not give information about those who served our local communities in
the past. This is in agreement with the findings of Falola (2009). He found
out that ICT enables people to orientate themselves amidst the bewildering
currents of human diversity and it inculcates in the people the habit of not
accepting explanations on their face value but to identify the roots of
happenings thereby promoting better understanding of history. Otakhor,
(2007) also asserted that many restrictions and impediments of the past in
history can now be removed since ICT has the capacity to identify an issue
and then locate and evaluate relevant information in order to engage with it
or to solve a problem arising from it.
3. The result of the finding revealed that ICT influence the teaching of
government in colleges of education in Enugu state. This was so because
ICT makes it easier to teach comparative analysis in government, it
74
enhances the teaching of Political economy, facilitates effective teaching of
International relation, helps in better teaching of the political theories, better
teaching of political methodology, and efficient in preparing future citizens
for participating in public life. Even if it has not facilitated the teaching of
administration and policy in our localities. The findings of the present study
is in agreement with the findings of Ofeafuna, (2006). Who found out that
the television and the radio are ICT gadgets that can be used at all stages of
the teaching-learning of political science. “ICT is a veritable tool that can be
used to improve on the standard of teaching political science and other
subjects in Nigeria schools”. He pointed out.
4. The result of the finding revealed that ICT influenced the teaching of current
affairs in Colleges of education in Enugu state, this was so because It enable
student to be able to match the news to the headline in a reasonable time,
ICT creates plenty of opportunities for cooperative learning, classroom
discussions and debates, and purposeful follow-up writing, it build language,
vocabulary, reading comprehension, critical thinking, problem solving, oral
expression, and listening skills, it facilitate the understanding of the
importance of people, events, and issues in the news and it enables them to
see a “writing model” by which students can learn by imitating the clear,
concise style of news writing even if there is no barrier to what student pay
75
attention to and hear outside of school. This agrees with the findings of
Gunther E. (2016), his Clinical and empirical data confirms that social
isolation is found to be prevalent among many people in Africa, and it has
negative consequences on the people’s psychological and physical health.
The results of this review suggest that ICT could be an effective tool to
tackle social isolation and get the people intimated on current affairs as and
at when due.
Educational Implications
The findings of this study have far reaching implication. Some of the implications
are as follows:
1. Since Information Communication Technology influences the teaching of
geography in college of educations in Enugu State, the quality of education
will be enhanced because there will be increase in the learner motivation and
engagement in the subject matter as ICTs make possible asynchronous
learning which is a learning characterized by a time lag between the delivery
of instruction and its reception by learners, when used appropriately, can
significantly reinforce and deepen geographical knowledge and
understanding as never before.
76
In as much as ICT influences the teaching of history in college of educations in
Enugu State, basic skills acquisition will be facilitated and teacher training also
enhanced and educational opportunities extended to all who otherwise could be
constrained by such as barriers as ethnic minorities, girls and women, persons with
disabilities, and the elderly, as well as all others who for reasons of cost or because
of time constraints are unable to enroll in colleges.
So long as ICT influences the teaching of history in college of educations in Enugu
State, there will be a radical transformational shift to learner-centered
environment that is been applauded everywhere in the world.
For the reason that ICT influences the teaching of history in college of educations
in Enugu State. Teachers and learners no longer have to rely solely on printed
books and other materials in physical media housed in libraries (and available in
limited quantities) for their educational needs. This is particularly significant for
many schools in developing countries like Nigeria.
Conclusion
From the results obtained on the influence of ICT in the teaching of social studies
in Colleges of education in Enugu state, the researcher concluded that ICT
influences the teaching of geography in college of educations in Enugu State, ICT
influenced the teaching of History in colleges of education, ICT influenced the
77
