This thesis is about importance of information and communication technology . The full name of my thesis is “A STUDY OF IMPORTANCE OF INFORMATION AND COMMUNICATION TECHNOLOGY AT SECONDARY LEVEL”

 

A STUDY OF IMPORTANCE OF INFORMATION AND COMMUNICATION TECHNOLOGY AT SECONDARY LEVEL

                                   

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A STUDY OF IMPORTANCE OF INFORMATION AND COMMUNICATION TECHNOLOGY AT SECONDARY LEVEL                                                                              

 

 

By

SHAFQAT HUSSAIN

Roll No. BO646729

 

FACULTY OF EDUCATION

ALLAMA IQBAL OPEN UNIVERSITY, ISLAMABAD

May, 2019
                                                                                                                

APPROVAL FORM

 

The research project attached here to, titled: “A STUDY OF IMPORTANCE OF INFORMATION AND COMMUNICATION TECHNOLOGY AT SECONDARY LEVEL” Proposed and submitted by Shafqat Hussain Roll no. BO646729 in partial fulfillment of the requirements for the degree of B.Ed. (1.5 year) (Higher Education) is hereby accepted.

 

Supervisor: ________________________ (Signature)

         (Muhammad Munir Hakeem)

 

Evaluator: ________________________ (Signature)

                     (Rana Abdul Shakoor)

 

Dated: _________________

May, 2019

 

 

 

 

 

 

 

 

DECLARATION

 

I Shafqat Hussain s/o Muhammad Aslam Roll No. BO646729 Registration # 17-POA-05630. A student of B.Ed. (1.5 year) program (Teacher Education) at Allama Iqbal  Open University do hereby solemnly declare that the research project entitled, “A STUDY OF IMPORTANCE OF INFORMATION AND COMMUNICATION TECHNOLOGY AT SECONDARY LEVEL”  submitted by me in partial fulfillment of B.Ed. (1.5 year) program, is my original work, and has not been submitted or published earlier. I also solemnly declare that it shall not, in future, be submitted by me for obtaining any other degree from this or any other university or institution.

I also understand that if evidence of plagiarism is found in my thesis/dissertation at any stage, even after the award of a degree, the work may be canceled and the degree revoked.

 

 

 

_________________________

Date: May, 2019                                             Signature of Candidate

_________________________

Shafqat Hussain

 

 

 

 

 

 

 

Research Project Submission Approval Form

 

Research Project entitled “A Study of Importance of Information and Communication Technology at Secondary Level”. Submitted by Shafqat Hussain Roll No. BO646729 Registration No. 17-POA-05630 Programme B.Ed 1.5 has been read by me and has been found to be satisfactory regarding its quality, content, language, format, citations, bibliographic style, and consistency, and thus fulfills the qualitative requirements of this study. It is ready for submission to Allama Iqbal Open University for evaluation.

 

 

 

____________________

Muhammad Munir Hakeem

 

____________________

Date: ___________                                                    Signature of Supervisor

 

 

 

 

 

 

 

 

 

 

 

 

ACKNOWLEDGEMENTS

 

Firstly I thank the Allah Almighty for giving me the strength, wisdom and good health to complete this research.

I also thank my supervisor, Muhammad Munir Hakeem for his fair and firm guidance.

I also would like to express my gratitude to my great teacher Saleem Akhtar, for his positive attitude and insightful advice’s during times of my study. He never frustrated my dreams.

Lastly, I would like to thank the secondary level students, head teachers and teachers who participated in this study, for their co-operation and patience.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABSTRACT

 

This thesis was undertaken to fulfill the requirements of a B.Ed. degree from Ilama Iqbal Open University. We conducted an investigation into the occurrence of identify the importance of Information Communication and Technology at Secondary Level in public schools of Okara. The objective of this study is to investigate the Importance of Information Communication and Technology of students of Secondary Level. This study also to assess existing Importance of Information Communication and Technology. For this study Two hundred fifty students of grade 10^th were selected to fill in questionnaires. Purposeful sampling was used to select these students. Gender and level of mastery in subject matter of the students were used as a selection criterion. The total number of boys and girls in grade 10^th was found to be almost equal (200 male and 50 female) from public schools of Okara. In our study we check the Importance Information Communication and Technology in Public Schools. It is hoped that the findings of this research can be used to develop affect’s ways of teaching in order to increase high student’s performance and reduce low performance in ICT.

 

 

 

 

 

 

 

 

 

 

 

TABLE OF CONTENT

CHAPTER 1 …………………………………………………………………………………………………………. 09

INTRODUCTION………………………………………………………………………………………………….. 09

1.1 Statement of the problem …………………………………………………………………………………….. 12

1.2 Objectives of Study ……………………………………………………………………………………………. 13

1.3 Significance of the Study…………………………………………………………………………………….. 13

1.4 Research Questions……………………………………………………………………………………………… 13

1.5 Limitations of ICT………………………………………………………………………………………………. 13

1.6 Research Design …………………………………………………………………………………………………. 14

1.7 Population …………………………………………………………………………………………………………. 14

1.7.1 Sample ……………………………………………………………………………………………………….. 14

1.7.2 Research Tools…………………………………………………………………………………………….. 15

1.7.3 Methodology………………………………………………………………………………………….. ……15

1.7.4 Data Analysis ……………………………………………………………………………………………… 15

1.7.5 Findings, Conclusion, Recommendations ……………………………………………………….. 15

CHAPTER 2 ……………………………………………………………………………………………………………… 16

REVIEW OF THE RELATED LITERATURE ……………………………………………………………………… 16

Introduction …………………………………………………………………………………………………………… 16

2.1 The Effect of ICT ………………………………………………………………………………………………. 20

2.2 To Establish the role of ITC …………………………………………………………………………………. 22

2.3 ICT in School Education in the Developing Countries…………………………………………….. 27

2.4 Uses of ICT………………………………………………………………………………………………………… 27

2.5 Role of ICT in Learning Process……………………………………………………………………………. 28

2.6 Concept of ICT ………………………………………………………………………………………………….. 30

2.7 Importance of ICT ……………………………………………………………………………………………… 31

2.7.1 The Critical Framework ……………………………………………………………………………….. 31

2.8 Influences of ICT on Academic Performance ………………………………………………………… 32

2.9 Problem of ICT ………………………………………………………………………………………………….. 32

2.10 Solutions to the Problems of ICT ……………………………………………………………………….. 33

2.11 Review of Empirical Studies ……………………………………………………………………………… 33

CHAPTER 3 …………………………………………………………………………………………………………. 36

RESEARCH METHDOLOGY ……………………………………………………………………………… 36

3.1 Research Design …………………………………………………………………………………………………. 36

3.2 Population …………………………………………………………………………………………………………. 36

3.3 Sampling …………………………………………………………………………………………………………… 36

3.4 Data Tool ………………………………………………………………………………………………………….. 37

3.5 Data Collection ………………………………………………………………………………………………….. 37

3.6 Data Analysis …………………………………………………………………………………………………….. 37

CHAPTER 4 …………………………………………………………………………………………………………. 38

DATA ANALYSIS  ……………………………………………………………………………………………….. 38

Introduction …………………………………………………………………………………………………………… 38

4.1 Graph and Table ………………………………………………………………………………………………… 38

4.2 Questionnaire for Teachers  …………………………………………………………………………………. 41

4.3 Questionnaire for Students ………………………………………………………………………………….. 43

CHAPTER 5 …………………………………………………………………………………………………………. 45

DISCUSSION OF RESULTS, CONCLUSION AND RECOMMENDATIONS ……… 45

Introduction …………………………………………………………………………………………………………… 45

5.1 Discussion …………………………………………………………………………………………………………. 45

5.1.1 First: Discussion of the Results of the first question ………………………………………… 45

5.1.2 Second: Discussion of the Results of the second question ………………………………… 45

5.1.3 Third: Discussion of the Results of the third question ……………………………………… 46

5.2 Conclusion…………………………………………………………………………………………………………. 46

5.3 Recommendations ………………………………………………………………………………………………. 47

5.3.1 Provision of ICT resources for teaching and learning ……………………………………….. 47

5.3.2 Beside provided with training ………………………………………………………………………. 47

5.3.3 Get students of create time for student project making use of ICT ……………………. 47

5.3.3.1 Parental awareness ……………………………………………………………………………… 47

5.4 Finally ………………………………………………………………………………………………………………. 48

 BIBLOGRAPHY ………………………………………………………………………………………………….. 49

References………………………………………………………………………………………………………………. 49

Appendix A: Questionnaire …………………………………………………………………………………….. 52

Appendix B: Questionnaire …………………………………………………………………………………….. 53

 

 

 

 

 

CHAPTER I

INTRODUCTION

Information and Communication Technology (ICT) have become a critical tool for professional training; the sooner learners know how to use ICTs, the easier they can find their way to capture the newest methods of data acquisition and transformation to knowledge. Scientific and technical progress and the global spread of technologies developed in the most advanced countries of the world constitute one of the main arguments in favor of the leading role of education in the 21st century.

