PROJECT TOPIC : INFLUENCE OF ICT ON STUDENTS’ LEARNING BEHAVIOR
CHAPTERS: Chapter 1 – 5
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This study, INFLUENCE OF ICT ON STUDENTS’ LEARNING BEHAVIOR contains concise information that will serve as a framework or guide for your project work. The project study is well-researched for academic purposes and are usually provided in complete chapters with adequate References.
Keywords: students learning behavior, influence of ict on students
CHAPTER ONE: INTRODUCTION
The role ICT play in the educational and learning environment cannot be over emphasized. The use of ICT in modern learning environment ranges from slice use of computers in practical aspects to an online learning experience which enhances and improves students’ intellectual and learning behavior (Smith, 2003).
With the introduction of computers, the precursor of our modern-day ICT, and the promising potentials of computer-based instruction and learning, many researchers and funding agencies were led to invest much of their resources to investigate the possibility of computers replacing teachers in key instructional roles. Moreover, many people believe that computers should be brought into the education arena simply because “they are there” and the resultant perpetuation of the myth those students would benefit quantitatively from computers by simply providing them with the software and hardware for an effective learning process (Wheeler, 2010).
We are living in a constantly evolving digital world. ICT has an impact on nearly every aspect of our lives – from working to socializing, learning to playing. The digital age has transformed the way young people communicate, network, seek help, access information and learn. We must recognize that young people are now an online population and Internet access is through variety of means, such as computers, TV and mobile phones (Tapscott, 2005).
As technology becomes more and more embedded in our culture, we must provide our learners with relevant and contemporary experiences that allow them to successfully engage with technology and prepare them for life after school. It is widely recognized that learners are motivated and purposefully engaged in the learning process when concepts and skills are underpinned with technology and sound pedagogy. Learning and teaching aim to provide resources for practitioners, parents and pupils to engage with these technologies in order to inform and enhance the learning experience (Wesley, Krockover & Hicks, 2008).
The use of ICT has a positive influence on both students’ achievement, motivation and learning process. Although classrooms are considered a face-to-face learning environment, yet the installation of ICT equipment such as web-based tools and other technologies positively influence students’ blended learning situation.
“Classrooms with ICT learning equipment whether completely online or blended, on average produce stronger learning outcomes and motivation than learning face-to-face alone” (U.S. Dept. of Education, 2009).
In addition, ICT motivate both teachers and students. There appears to be some consensus that both teachers and students feel that ICT use in the class greatly contributes to students’ motivation for and engagement in learning.
“A very high 86% of teachers worldwide agree that students are more motivated and attentive when computers and the Internet are used in class… ICT has strong motivational and positive effects on students’ learning behavior, communication and process skills.” (Balanskat, 2006).
To this end, ICT can promote lifelong independent learning skills. Evidence exist that use of ICT in schools increase learner’s autonomy and self-regulated learning. Students assume greater responsibility for their own learning when they use ICT, working more independently and effectively. This has great and positive influence on students’ learning behavior and education system in general.
- 1.1BACKGROUND OF THE STUDY
Information and communication technology (ICT) have become commonplace entities in all aspects of life. Across the past twenty years, the use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavor within business and governance. Education is a very socially oriented activity and quality education has traditionally been associated with strong teachers having high degrees of personal contact with learners. The use of ICT in education lends itself to more student-oriented learning settings. But with the world moving rapidly into digital media and information, the influence of ICT on both education and students’ learning behavior is becoming more and more important and this importance will continue to grow in the 21st century.
The contribution of academic knowledge to economic and social development of societies is widely emphasized. This recognition has raised attention to the role of higher learning institutions such as universities in research outputs and their relevance to the society. Universities have the role not only to teach and carry out research but also to contribute directly to the economic growth of the society in which they were embedded (Etzkowitz, 2002).
University research has a potential in the contribution to achievement of Millennium Development Goals such as Education for All (EFA) goals and expanded access to secondary, vocational and higher education. The challenges faced by countries in increasing access to education, improving quality education and addressing threats to education systems from pandemics, natural disasters and civil conflicts, need participation of all parties which include higher education institutions. Countries need to strengthen the management of education systems, provide better teaching materials and increase expenditure for training, hiring and management of teachers (Punie & Cabrero, 2006).