teaching of government in colleges of education and that ICT influence the
teaching of current affairs in Colleges of education in Enugu state.
Recommendations
The following recommendations were made based on the findings of the study. It
is recommended that;
2. Teachers utilize Information communication technology in teaching
geography as its use in geography will help pupils learn by providing access
to large quantities of information on people, places and environments.
Student should be confidence in application of in learning history as ICTs
are potential powerful enabling tools for effective teaching and learning. As
it will provide additional strategies that can be used to address major
educational challenges being faced by teachers and students of History in the
21st century.
3. The government should provide adequate functional ICT tools for Students
who study government and are facing challenges such as English Language
problem, hearing problems and access problems to information for effective
pedagogical process.
4. The school administration should arrange training for teacher of current
affairs in the colleges of education so that they can develop the
competencies needed for the application of this useful technology.
78
Limitations to the Study
Although the study was successfully carried out, it was not left without some
constraints. Some of these factors include:
1. The weather condition, which is unpredictable pose limitation to the study as
the researcher had been interrupted by rain fall on several occasion during
the cause of the study.
2. The sample for the study was limited to the social studies students alone in
exclusion the teachers of social studies in colleges of education.
Suggestions for Further Research
The under listed areas have been suggested for further studies based on the
findings and discussions of the study.
1. A comparative analysis of the adequacy of the ICT instrument used in
Private and public colleges of education.
2. Assessment of the social studies teacher competencies in the utilization of
ICT tool in teaching and learning in colleges of education
3. Appraisal of the performance of social studies student taught with
Information communication technology in colleges of education.
Summary of the study
The study was the influence of Information communication technology in the
teaching of social studies in colleges of education in Enugu state. Four research
79
questions and four null hypotheses were formulated to guide the study. The design
of the study was the descriptive survey. The population of the study consisted of
2233 public colleges of education student and 1475 private colleges of education
students giving us a total of three thousand seven hundred and eight (3708) social
studies students in colleges of education in Enugu state. while the sample for the
study was a total of 364 respondents consisting of 218 public colleges of education
student and 146 private colleges of education student. A structured questionnaire
(IITSS) was designed and used as instrument for data collection. The instrument
was face validated by three experts from Enugu state college of Education,
technical, Enugu. The instrument used was further subjected to a reliability test
using Cronbach Alpha statistics. The analysis of the data revealed internal
consistencies of 0.94. The data collected using the instrument (IITSS) were
collated and analyzed using mean scores and standard deviation. Based on the
analysis of the findings, it was revealed that ICT influences the teaching of
geography, ICT influenced the teaching of History, ICT influenced the teaching of
government and that ICT influences the teaching of current affairs in Colleges of
education in Enugu state. In other to test the four null hypotheses at 0.05 level of
significance, the researcher applied t-test statistics, using SPSS. Based on the
above, it is recommended that teachers use Information communication technology
in teaching geography so that pupils can be helped to learn by providing access to
80
large quantities of information on people, places and environments so that
geographical knowledge and understanding, can be significantly reinforce and
deepen as never before. Student should be confidence in the application of ICT in
learning history as it to get the additional strategies that can be used to address
major educational challenges being faced by teachers and students of History in the
21st century. The government should provide adequate functional ICT tools for
Students who study government and are facing challenges such as English
Language problem, hearing problems and access problems to information for
effective pedagogical process. The school administration should from time to time
organize training for teacher of current affairs in the colleges of education so that
they can develop the competencies needed for the application of ICT.
81
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87
APPENDICES
APPENDIX I
Okeluwe Celestina Chinonye