The level of technological development is indicative nowadays not only of the economic power and living standards of a particular country, but also of the place and role of this country in the global community, and the scope and prospects of its economic and political integration with the rest of the world. At the same time, the level of development and utilization of modern technologies in different countries is determined not only by their material resources, but, to a large extent, by the degree of society’s ability to produce, absorb and apply new knowledge. These achievements, in turn, are tightly linked with the level of education. These processes are largely driven by information and communication technologies, where scientific knowledge and information increasingly determine new patterns of growth and creation of wealth and present possibilities to reduce poverty more effectively.

Presently, there are tremendous efforts on behalf of most governments to modernize their countries educational systems on the basis of ICTs perceived as a key to such modernization. Some countries consider ICTs a vital component in upgrading the quality of education through changes in curricula, mastering of new training skills and wider scope of knowledge. In other countries ICTs are utilized mainly to ease access to education for various groups of population or are used for the narrower purpose of facilitating self-education through programmers broadcast via radio and television. Yet, some countries emphasize the reliance on technologies as means to transform the educational environment or satisfy specific needs of different categories of students.

Attempts to improve education through the use of ICTs suffer from the absence of sound educational paradigms that could really support fundamental renewal. This renewal can be contributed by pointing out that beyond the delivery of information, that is, of “content”, we systematically need to take into account interaction and activity, the learning “contexts”, the completely renewed social and cultural environments that education is calling for, and ICTs are now capable of delivering.

The issues of teaching and learning are of central importance to the evolving information society. The development of modern ICTs is creating an environment of rapid and ongoing changes. This environment requires a fundamentally new approach to education. A human being demands new skills and understandings and must develop the facility to enhance these skills and understandings on an ongoing basis. In other words, humanity must embrace and promote a culture of lifelong learning. ICTs exceed the traditional framework of the education process. Learning can no longer be viewed as a ritual that one engages in during the early part of a human being’s life only. ICTs are being used to cross age, time and space barriers to bring lifelong learning to all. People of all ages whatever they are doing, in all places and in all different environmental contexts are learning all the time. Thus, they constitute the learning society.

The amazing standards and prospects of applications offered by ICTs in learning and teaching show that humanity is on the threshold of new stage of the educational revolution which will entail a dramatic shift in all spheres of human existence. These circumstances and new social demands, the new world community shaped by the new ICTs and models of action call for new literacy for the information society. Provision of this new literacy implies the creation of new technology for obtaining scientific knowledge, new pedagogical approaches for teaching and learning, new school curricula and methodological materials for teachers and learners. This is to awaken student’s intellect, shape an individual’s creative potential and mentality, and develop a holistic world outlook in an individual to let him or her gain a foothold in the information society.

A developing nation is always dependent on developed countries for production and utilization of knowledge. James Wolfensohn is the president of World Bank stated, in his study “Voices of Poor”, that poor people know the same as everyone else, but lack of knowledge and competitiveness keeps him poor (Evers, 2002, p.3). To increase the competitiveness and knowledge the most significant way is to use new modern technologies. So, the practice of modern technologies, i.e. information and communication technology (ICTs) for the evolution of one’s knowledge is the only way to increase competitiveness.  Around the globe systems of education are applying the new ICTs as a tool to improve the skills and knowledge needed in the twenty-first century.

“It seems that ICTs have taken a central position, occupying a diverse human nature. It is a new paradigm, opening different means of electronic communication and circulating information to the minds of people, in various ways” (Oyewole, 2014). National Council on Education Technology stated that ICT is the way of receiving, accessing, storing, processing, transferring and sending perception, ideas or information through communication facilities and computers (Adesoji, 2012). ICT helps people getting ideas, making theories, implementing them, and creating new horizons “The growing ICT has provided an easy access to acquire knowledge. Especially different types of electronic gadgets, personal computers, tablets, laptops are giving an easy access to World Wide Web (WWW), getting information was never easy, but it is, now” (Evers, 2002).

ICT has provided prospects to reach an extravagance of information after usage of numerous information sources to view information from several perspectives, hence nourishing the validity of learning environments. ICT can also formulate complicated things effortless to learn by using various human control electronic simulations, 3d projections, 3d printing. So, ICT can function as a catalyst for vigorous high-order thinking, learning and teaching (Alexander, 1999). ICTs can be used for technological development of psychological, physiological, scientific, medical political, social purposes. The practice of ICTs in relations to technology, generate a technological revolution of the last few spans and liable for the gap between developed and emerging countries. Developing countries can attain higher levels of development by knowledge revolution and knowledge space may possibly broaden the disparities between poor and rich. Application of new knowledge technologies will generate discrimination in the acquaintance of better knowledge and information between upper and lower class (Persaud, 2001). It is undoubted that global influence of ICTs is transforming the general public.

Keeping in view the above-cited concern this study analyses the role of ICTs in Knowledge Gap by comparing the knowledge and communication skills of students of public (low social-economic status) and private schools (high socioeconomic status) in Okara. It is a general observation that new technologies are going to widen the space between information of poor and rich. The rise of knowledge in society is not gained equally across all the individuals of society, people with superior social-economic rank tend to have improved ability to obtain information hence two groups are formed one with low education having less knowledge and other with enhanced education having better knowledge (Weng, 2000). Instead of closing the gap, the introduction of these technologies widens the gap between the social-economic groups of the country. Purpose of current study is to know the dissimilarity in use and exposure of ICTs in Govt school students furthermore, look at the learning crevice in most recent data and relational abilities of understandings between the individuals who have contact to (public schools), and control innovation and the individuals who don’t have admittance (state-funded schools).

1.1 Statement of the Problem

There are eminent challenges in many secondary schools concerning the management of financial resources, information and examinations, staff/student records. For example the school bursar in one of the studied schools was always complaining about the loss of school income and failure of school books of accounts to balance and it would very hard to identify students who have fully paid fees, and teachers who have been paid salary with the traditional method of using papers and folder files for record keeping in a school with a high population of students (Ramalho, 2006). If he/she will identify them, it would take much time checking and sorting out files, something that would be done easily with the use of tracking devices of ICT. It is also important to note that the ICT tools where not acquired to assist in the management of secondary schools but rather to assist in teaching and evaluations and this means that the schools studied had not realized the role of ICT tools in the management of secondary schools.

1.2 Objectives of the Study

The following objectives are of the present study are:

1. To explore the level of availability of ICTs and their application at the secondary level.
2. To monitor the knowledge (latest information) of students by using ICTs at secondary level.
3. To examine the communication skills of students due to ICTs usage at secondary level.

1.3 Significance of the Study

Invented previously teaching and learning method by attaching ICT in teaching and learning process is pursue to increase the effectiveness of learning among the special education program for students. This research is quite significant in that there is need to improve the quality of teaching and learning in schools within Pakistan. Therefore, the significance of this study can be channeled thus;

1.4 Research Questions

1. Factors affecting the availability and utilization of ICT facilities in secondary schools?
2. What type of knowledge do students gain by using ICTs at secondary level?
3. Do teachers with different backgrounds, subject and grade level have equal access to use

ICT facilities for teaching purpose?

• Limitations of ICT to Secondary Schools

 

Cognitive development: ICT tools cannot develop or increase the understanding of an individual that has been dull since childhood but it will just equip such student with the tools he or she needs to explore for additional knowledge.

Teacher-Like: There has not been any ICT tool that can be used in place of the existence of a trained teacher to students. The Robotic system is still being coded to be able to interpret questions and supply answers to unplanned questions that has not been gab aged into it. One can get computer-based tutor software where he or she can watch a teacher teaching a particular subject. But questions cannot be asked to such teacher for more clarifications in case of any misunderstanding.

 

1.6 Research Design

Custody in opinion the purpose of study, study scheme was accept and complete surveys were discrete in nominated Govt. schools. Single of the surveys was for the students who are attainment learning from this institutes. Second surveys provided to the blood relation of the scholars of schools. Third surveys was for the training staff of these institutes.