The contribution of ICT in achieving these goals and the participation of higher learning institutions in particular cannot be over emphasized as number of ICT projects are carried out by these institutions. The significance of ICT is realized in many aspects such as improved access to learning by creation of conducive learning environment, gender equality knowledge delivery, expanded secondary and post-secondary education, reduction of expenditure on training and many others (Kaino, 2007).
This is the advantage of advances in ICT that changed ways of communication in education, learning and delivery of knowledge to the society. Some new delivery technologies using for example electronic learning (e-learning) in virtual programs, internet courses delivery strategies, audio and video communications have changed and challenged ways of knowledge delivery in education sector (Abdullah, 2008).
In this study, a research regarding the use of ICT and its influence on students’ learning outcome will be provided. In order to understand the influence of ICT on students’ learning process, a holistic approach will be used in this study that takes into account students’ motivation, engagement in task process and retention of subject matter.
Furthermore, it includes looking at future learning needs and changing skills and competences necessary for employment, self-development, self-realization and participation in a knowledge-based digital society.
- 1.2STATEMENT OF THE PROBLEM
Societies all over the world strive to achieve quality education for her citizenry. In order to achieve this noble course, so many factors must be put into consideration. Among them is the introduction of ICT into education both at broad and classroom level.
We are in the world of digital age where ICT needs to be introduced into classrooms to enhance learning and develop students’ digital experience. Students’ learning behavior and understanding have been the issue on paper and in many research studies. In addition, the issue of pass grade among university students has remained a problem in the realm of education. It is believed that proper use of ICT will foster learning and motivate students to come to class and engage in classroom activities. Many teachers are complaining of the difficulties involved in classroom management practices due to lack of concentration by the students. This greatly affects the teaching-learning process.
In an attempt to carry out this research study and answer some questions behind the influence of ICT on student learning behavior, some stated problems which agitate the mind of the researcher to carry out this research include: Poor enhancement of learning motivation, poor students’ academic performance, lack of self-development and self-realization from the students after school, high rate of students’ absenteeism, loss of concentration of students in the class.
1.3 OBJECTIVE OF THE STUDY
- To examine how ICT affects students’ motivation to learn in Usman DanFodio University Sokoto.
- To establish the extent to which ICT affects students’ engagement and task process in Usman DanFodio University.
- To find out the effect of ICT on studens’t retention of subject matter in Usman DanFodio University.
- 1.4RESEARCH QUESTIONS
- How does ICT affects students’ motivation to learn in Usman Danfodio University Sokoto?
- To what extent do ICT affects students’ engagement and task process in Usman Danfodio University Sokoto?
- What is the effect of ICT on students’ retention of subject matter in Usman Danfodio University Sokoto?
- 1.5SIGNIFICANCE OF THE STUDY
This research study will be relevant to universities to incorporate the use of ICT components in classroom to foster students’ learning experience. In addition, National University Council will benefit from this research to device policies that will bring in the use of ICT in many universities of Nigeria in order to improve education and bring out the real image and intellect of students towards achieving the goals of education. This research study will also be of significant to federal government of Nigeria in providing more ICT based systems to universities in order to achieve the millennium development goals. Lastly, the findings from this research study will help to evaluate ICT’s effectiveness on students’ learning outcomes and implications for education and further research.
- 1.6SCOPE OF THE STUDY
This research is limited to only the influence of ICT on student learning process in Usman Danfodio University, Sokoto. The research seeks to examine and understand the methodology used by previous researchers to study the influence of ICT on students’ learning. Most of the studies reviewed are limited to Usman Danfodio University Sokoto where research in this field has been more consistent and well documented. Furthermore, this study will deal with a broad view on ICT and learning process, and consequently its influence only encompasses modern learning outcomes. Lastly, the will research study will review literatures of different authors in related field in the past decade except where classical thoughts are necessary.