Enugu State College of Education
Technical, Abakaliki Road,
Enugu State.
20th August, 2019

Dear Sir/Ma
INTRODUCTORY LETTER
I am a professional Diploma student of the above named institution. I am
conducting a research on “The influence of Information Communication
Technology on the Teaching of Social Studies in Public Colleges of Education in
Enugu State. Your co-operation in helping me with necessary pieces of
information will enable me carry out this research successfully.
Attached here with is a questionnaire design for gathering information for the
research study. The information provided by you will be treated in strict
confidence and used purely for research purpose only. Please, tick (√) in the
appropriate box against your chosen options. Where there are no options, please
specify.
Thanking you most sincerely for your favourable co-operation.
Yours faithfully,
………………………..
Researcher
88
QUESTIONNAIRE ON “THE INFLUENCE OF INFORMATION
COMMUNICATION TECHNOLOGY ON THE TEACHING OF SOCIAL
STUDIES IN PUBLIC COLLEGES OF EDUCATION IN ENUGU STATE”.
PART I
Personal Data
Kindly supply the following information about yourself. (√) against the one
applicable to you:
(c) Teachers (d) Students
PART II
For each of the following statements tick (√) only in one of the spaces provided
which correspond with your option on each of the items. Please use the following 4
– points – scale
VHE = Very High Extent (4)
HE = High Extent (3)
LE = Low Extent (2)
VLE = Very Low Extent (1).
89
Section A
To what extent does ICT influence the teaching of geography in college of
educations in Enugu State
S/N Stem 1: VHE HE LE VLE

4 3 2 1
ICT influence in the teaching of geography are:
1 ICT can be used to learn about
Locations without much stress.

2 ICT tools can facilitate teaching of distribution.
3 ICT tools enhances the studies on distance.
4 Study of movement can be done easily using ICT tools.
5 ICT can be use to study the regions of the world effectively
Section B
To what extent does ICT influence the teaching of History in colleges of education
in Enugu state?

4 3 2 1
ICT influence the teaching of History in colleges of
education in Enugu state because:

1 ICT can enhance the teaching about the leaders that
helped humans progress.
2 ICT can enhance teaching about the various religion and
beliefs systems throughout the world.
3 You will find some great resources for helping students
understand maps in the Internet.
4 We look at the challenges and achievements of Women
through history easily with ICT tools
90
5 Information about ancient civilization is easily access in
the webs.
6 We look out for those who served our local communities
in the past in the Internet
Section C
To what extent does ICT influence the teaching of government in colleges of

4 3 2 1
ICT influence in the teaching of government in colleges of
education are:
1 It is easier to teach comparative analysis in government
with the use of ICT.
2 The teaching of Political economy is enhanced with ICT
3 International relation studies is more effective with ICT
tools
4 The teaching of political theories is better with the use of
ICT
5 With ICT the teaching of administration and policy have
been facilitated in our localities.
6 We can use the ICT to teach political methodology better
7 In preparing future citizens for participating in public life
is efficient with ICT.
Section D
To what extent does ICT influence the teaching of current affairs in Colleges of

4 3 2 1
91
ICT influence in the teaching of current affairst in colleges
1 It enable student to be able to match the news to the
of education are:
headline in a reasonable time.
2 ICT creates plenty of opportunities for cooperative
learning, classroom discussions and debates, and
purposeful follow-up writing.
3 It build language, vocabulary, reading comprehension,
critical thinking, problem solving, oral expression, and
listening skills.
4 Facilitate the understanding of the importance of people,
events, and issues in the news.
5 ICT help student pay attention to the news they see and
hear outside of school without location bareer.
6 See a “writing model” by which students can learn by
imitating the clear, concise style of news writing.
92
APPENDIX II
Enugu State College of Education

Technical, Abakaliki Road,
Enugu State.
20th August, 2019
Dear sir,
A LETTER FOR VALIDATION OF INSTRUMENT