1.7 Population

The population of study consists of

1. Students getting education in Govt. Schools in nearby of Hujra city.
2. Parents of students studying in these schools.
3. Teachers of Public sector schools.

 

1.7.1 Sample

Acceptable to study this large people sampling method was used. The sample selected from survey comprised of learners, parents and their instructors selecting schools. Four schools were selected from surrounding of Hujra city arbitrarily.

62 students, 62 parents and 4 teachers were selected from every school. Total 266 persons of the study.

The selected schools are given below:

1. GHS Bhutta Muhabbat.
2. GHS Rajowal.
3. GHS Hujra Shah Muqeem.
4. GHS Shergarh.

 

 

• Research Tools

Quantitative data was collected with help of following tools.

 

1.7.3 Methodology

Questionnaires were given in all four schools. For completion of this work 12 days were given.

Questionnaires were collected from respondents and the analysis was made to find out conclusions and recommendation.

1.7.4 Data Analysis

After data collection data analysis was carried out. Since it was composed by questionnaires the researcher has restored to percentage formula.

Finally, the researcher concluded the mean of answer from all questionnaires through tables and graphs. The data was tabulated, interpreted and analyze for results.

1.7.5 Finding Conclusions and Recommendation

On the basis of data analysis finding, conclusions and recommendation were made.

 

 

CHAPTER 2

REVIEW OF THE RELATED LITERATURE

 

Introduction

Ndibalema (2014) surveyed the secondary schools in Tanzania to check the behaviors of teachers towards ICT usage as an educational tool. This paper gives a good understanding towards ICT as an educational tool. The expansion of this study was influenced by different concerns of educational stakeholders regarding the level of teacher’s proficiency on the usage of ICT as an educational tool. Collection of data was made by interviews and questionnaire. Random sampling was done from ten schools so, eighty teachers were involved in the first phase of this study while in the second phase through purpose sampling ten teachers were obtained. Teachers do not incorporate ICT in their teaching efficiently besides having an optimistic attitude towards the usage of ICT. The usage of ICT as an educational tool seems to be a crucial situation for teachers in Tanzania. The paper proposed further in-depth research on confidence, willingness, thinking, motivation, feeling, the belief of teachers and true practices through classrooms observations including bigger samples. The conclusion of this study was relevant to both educational policy makers and teachers in Tanzania.

Suliman (2014) stated that Information and Communication Technology is not a new thing these days. ICT and computers are the technologies without which it is difficult to survive in today and future world. The Concern of this study is to scrutinize pre-service teacher’s usage of ICT, their perception of ICT, competency level and their attitudes towards ICT. The conclusion of the findings was the absence of ICT language differences which were used between two courses. The study disclosed that there is a positive and significant relationship between competency level, ICT usage, attitudes and perceptions towards usage of ICT in the interactive learning process. Emphasis should be made on the significance of ICT usage for the encouragement of pre-service teachers to increase learning and teaching process. In the light of the above-mentioned studies, it is concluded that various research studies approached that ICTs have been used in many countries of the world in several departments, due to which work efficiency has notably improved a lot, moreover, time and energy has also been saved which increases overall productivity. Furthermore, ICTs has been integrated successfully in the education sector as many studies have been done in various countries that now school administration, parent-teacher communication, teaching aids, syllabus are available online, which improves quality of education, interactive teaching and student teacher relationship. Also, some studies indicated that private schools have more opportunity of using ICTs as teaching aid than public schools, so teachers of private sectors inculcate more ICTs in their lessons then the teachers of public schools. Along these lines, the analyst checked on all the pertinent writing accessible on the web and insignificant libraries.  There is no comparable study on the above notice point. An intelligent and methodical review of all the related writing was the focus of this study. The current study is different from above-mentioned studies in many ways for instance; it checks the role of ICTs in creating knowledge gap among the students of public and private school and testing “Knowledge Gap Hypothesis” by comparing Communication skills and latest information between those who have access to technology (private school students) and those who don’t have access (public school students).

The emergence of Information and Communication Technology (ICT) is not only reshaping the school management models but also intensely interlining activities across its internal as well as external value chain. In other words school activities are in the process of major transformation in order to meet the challenges of network economy. As discussed in chapter one, ICT management systems have been developed to assist in financial management and the general management of the school. Information experts have developed customized management information systems (MIS) which have been used to enhance financial collected, how salaries should be paid and how to carry out other procurement services in the school. (Gbenga, 2003) stated that the use of ICT, for accounting purposes, needs a standard software installed on interlinked computers where all transactions can be automatically logged on the computer to assist in fees payments, payrolls, procurement. A networked ICT environment with information systems can be used in the flow of data and information from one department to another in the school, for example from the director of studies department to the head teacher’s office, to the procurement department and finally to the registration department which results into improved administrative and operational efficiency of the school. (Samer and Sambamurthy, 2006) contended that the absence of such systems in the school may result into the following problems, delays in decision making due to high cycle time in business transactions, high Inventory, poor utilization of financial and other school resources. The development of a standard payroll computer system has made the bursar’s role easy. Payroll is a list of employees receiving regular pay. A computerized payroll system includes a defined set of interdependent items and rules that stipulate the pay conditions of a given organization, such as salary structure, tax schedules, benefits and allowances, frequency and pay dates of an employee. A payroll system can be defined as a computer system used by an organization to process and pay the wages of employees. In a networked environment, all duties will be easier done automatically with the command from the bursar. The introduction of uses of ICT for financial purposes means that for all those who manage schools, ICT is likely to have an impact now or in the very near future. From this point of view it means that ICT will be important to those who are involved in all types of 14 school finance management, (Passey, 1999). There were constructive developments in many schools use of ICT in administration. One of the most evident was the increasing development in the secondary sector of information management systems to track and record pupil progress (Samer and Sambamurthy, 2006). A number of schools have begun to use electronic systems to record financial transactions through their locally developed systems. They use them for financial transactions of the school, that is, online procurement’s and properly manage school finances. To develop effective management, or even to understand ‘good management, means that the context, vision, purpose, planning methods, approaches, strategies, tactics and monitoring mechanisms all at least need to be understood within the context of effective use of ICT in the management of secondary schools (Scrimshaw, 1997). Most recently the implications for management in terms of personnel needs, financial needs, and procurement needs have been studied and reported. It is becoming clear that as ICT use in schools gets to greater extents, so the range of roles and responsibilities shifts and the importance of managing finance and procurement become all the greater. There has been very few research studies or reports into financial and procurement aspects of ICT for managers in schools.

The role of ICT in enhancing effective financial management in secondary schools The emergence of Information and Communication Technology (ICT) is not only reshaping the school management models but also intensely interlining activities across its internal as well as external value chain. In other words school activities are in the process of major transformation in order to meet the challenges of network economy. As discussed in chapter one, ICT management systems have been developed to assist in financial management and the general management of the school. Information experts have developed customized management information systems (MIS) which have been used to enhance financial transactions in schools; these include enterprise resource planning (ERP) systems, collected, how salaries should be paid and how to carry out other procurement services in the school. (Gbenga, 2003) stated that the use of ICT, for accounting purposes, needs a standard software installed on interlinked computers where all transactions can be automatically logged on the computer to assist in fees payments, payrolls, procurement’s. A networked ICT environment with information systems can be used in the flow of data and information from one department to another in the school, for example from the director of studies department to the head teacher’s office, to the procurement department and finally to the registration department which results into improved administrative and operational efficiency of the school. (Samer and Sambamurthy, 2006) contended that the absence of such systems in the school may result into the following problems, delays in decision making due to high cycle time in business transactions, high Inventory, poor utilization of financial and other school resources. The development of a standard payroll computer system has made the bursar’s role easy. Payroll is a list of employees receiving regular pay. A computerized payroll system includes a defined set of interdependent items and rules that stipulate the pay conditions of a given organization, such as salary structure, tax schedules, benefits and allowances, frequency and pay dates of an employee. A payroll system can be defined as a computer system used by an organization to process and pay the wages of employees. In a networked environment, all duties will be easier done automatically with the command from the bursar. The introduction of uses of ICT for financial purposes means that for all those who manage schools, ICT is likely to have an impact now or in the very near future. From this point of view it means that ICT will be important to those who are involved in all types of 14 school finance management, (Passey, 1999). There were constructive developments in many schools use of ICT in administration. One of the most evident was the increasing development in the secondary sector of information management systems to track and record pupil progress (Samer and Sambamurthy, 2006). A number of schools have begun to use electronic systems to record financial transactions through their locally developed systems. They use them for financial transactions of the school, that is, online procurement’s and properly manage school finances. To develop effective management, or even to understand ‘good management, means that the context, vision, purpose, planning methods, approaches, strategies, tactics and monitoring mechanisms all at least need to be understood within the context of effective use of ICT in the management of secondary schools (Scrimshaw, 1997). Most recently the implications for management in terms of personnel needs, financial needs, and procurement needs have been studied and reported. It is becoming clear that as ICT use in schools gets to greater extents, so the range of roles and responsibilities shifts and the importance of managing finance and procurement become all the greater. There has been very few research studies or reports into financial and procurement aspects of ICT for managers in schools.

2.1 The Effect of ICT on Examination Management; Setting, Testing, Record Keeping and Grading System in Secondary Schools

Many modern educational institution is critically dependent on the smooth operation of the new innovations of Information and Communication Technology, (Tusubira, 2005). As seen in chapter one some schools have progressed with installation of ICTs in their schools to support administration and management in areas of teaching, assessment and 15 record keeping (Kirsti, 2005) It has been observed that Management Information Systems (MISs) affect school management in a way that they effectively lead to school improvement and can assist senior leaders in planning and evaluating the operation of their schools (Fullan, 1992). Accessibility to ICT facilities such as computer program of Excel ensures accuracy, timeliness and effectiveness of managing the whole process of examination that is, it allows easy flow of information and risk monitoring systems that are appropriate (BECTA, 2000). Bearing in mind the tiresome tasks of setting, marking and computing and grading students in schools especially big numbers of students, with automatic set examinations, there can be easy monitory of students and marking using computational designed systems. Software for managing examinations in School has been developed for use by administrators to play examination roles for administrators, teacher and students. The use of ICT especially the computer program of Excel manages data and makes it easier for teachers and administrators to maintain accurate records to improve school and classroom management, (Rusten, 1999). A teacher can make online question banks which can assist students of a particular term in taking examinations. It takes a lot of time to set these examinations on line but the marking becomes so much easier. A student can log in and take the assigned examinations where the automatic timer submits the responses after the time is over and displays the score, which is for the case of schools which are connected to the internet. It will be also beneficial to the administrator in charge of examination who will not have to 16 look for the absentee teacher to administer the exam, but will just get the examination from the school examination data base. Schools are under increased pressure to do much work with less manual efforts through the use of innovative technologies. It is thus unfortunate that in the world of ICT-led innovation, assessment usually fails to raise much enthusiasm, (Harding and Raikes, 2002). It is therefore believed that with the use of ICT, testing and assessment can be more effective. However, (Sangwin, 2002) observed that computer aided assessment only takes certain form of questions. According to (Sangwin,2002) the vast majority of current computer aided assessment systems provide only the following question types: multiple choices, multiple response, numeric answer, text string, “hot spot” (or other graphic/mouse responses) which are not applicable because of the many subjects which is require essay writing offered at secondary school level . Many ICT based instructional applications provide an objective means of assessment. They can also maintain records of individual progress of each student and can assist teachers in identifying student’s weaknesses and in determining measures that can be taken to address such weaknesses, (Mark, 2003). Modules of management information systems enable electronic transfer of examination entries and results to and from examination boards. Bulk photocopying can be made easier by linking computers to photocopiers or laser printers, enabling staff to produce copies of documents as required .However, most schools are using MISs at a basic, data entry level, and senior leaders will require training to make more advanced use of these 17 systems. Using ICT-based pupil assessment tracking and attendance systems, and the creation of in-house reporting and recording software, will help to take schools beyond the current basic levels of use (Eremu, 2007) ICT fosters a positive, close association of students with the assessment of their own learning. Given the potential of these technologies, students work can easily take other forms than that of written text, or combine various forms, and can be transmitted at any time, virtually in an instant, to examiners in another location (Bouras and Philopoulos, 2001). The ICT technologies makes possible the dissemination of information over computer networks of the best assessment instruments prepared by teachers and the better work produced by students. Passey, (1997) identified a range of management implications of using on-line resources in schools and in homes. In chapter one it was observed that the ICT subscription services provide a comprehensive range of solutions that may be customized to meet the support requirements of schools – either individually or as groups of schools. Subscriptions to these services will help schools to raise the ICT capability and confidence of staff so that the effective use of ICT is an important factor in raising educational standards (Passey, 1999). These technologies allow student’s work to be reviewed as often as necessary, and allow the student as well as other people or authorized organizations to keep a copy. 18 Furthermore, these technologies can be used to build libraries or multimedia centers that bring together examples of students work and instruments for interpretation. These locations may also have video editing and multimedia production equipment so teams of teachers can propose other approaches to assessment of student learning to their colleagues.

2.2 To establish the role of ICT in enhancing information flow in Secondary Schools

As discussed in chapter one many education institutions have taken the use of ICT as a serious revolution aspect of education. However the simple use of technology does not mean in itself the improvement of education, (Ramalho, 2006).The way ICT is used will greatly determine the present day teaching structure. There are ICT facilities that have caused tremendous changes in the area of management of secondary schools. Such facilities include email; email communication within a school involves administration, the sharing of teaching materials or informal chat. The predominance of these uses is consistent with the international literature (Bebell etal, 2004). Emails have transformed communication between administrators and the staff in modern organizations where they are used. Information and Communication Technology is also used in school Management in the field of making databases both for students and for staff members. Students databases mainly comprise students individual gender, age, discipline records, academic performance, while staff databases mainly record recruitment dates of individual teachers, salary scales, attendance records, to mention but a few. Through a networked 19 environment, these databases will always provide a cheaper means of communication through transfer of files online from one individual to another (Bebell etal, 2004). In one school, teachers used an online referral system to record low-level misbehavior or other minor problems within class. This system allowed guidance of staff and managers to maintain an overview of any developing issues and to take swift and appropriate action as required such as communicating to other members through email systems. They also used the system to enable teachers to record a range of positive referrals about change of behavior within the students. (Samer and Sambamurthy, 2005). In their research, (Hargreaves and others 1989) discovered that a few schools had developed an effective school website which allowed them to present key documents such as the school handbook, policies, news and other information useful to students, teachers and the public. In one case, visitors to the school were greeted by a large screen on which were projected website images, photographs and text, celebrating the pupils’ and staff’s achievements and creativity. The particular outcome is that schools can easily communicate with the parents using ICT and this can help the head teachers and school administrators to talk the parents about the management issues of the school. (Ramalho, 2006) suggested that to implement a meaningful reformation of communication in education, it is crucial to direct the action to the school central unit, the classroom, and try to ratify the way you implement information flow in the school. ICT can, in this sense, become an important support tool, able to help alter the information flow experience, abandoning the traditional method of using papers and notice board which has been stagnating development in favor of more dynamic and modern communication. 20 The Internet has created a new universal space for sharing information and co-operation. The interactivity issue is highly relevant in the context of school management because of what it can mean in terms of the transformations of the information flow and management. This is in fact even more important when it allows the administrators, teachers and parents work to go beyond the school campus. This educational model of communication tends to bring the administrators, teachers and pupils near to their families and to the community, where they live, making possible the development of knowledge, abilities and skills which will make management of the school possible, (Ramalho, 2006). School administrators should be able to accept ICT in schools, when they use it themselves in communication purposes. Therefore, provision should be made to assist the school administrators to use ICT to enable information flow in secondary schools. Information should be accessible via telecommunication channels to students, teachers, administrators, parents and other members of the local community. However, there should be limitations on access and authority to change information.

Borghoff (2011) stated in the article “The role of ICT in the globalization of firms” about enhanced globalization in the1980s and 1990s. The expansion of communication technologies and web-based information go side by side. However, the impact of ICT on the globalization of companies is little clear. Even though a rich literature of execution of ICT and scheme of global information systems in companies is available, the effect of ICT on the globalization of companies has not been openly researched from administration perception. This paper provides a rudimentary outline for the study of the power of ICT on the globalization of companies. The paper specifically reflected the effect of ICT on globalization three sub processes: global evolutionary dynamics, global network building and internationalization.  Ndibalema (2014) surveyed the secondary schools in Tanzania to check the behaviors of teachers towards ICT usage as an educational tool. This paper gives a good understanding towards ICT as an educational tool. The expansion of this study was influenced by different concerns of educational stakeholders regarding the level of teacher’s proficiency on the usage of ICT as an educational tool. Collection of data was made by interviews and questionnaire. The usage of ICT as an educational tool seems to be a crucial situation for teachers in Tanzania. The paper proposed further in-depth research on confidence, willingness, thinking, motivation, feeling, the belief of teachers and true practices through classrooms observations including bigger samples. The conclusion of this study was relevant to both educational policy makers and teachers in Tanzania. Higgins and Moseley (2001) study showed that teachers perceived ICT as a useful tool for teaching and personal work and were ready to use it further due to its effectiveness. This study found the worth of ICT by teachers i.e. making teaching more easy, interesting and more fun and diverse for students and themselves as well as more motivating and enjoyable to students.