I am a professional Diploma student of the above named institution. I am
conducting a research on “The influence of Information Communication
Technology on the Teaching of Social Studies in Public Colleges of Education in
Enugu State”.
Please Sir kindly help me in validating these instruments to enable me carry out
my research successfully.
Thanks.
Yours faithfully
...……………………
Researcher
93
APPENDIX II
Cronbach Reliability Tables
Question 1
Case Processing Summary
N %
Valid 30 100.0
a
Cases Excluded 0 .0
Total 30 100.0
a. Listwise deletion based on all variables in the

procedure.
Reliability Statistics
Cronbach's Alpha N of Items
. 0.83 6
Question 2
N %
Valid 30 100.0
Cases Excludeda 0 .0
Total 30 100.0

procedure.
. .98 4
Question 3
N %
Cases Valid 30 100.0
94
Excludeda 0 .0
Total 30 100.0

procedure.
. .98 8
Question 4
N %
Valid 30 100.0
a
Cases Excluded 0 .0
Total 30 100.0

procedure.

. 954 6
ALL VARIABLES
N %
Valid 447 25.0
Cases Excludeda 1341 75.0
Total 1788 100.0

procedure.
.95 9
95
96

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THE INFLUENCE OF ICT IN THE TEACHING OF SOCIAL STUDIES IN

COLLEGES OF EDUCATION IN ENUGU STATE,

DEPARTMENT OF CONTINUING EDUCATION

ENUGU STATE COLLEGE OF EDUCATION (TECHNICAL)

Background to the Study

In Nigeria, there is a great setback in education due to the inadequate availability

of pedagogy. Adeyemi (2010.) There have been insufficient teaching materials in

schools resulting to crash programmes, recruitment of adhoc teachers to meet the

demands for teachers in schools and many other problems as a result of

inacdequate and obsolete method of teaching.

Information and Communication Technology (ICT) is electronic technologies used

for information storage and retrieval. Development is partly determined by the

ability to establish a synergistic interaction between technological innovation and

development and globalization, Nwagwu, (2006). ICTs have a significant impact

quality of education Al-Ansani, (2006). ICTs have the potential to accelerate,

well as strengthening teaching and helping schools change (Yusuf, 2005).

According to Aduwa-Ogiegbean and Iyamu, (2015) implementation ICT in

To increase a variety of educational services and medium / method, to promote

equal opportunities to obtain education and information; To develop a system of

collecting and disseminating educational information; To promote technology

national contents; To promote the culture of learning at school (development of

lastly; To support schools in sharing experience and information with others.

Social studies is defined, by National Council of social Studies, as the integrated

study in secondary school, and even more in-depth subjects in college of

geography, history, government and current events.

economic, social, political and scientific issues or problems of interest to Social

Studies education class. This innovation or technological development is varied

learning process that is continuously yawning for improved performance. Hence

concerted effort must be made to prepare teachers of the next millennium to be

capable of managing ICT in their teaching-learning processes.

Information Communication Technology and Social Studies Information

development, design, study, implementation and management of computer related

information. Nwanyanwu, (2009). Across the disciplines, technology offers unique

opportunities to teachers. Examples of these opportunities include the ability to

research, create, presentations and communicate on discussion boards. For Social

choice. Communicate instantly with international children through email, instant

opportunities. Essence of Information Communication Technology in Teaching

the tool and manpower to man its operation.

influence of ICT in teaching of Social Studies in College of educations in Enugu

Poor performance is recorded lately in the achievement of Students in Social

poor usage or lack of sufficient application of Information and communication

powerful determinant of student achievement gains. The introduction of ICT in

experts regardless of where they are.

needed tools, equipments or materials required for effective Social Studies

teaching. The successful integration of ICT in teaching largely depend on creation

of awareness of it benefits, availability of infrastructure and teachers’ adoption

and embrace of ICT in education.

in college of educations in Nigeria in general and in Enugu state in particular. This

studies taught in tertiary institution.

Purpose of the study

and communication Technology in the teaching of Social Studies in Colleges of

1. The extent to which ICT influence the teaching of Geography in college of

educations in Enugu State.

2. The extent to which ICT influence the teaching of History in colleges of

education in Enugu state.

3. The extent to which ICT influence the teaching of Government in colleges

of education in Enugu state.

of education in Enugu state.

Significance of the study