Furthermore, personal effectiveness was known to be improving materials of presentation in class, allowing larger contact to a computer for private use, giving more authority to teachers in school, giving more regard to teachers, providing specialized help through the internet and creating administration in school more effective and efficient.  Suliman (2014) stated that Information and Communication Technology is not a new thing these days. ICT and computers are the technologies without which it is difficult to survive in today and future world. The Concern of this study is to scrutinize pre-service teachers usage of ICT, their perception of ICT, competency level and their attitudes towards ICT. The conclusion of the findings was the absence of ICT language differences which were used between two courses. TESL students were far ahead that Sports and Recreation students in terms of ICT perception, competency and behavior towards ICT. The study disclosed that there is a positive and significant relationship between competency level, ICT usage, attitudes and perceptions towards usage of ICT in the interactive learning process. Emphasis should be made on the significance of ICT usage for the encouragement of pre-service teachers to increase learning and teaching process. In the light of the above-mentioned studies, it is concluded that various research studies approached that ICTs have been used in many countries of the world in several departments, due to which work efficiency has notably improved a lot, moreover, time and energy has also been saved which increases overall productivity. Furthermore, ICTs has been integrated successfully in the education sector as many studies have been done in various countries that now school administration, parent-teacher communication, teaching aids, syllabus are available online, which improves quality of education, interactive teaching and student teacher relationship. Also, some studies indicated that private schools have more opportunity of using ICTs as teaching aid than public schools, so teachers of private sectors inculcate more ICTs in their lessons then the teachers of public schools. Along these lines, the analyst checked on all the pertinent writing accessible on the web and insignificant libraries.

According to Mikre (2011) ICT influence human life in a diversified way. ICT performs significant role in institutions, industry, education and entertainment. Moreover, ICT plays an important role in working situations, exchanging information, learning methods and systematic research. According to Iqbal, Ali, & Hassan (2015) in Pakistan learners and the teachers have greater tendency for using information communication technology for educational determinations, specifically in public sector of Okara. Moreover, the study also calls for the attention of the government institutions regarding the use of information and communication technology. Kozma and Anderson (2002) wrote in paper “Information communication technology and Educational Restructuring in Poor and Rich Countries” use of information communication technology in institutions is shifting dramatically and teachers use different methods for teaching. They are struggling to promote collaboration of information and communication technologies in simple education in poor nations. In this modern era, educational experts emphasize on the use of technology and also make it necessary for the future success of students. In starting from the mid-nineties uses of information communication technology in educational institutions quickly extends in advanced nations through curriculum support, networking the professional development of educators (Aston, 2002).

In 2000 technology widely spread and new concepts of technology were introduced in educational process. Without technology use, students cannot move towards creativity. Researchers and instructors initiated to develop IT gadgets, hypertext, multimedia and networking to build cognitive and constructionist learning environments for the development of learning process. The aforesaid tools were found unsuccessful to get better result as compared to learning outcomes achieved through traditional instructions (Siemens, 2005). Utilization of Information and Communication Technology and advanced media has transformed the living style of contemporary societies. On the off chance that it is observed effects of ICT in everyday life over the past few decades. The life is highly influenced by ICT, even day to day matters like banking, traveling, construction, study and business are incomplete without it. Never the less, there is more need to enhance these areas with the assistance of ICT. There are numerous elements looming on training framework when we utilize advanced media or ICT. There are numerous issues confronted by educators being used by ICT and some other innovation. New idea presented by ICT that is E-educating and E-learning (Renwick, 2012). The students or learners are not master in utilizing new ICTs, and they are accustomed use old instructing strategies. To get proficiency and excellence in the use of ICT, they make academic collaboration with their fellows. For this purpose, they develop academic intimacy with other fellows for the growth of knowledge and in enhancing their abilities. Students or learners must be proficient about ICTs keeping in mind the end goal to utilize it viably in the institutions. Instructive ICTs has an extraordinary significance as it influences the procedure of worthwhile learning. With the developing advancement of individuals’ way of life, students or learners have been unwittingly requesting for materials and devices. Moreover computers, laptops and tabs have not been fully used in the learning of traditional subject matter, but they accepted that education systems would need to prepare individuals for lifelong learning in an informed society and improved interest in education through ICT. Furthermore, Medley (1994) well-known that ICT has positive effects on students in education such as boost up for motivation and originality when confronted with the new learning environments a greater disposition to problem-solving focused on actual social situations. ICT has effective environment and systematic inspiration for cooperative work both individuals and groups and have ability to generate knowledge through technological literacy.

2.3 ICT in School Education in the Developing Countries

In developing countries, information communication technology is used generally to improve the excellence in education. Information communication technology has established the possibility to enhance the quality, participation, and accomplishment for every student. Due to information communication technology extraordinary accessibility spread out educational prospects to the exposed groups. In developing countries information communication technology have the potential to increase the educational involvement for children who:

1. Live in rural and remote-rural places. 2. Have special learning needs and requirements.
2. Have physical disabilities making their access to schools. 4. Have dropped out from schools and have reserved themselves out of school for various reasons. 5. Have aim for excellence and fail to get satisfied in the current system Teachers and learners both in the developing countries are not only reliant on physical media such as printed textbooks, which are often outdated.

In modern technology, everyone has the skill to access specialists and professionals in their concerned fields in which they have interest. This access can be entertained all over the world at any time. There is a dire need in developing countries to promote the idea of academic intimacy by using ICT in educational circles.

2.4 Uses of Information and Communication Technology

Information communication technology has changed the way people work, live, and learns. To provide education with information technology is one of the focal challenges for education policy makers (Zalzadeh, 2006). Traditional teaching methods of education are no longer able to compete the needs of today’s learners. New technologies provide opportunities to the learners toward the individual learning (Aminpour, 2007). Information Communication Technology is playing an important role in making the education vital and effecting teaching learning process. In education, information and communication technology has been playing authoritative role to expand the competence and efficiency in formal and non-formal surroundings. ICT provide the healthy atmosphere and inspiration for instruction and learning process and offering new opportunities to the learner’s and educators which have a deep impact on the process of learning. These opportunities have positive impact on student performance and attainment.

2.5 Role of ICT in Learning Process

Role of information and communication technology in education deeply affects the way students learning. In this technological age, the role of ICT in education is multi-dimensional. In education, information communication technology is playing role as a change agent. Information and communication technology drastically is changing the condition of under developing and developing countries. It supports student centered learning. Students take interest in the learning process by using ICT. With the help of technologies it is possible to encourage transformation of education from teacher centered institutions to students centered institutions. Examples of information and communication technology usage in student centered institutions are;

1. Improved use of network as a source. 2. Internet users select the data from whom they will learn. 3. Students resolve their problems through problem base learning. 4. The explosion of proficiency, competency and outcomes oriented curricula.

Internet is a source of motivation for students. Young people use technology with charm and interest. Educators must benefit from this interest, enthusiasm, and eagerness about the internet for the purpose of improving learning. For enthusiastic learners, the internet facilitates to the students with additional learning activities which are not readily available in the classroom (Cox, Webb, Abbot, Blakeley, Beauchamp, and Rhodes, 2003).

On the integrated use of ICT within the learning and teaching process. The potential value of a school based ICT curriculum that ‘translates the national ICT-related curriculum into an ICT plan as part of the overall school policy (Tondeur, Braak, Valcke., 2006). Despite huge efforts to position information and communication technology (ICT) as a central tenet of university teaching and learning, the fact remains that many university students and faculty make only limited formal academic use of computer technology (Selwyn, 2006). Intersections picturing the new technique as partly changing the situation for teaching, learning and collaboration between colleagues. Changed roles because of ICT competence raise questions about the importance of systematic ICT features within teacher education. Many of the newly qualified teachers wish they had more knowledge about ICT and related techniques (Andersson, 2006). The relationship between changes in ICT investment and changes in educational performance in Local Education Authorities (LEAs). In contrast with most previous studies in the economic literature, discover the evidence for a positive impact of ICT investment on educational performance in primary schools. This provides an interesting parallel to the existing work that does not find beneficial effects for pupils and to the related work on firms where there is evidence that ICT investment enhances firm productivity (Machin, McNally, Silva., 2007). PowerPoint and other visual technologies have become persistent in schools. Adoption of these technologies is perceived as a necessary or, at the very least, an educationally appropriate, even though systematic examination of their use is relatively recent (Reedy, 2008). Teacher use of computer mediated communication (CMC) in future will only be a success if the link between the possibilities of CMC and teacher practice becomes clearer. Language teachers seem to start using CMC, even though no evidence was found that these teachers have a more positive degree of technological in negativeness. The challenge for teachers is to integrate CMC not only for supportive tasks, but for teaching purposes as well. Nevertheless, computer networks offer enormous challenges for teaching and learning (Braak, 2000). In powerful learning environments, rich contexts and authentic tasks are presented to pupils. Many teachers apply several elements of powerful learning environments in their classes. Chances of using open-ended ICT applications, which are expected to contribute to the power of learning environments, were greater with teachers who created powerful learning environments for their pupils, and when there were more computers available to pupils. Moreover, teachers skills with regard to the use of ICT as a means to support powerful learning environments should be fostered (Smeets, 2004). The Jordanian Ministry of Education has given priority to the social and vocational rationales in launching the computer literacy and awareness course. Throughout central and direct supervision on schools, the Directorate is able to look after issues related to hardware and software, maintenance and teacher training (Tawalbeh, 2001).

The issue is addressed through interpretive in a UK secondary school where almost all staff is now using ICT to enhance and extend learning in their subject areas (Tearle, 2003). Pupils engagements with ICTs to be often perfunctory and unspectacular, especially within the school setting, where the influence of year group and school attended are prominent. There was a strong sense of educational uses of ICTs being constrained by the nature of the schools within which ‘educational use was largely framed and often situated (Selwyn, Potter, Cranmer; 2008). The combined impact of both teacher and school characteristics was explored through a multilevel analysis. Besides the importance of school characteristics, the results reveal differential effects of specific characteristics on specific types of computer use. Variables at teacher and at school level are related to different types of computer use (Tondeur, Valcke, Braak., 2008). In order to enable all pupils to realize their potential, facilities and strategies have to be reviewed and developed to ensure that their learning experience is appropriate. The generic capability of ICT can enhance and enable the learning of pupils with special educational needs (SEN), but do not purport to consider specifically the specialized technology required for certain manifestations of special need. ICT certainly has much potential to enhance the teaching of all four skills in language learning, and to make skills available to a wider range of pupils (Meiring, Norman., 2005). Multilevel evaluation of professional development was shown to be robust for ICT teacher training, including a significant correlation between the views of experts and those of teachers. A second paper delves deeper to describe and contrast the highest and lowest-rated approaches to ICT teacher training (Davis, Preston, Sahin., 2008). Development in the use of information and communications technology (ICT) in education of children with a visual impairment. It is argued that information and communications technology has a valuable role in providing opportunities for children with a visual impairment to participate more fully in education (Douglas, 2001). The ICT coordinators were both knowledgeable and enthusiastic about ICT use and this placed them in a good leadership position to guide and implement ICT use in the school. A full-time ICT coordinator is essential if ICT is to be successfully integrated into the school curriculum (Lai, Pratt, 2004).

2.6 Concept of ICT (Information Communication Technology)

According to Ogunsola (2005) ICT “is an electronic based system of information transmission, reception, processing and retrieval, which has drastically changed the way we think, the way we live and the environment in which we live”. It can be used to access global knowledge and communication with other people (Ogunsola, 2005).

The use of information and communication technology (ICT) is becoming an integral part of Education in many parts of the globe. Nigeria is not left behind as ICT gradually finds its ways to the Educational systems despite chronic limitations brought about by economic disadvantages. Fundamentally, education is a discipline like any other; it is a branch of human knowledge which is basically concerned with getting the young in the society prepared when they come of age.

 

2.7 Importance of ICT (Information Communication Technology)

 

The importance of ICT is quite evidence from the educational perspective. Though the chalkboard, textbooks, radio/television and film have been used for educational purpose over the years, none has quite impacted on the educational process like computer. While television and film impact only on the audio visual facilities of users, the computer is capable of activating the senses of sight, hearing and touch of the users. ICT has the capacity to provide higher interactive potential for users to develop their individual, intellectual and creative ability.

Various researchers have carried out research work to show the impact of ICT in learning.

 

2.7.1 The Critical Framework

 

According to Gbamanja, (1989. p. 131), education is a process, which seeks to change the behavior of a learner. Overall, behaviorist view education as the process of changing the behavioral pattern of people. Behavior in his sense refers to the way we change the learner, his or her thinking, his or her feelings and his other overt actions ( Hergenhahn & Olson 1997).Thus education is the process by which society deliberately transmits its cultural heritage through schools, colleges, universities and other institution (Gbemanja 1989).

In other to achieve the above- mentioned purpose in education, information and communication technology (ICT) is an essential ingredient that could help bring these gains and benefits to the fore. Realistically, several researchers admitted that ICT have an impact in learning and teaching of science. Globally, the use of information and communication technologies (ICTs) is fast gaining prominence and becoming one of the most important elements defining the basic competencies of students.

 

2.8 Influence of ICT on Academic Performance on Secondary School Students

 

Research conducted by Achuzie (2009), has shown that any secondary school which uses ICT tools to foster learning produces computer literates and potential wonderful researchers. He further poised that Information communication technology went a long way to prepare such secondary school students for the technological advancement tasks ahead, thereby making them adjust and acclimatize to any society of computing they find themselves. Also, computer has been made compulsory in our universities presently, and such student will not find the use of computer unfamiliar since he or she is used to it from JSS classes.

 

2.9 Problems of ICT (Computer) to Secondary

 

Pornography: The internet, which is the connection of millions of computer together for the purpose of file sharing and remote information access contains sites that have negative movies where some unscrupulous students log in to watch porn movies. This degrades and derails the moral standard of such student.

Eye-Problem: The ICT tool called computer has violent rays which affects the eyes negatively. If one stays constantly on the computer system, he or she is prone to night blindness or other eye related diseases.

Workaholic/ Loss of concentration: When one gets addicted to the computer system or internet where information are being shared using the social networks such as Facebook, whatsapp, go, such student will find it so difficult to leave the computer system for other school activities or house shores.

 Access to uncensored information: There are some information online which should not be accessible by secondary school students (Romantic expositions, dating sites and sexual blogs) that are always and readily available for all internet users which are uncensored for such age (18 and below). This is the problem some e-library installed secondary schools face. It has been noticed that instead of students going to the e-library to surf the internet positively, the rather go to chart on dating sites especially in a mixed school. So far a student has the website of a date site, he can log in with a disguised picture claiming to be an adult (18 years and above).

 

2.10 Solutions to the Problems of ICT in Secondary Schools

 

Employment of e-library Inspectors: Inspectors or Laboratory instructors should be employed as to be monitoring students and their activities in the e-library.

Censorship of Information: Web programmers should increase the censorship of web information.

E-Library Time Table: There should be a computer library time table which will help to curtail the excesses of student’s stay in the e-library or computer laboratory.

 

2.11 Review of Empirical Studies

 

Many researchers have carried out research on the implication of ICT on secondary teaching. However, the research works of Aladejana (2007),”The implication of ICT and a new kind of science (NKS)” will be reviewed.

The author in her work examines the attitude to the use of information and communication technologies (I.C.T.) and A New kind of science (NKS) for learning in secondary schools from selected secondary schools in Nigeria. She also tries to find out the impact of the use of simple computer experiments on the learning of science and also assesses the availability of resource for this new paradigm.

Multiple research method was used including questionnaire, observation, discussion, and interview.

Two questionnaires ARCAL to asses availability of resources was administered on 16 teachers from 4 secondary school.

The role of technology in teaching and learning and is rapidly becoming one of the most important and widely discussed issues in contemporary education policy (Rosen and well. 1995; and Thierer. 2000). Most experts in the field of education agreed that, when properly used, information and communication technology hold great promise to improve teaching and learning in addition to shaping work force opportunities.

The paper consider two perspectives on the relationship between the science curriculum and the potential of ICT in secondary education; the first perspective is based on the current English Secondary Curriculum, while the second look at how the role of ICT might be developed if the curriculum were to emphasize on scientific reasoning rather than the practice of empirical science. It focuses on the use of ICT to support or replace practical work and the use of the internet as a tool for scientists reasoning.

The key findings of the research are as follows;

• Using ICT either as a tool in a practical investigation or as a substitute for the laboratory-based elements of an investigation can aid theoretical understanding.
• Electronic communications should be used not just to disseminate information but to create a community of learners.

Another researchers Osborne, J., Hennessy, S.,(2003).Literature review in secondary education and the role of ICT: promise, problem and future directions.

This paper reviews the current state of secondary education, the impact of ICT use on the curriculum, pedagogy and learning, and the implications there are diverse ways of linking ICT use to exiting classroom teaching, including supporting or replacing it.

The researcher made use of observation and questionnaire method. The questionnaire was administered on (16) high school teachers and 250 10^th grade students.

Descriptive statistics was used for the analysis. Also the research shows that;

• Transformative use of ICT in science found only in isolated pocket.
• ICT may have a greater role to play in a curriculum that places greater emphasis on scientific reasoning and analytic skill.

1. ICT offers particular opportunities to enhance learning by making more time available for predicting and searching for explanations.
2. ICT allows pupils to work at their own speed.
3. Lessons need to be structured according to the possible outcomes that a specific application of ICT allows in other to take full advantage of ICT.

BETTS, S. result suggested that ICT can enhance the quality of learning where its use is tailored to lesson objectives and the needs of pupils. In conclusion, the author presents a model for the possible use of ICT to increase the quality of learning in science. ;

Also, Huppert, J., etal, (2002). Computer simulation in the high school student cognitive stages science process skills and academic achievement in microbiology.

Huppert in the study investigates the impact of a biology simulation “the growth curve of microorganism’ on high school students’ academic achievement and their science process skills.

The study focuses on the relations between academic achievement, mastery of process skills, gender and cognitive stages.

The research however, shows that the achievement of students using the stimulation was higher than those not using the stimulation, with girls achieving equally with boys. The stimulation was found to benefit students with low reasoning abilities in particular, enabling them to cope with learning scientific concepts and principles which requires high cognitive skill. A total of 181tenth grade pupils were sample for this research. The researcher was able to conclude with the following findings. That;

1. Students in the stimulated learning environment exhibited complex and integrative reasoning.
2. The simulation provided a self-paced, non-competitive learning environment which allowed girls and boys to achieve equally.
3. The simulation allowed repetition of experiments which in turn aided understanding.

The most challenging aspect of the post industrial area is how to meet the demand of the information society that modern man is trying to build. The role of education in developing modern society cannot be over emphasized. The research sets out to identify and evaluate the relevant strategies professional and non-professional ICT instructional material utilization competencies play in stimulating student’ academic achievement during and after instruction in secondary schools. To achieve the purpose of his study, he employed several statistical procedures such as a four point Likest-type scale.

Teachers like any other professional workers need essential tools to do their work most excellently. Certainly, it is true that the central figures in any learning situation are always the students and the teachers but it is equally true that learning may be greatly enhanced by the utilization of the many resources available in the school and through various school agencies. Nevertheless, teacher’s planning of effective learning activities will be easier, less time consuming and often vastly expanded in potential scope when teachers know precisely what type of ICT materials are available to them and when to draw upon them regularly to affect their teaching ability (Brown, Lewis and Harcleroad, 1959. p.47

 

 

 

 

 

 

 

 

 

 

 

 

 

CHAPTER 3

RESEARCH METHODOLOGY

3.1 Research Design

Descriptive research design was used for conducting this study for which Survey methodology was used to meet the stated objectives. This methodology entails data collection to check hypotheses or to answer inquiries about people’s opinions on some matter or topic (Gay. Mills and Airasian. 2009).

3.2 Population

This study is based on a survey to document the opinion of secondary school students (10th grade students) regarding the importance of ICT. The students will constitute the target population of this study. The whole number of Teachers and Students in the Govt Schools in Tehsil Depalpur, for the school year 2017/2018. The teachers I was select 16 teachers and 250 students. The whole number of subordinate ICT in this area was 16 numbers, 12 of them were males and 4 were females. Also the total sum of the 10th grade students was 250 numbers, 200 males and 50 were females.

3.3 Sampling

The sample of the ICT which involved of 16 males and females teachers in the public schools in Tehsil Depalpur and 250 male and female of 10th grade students were selected as a stratified casual sample from the total population. The sample signified (8%) of the total population in secondary public school in Tehsil Depalpur. The questionnaire remained distributed to and composed from totally ITC public secondary school instructors of ICT also their 10th grade students. The data in the whole questionnaire was studied using the SPSS.

The model was distributed allowing to autonomous variables of accused, gender, requirement and experience.

 

3.4 Data Tool

The data of Survey research will be collected by questionnaires. As the opinions will be sought out from the participants of this study, so, five points liker Scale will be used to prepare questionnaire to have their opinions regarding importance of ICT.

3.5 Data Collection

Researcher himself will go to each school and distributes the questionnaires and will ensure his presence in case of any need rendered by any participants will be met with on the spot. In this way data will be collected.

3.6 Data Analysis

The collected raw data will then be tabulated and will be entered for analysis in SPSS (Statistical Package for Social Sciences). Mean and Standard Deviation will calculated in order to check the perceptions of secondary level students regarding use and importance of ICT.  To have the more in-depth analysis, inferential statistics will have also been used via Independent sample t- test to compare differences between the opinions of males and females.

 

 

 

 

 

 

 

 

 

CHAPTER 4

DATA ANALYSIS

Introduction

 

The collected raw data will then be tabulated and will be entered for analysis in SPSS (Statistical Package for Social Sciences). Mean and Standard Deviation will calculated in order to check the perceptions of secondary level students regarding use and importance of ICT.  To have the more in-depth analysis, inferential statistics will have also been used via Independent sample t- test to compare differences between the opinions of males and females.

4.1 Graph and Table

A- Respondents

Table (1): The Sample Distributed due to Respondents

Respondents	Frequency	Percent
Teacher of IT	16	6.015%
10th Grade Students	250	93.98%
Total	266	100%

As seen from the above table, the study frequency are: (16) for the teachers and (250) for the students which means that the teachers composed 6.015% of the total study sample, while students were 93.98%.

B- Gender Variable

Table (2): Distribution of the sample due to Gender

The Graph is created for the teachers

As seen the above graph, the study frequencies for the teachers are 12 for the male that is 75% and 4 for the females that is 25% and the total numbers of the all teachers are 16 and the percentage 100%.

C- Gender Variable

Table (3): Distribution of the sample due to Gender

The Graph is created for the Students

As seen the above graph, the study frequencies for the students are 200 for the male that is 80% and 50 for the females that is 20% and the total numbers of the all students are 250 and the percentage 100%.

 

 

 

 

D- Qualification Variable

Table (4): Distribution of the sample due to Qualification (as perceived by Teachers)

As seen from the above table, the frequency are: (0) for F.A, (0) for B.A, (5) B.A/B.Ed the percentage is 31%, (7) for M.A the percentage of M.A is 44%, and (4) for M.A/M.Phil. the percentage is 25%.

E- Years of Experience Variable

Table (5): Distribution of the sample due Years of Experience (as perceived by Teachers)

Years of Experience	Frequency	Percent
Less than 5 years	10	62.5%
5-10 years	6	37.5%
More than 10 Years	0	0%
Total	16	100%

As seen from the above table, less than 5 years take 62.5%, 5-10 years take 37.5% and more than 10 years 0% while the total Frequencies were 16.

 

 

 

 

4.2 Questionnaire for Teachers

1. There are enough desktop computers in my school for teaching learning purpose.

Response	Frequency	Percentage
Strongly agree	4	25%
Agree	8	50%
Uncertain	4	25%
Disagree	0	0%
Strongly Disagree	0	0%
Total	16	100%

The above table the 75% teachers strongly agree that there are enough desktop computers in my school for teaching learning purpose and 25% uncertain.

2. There are laptop computers in my school for teaching-learning purpose.

Response	Frequency	Percentage
Strongly agree	6	37.5%
Agree	10	62.5%
Uncertain	0	%
Disagree	0	0%
Strongly Disagree	0	0%
Total	16	100%

The above table the 37.5% teachers strongly agree, 62.5% teachers agree that there are laptop computers in my school for teaching-learning purpose and 0% uncertain.

3. There are enough desktop computers in my school for administrative purpose.

Response	Frequency	Percentage
Strongly agree	8	50%
Agree	6	37.5%
Uncertain	2	12.5%
Disagree	0	0%
Strongly Disagree	0	0%
Total	16	100%

The above table the 50% teachers strongly agree, 37.5% there are enough desktop computers in my school for administrative purpose and 12.5% uncertain.

 

4. Computers in my department are networked to share information among Students and Teachers.

Response	Frequency	Percentage
Strongly agree	7	43.75%
Agree	5	31.25%
Uncertain	3	18.75%
Disagree	0	0%
Strongly Disagree	0	0%
Total	16	100%

The above table the 43.75% teachers strongly agree, 31.25% that Computers in my department are networked to share information among students and teachers and 18.75% uncertain.

5. There are enough computer accessories for maintenance in my school.

Response	Frequency	Percentage
Strongly agree	9	56.25%
Agree	6	37.5%
Uncertain	1	6.25%
Disagree	0	0%
Strongly Disagree	0	0%
Total	16	100%

The above table the 56.25% teachers strongly agree, 37.5% that there are enough computer accessories for maintenance in my school and 6.25% uncertain.

 

 

6. There is internet connection in my school.

Response	Frequency	Percentage
Strongly agree	10	62.5%
Agree	6	37.5%
Uncertain	0	0%
Disagree	0	0%
Strongly Disagree	0	0%
Total	16	100%

The above table the 62.5% teachers strongly agree, 37.5% that there is internet connection in my school and 0% uncertain.

7. I am using projector to present my lesson in the classroom.

8.      Response	Frequency	Percentage
Strongly agree	12	75%
Agree	4	25%
Uncertain	0	0%
Disagree	0	0%
Strongly Disagree	0	0%
Total	16	100%

The above table the 75% teachers strongly agree, 25% that I am using projector to present my lesson in the classroom and 0% uncertain.

• Questionnaire of Students

1. There are enough IT teachers in my school.

Response	Frequency	Percentage
Yes	230	92%
No	10	4%
To some content	10	4%
Total	250	100%

The above table shows that the 92% students response yes there are enough IT teachers in my school 4% answered no and the 4% to some content.

 

 

2. All IT teachers in my school are qualified for the level.

Response	Frequency	Percentage
Yes	220	88%
No	5	2%
To some content	15	6%
Total	250	100%

The above table shows that the 88% students All IT teachers in my school are qualified for the level 2% answered no and the 6% to some content.

 

3. There are enough technical assistant for ICT in my school.

Response	Frequency	Percentage
Yes	180	72%
No	40	16%
To some content	30	12%
Total	250	100%

The above table shows that the 72% students there are enough technical assistant for ICT in my school 16% answered no and the 12% to some content.

4. All ICT technical assistant in my school are well qualified.

Response	Frequency	Percentage
Yes	150	60%
No	70	28%
To some content	30	12%
Total	250	100%

The above table shows that the 60% students All ICT technical assistant in my school are well qualified 28% answered no and the 12% to some content.

 

 

 

 

CHAPTER 5

DISCUSSION OF RESULTS, CONCLUSION AND RECOMMENTATIONS

Introduction

5.1 Discussion

5.1.1 First: Discussion of the Results of the first Question:

Factors affecting the availability and utilization of ICT facilities in secondary schools?

It is believed that, there are many factors that may affect effective utilization of information Communication technology ICT in the education system in general and in schools particular. Many scholars categorized those factors and portrayed them in different ways, however to achieve the purpose of the study and to administer the study effectively the researcher divides factors that affect the availability and effective utilization of ICT facilities in to three categories. These are organizational or school based factors, school leadership and management related factors and teacher related factors. Accordingly, respondents were asked to indicate and identified the range of difficulty of those factors based on a five-point scales such as highly Serious Problem 1. Serious Problem 2. Somewhat Serious Problem 3. Observed but not

Serious Problem 4. And not observed Problem at all 5. Based on this the respondents have

Rated on the degree of different problems.

In the context of this study organizational refers to the degree to which school based factors that negatively affect the availability and utilization of ICT facilities for teaching and learning purpose in the schools covered by the study.

 

5.1.2 Second: Discussion of the Results of the second Question:

What type of knowledge do students gain by using ICTs at secondary level?

Making education online could be one major application of ICT. Automation and technology enhanced (power point, video etc.) presentation may be other issues.

It helps in a quick search for the knowledge source; information sharing; no hidden charges or additional expenses for the learning process – Transportation, other fees etc.

It’s much easier to scale things online then in physical world, in this case to “deliver knowledge”. With transferring some parts of educational process online you can make learning more flexible you can learn whenever and wherever you wish at your own pace.

With education being online you can gather much more data which you can use to enhance learning materials. You can answer questions like:

5.1.3 Third: Discussion of the Results of the third Question:

Do teachers with different backgrounds, subject and grade level have equal access to use ICT facilities for teaching purpose?

The discussion about the question of the teachers with different backgrounds, subject and grade level have equal access to use ICT facilities for teaching purpose. To achieve the purpose of the study, teachers were asked to rate their schools on the issue of the frequency of utilization different ICT facilities for teaching purpose by using a five point rating scale such as never use at all (1) rarely use (2) certainly use (3) using many times (4) and using regularly (5). Interviews and document analysis also discussed in relation with data obtained from respondents through questionnaires.

 

5.2 Conclusion

 

The truth about ICT resources is that, the availability and proper utilization of the resources will bring a drastically change in the academic performance of student and also reduces mass failure in examination Secondary Level.

According to Beeta (2002) report shows that school that have a very good ICT resources achieve better result than those schools without ICT resources would not give good results.

 

 

 

5.3 Recommendations

 

This research work hereby makes the following key recommendations:

5.3.1 Provision of ICT resources for teaching and learning in schools Teacher training and networking.

It would be crucial to train teachers in both the pedagogical aspects (class management and subject teaching methods) and technical aspects of student use of ICT resources at school. Resources should be made available to teachers ahead of time, according to the subjects they teach. The training should be combined with designated free time so that teachers can try out newly learned practices, preferably in teams. During training, teachers should be reminded that the resources will motivate students or improve their performance, and that what counts is how they are used. As part of their training, teachers should join networks and create learning circles at the school.

5.3.2 Besides being provided with training

Teachers should be made aware of both the benefits and challenges of ICT resources in education, particularly in terms of class management. The better teachers do not remain in front of the class, but instead circulate among the students.

5.3.3 Get students to create time for student project making use of the ICT Resources?

5.3.3.1 Parental awareness.

Schools that undertake similar initiatives should make an effort to raise parental awareness of not only the many potential benefits of ICT resources at school which seems to have occurred already but also the challenges involved in certain uses of the resource. This awareness rising of potential challenges does not appear to be current practice in the schools. Even though the benefits largely outweigh the challenges, it would be critical to set the parents straight so that they could cope better with problems as they arise.

We must encourage government agencies and teacher training educators to provide current and future teachers with a coherent and accurate vision of how ICT resources such as the mobile projectors, laptops, power-point presentation etc can contribute to the school’s mission: to provide instruction, socialize and provide qualifications. Our teachers of the future must be shown how these technologies can be integrated into training programs, and how they can play a role in achieving learning and competency objectives

5.4 Finally

With the above mentioned recommendations, there will be sporadic transformation the academic performance of student.

 

 

 

 

 

 

 

 

 

 

 

 

BIBLOGRAPHY

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APPENDIX – A

QUESTIONNAIRE FOR TEACHER

Name: __________________________________________________

Experience: ______________________________________________

Institution/school: _________________________________________

Tick the relevant box

(SA=Strongly Agree, A= Agree, U= Undecided, D= Disagree, SD= Strongly Disagree)

No.	Questionnaires
1	There are enough desktop computers in my school for teaching learning purpose.	Yes	No	To some content
2	There are laptop computers in my school for teaching learning purpose.	Yes	No	To some content
3	There are enough desktop computers in my school for administrative purpose.	Good	Poor	Fair
4	Computers in my department are networked to share information among Students and Teachers.	Coercive	Coercive	To some content
5	There are enough computer accessories for maintenance in my school.	Yes	No	To some content
6	There is internet connection in my school.	Yes	No	To some content
7	I am using projector to present my lesson in the classroom.	Yes	No	To some content

 

 

 

APPENDIX – B

QUESTIONNAIRE FOR STUDENTS

Name: __________________________________________________

Experience: ______________________________________________

Institution/school: _________________________________________

Tick the relevant box

(SA=Strongly Agree, A= Agree, U= Undecided, D= Disagree, SD= Strongly Disagree)

No.
1	There are enough IT teachers in my school.	Yes	No	To some content
2	All IT teachers in my school are qualified for the level.	Yes	No	To some content
3	There are enough technical assistant for ICT in my school.	Yes	No	To some content
4	All ICT technical assistant in my school are well qualified.	Yes	No	To some content