FACTORS AFFECTING ENGLISH LANGUAGE TEACHERS USE OF ICT IN

TEACHING OF ENGLISH LANGUAGE IN UPPER BASIC LEVEL OF EDUCATION

USING EKET LOCAL GOVERNMENT AREA IN AKWA IBOM STATE
ABSTRACT
The problem of this study was that, in spite of the enormous benefits of ICT in everyday life in
and out of school, only few schools have embraced the use of ICT in teaching and learning. This
study sought to investigate the extent to which teachers were using ICT in the teaching and
learning of English in secondary schools in Eket Local Government Area, Akwa Ibom State. The
study also sought to find out which ICT resources were available for the teaching and learning of
English and to find out which areas of English teaching and learning these resources could be
used. The study was both a quantitative and qualitative research in nature and adopted a
descriptive survey design. Descriptive methods were employed in analyzing data using
frequencies, percentages and means. Descriptive methods were preferred because they would
enable the researcher to meaningfully describe the distribution of scores and measurements using
statistics. The study used a combination of stratified, purposive and random sampling
procedures. The sample of the study was drawn from the twenty two secondary schools in Eket
Local Government Area which had been given ICT facilities and the respondents were 7
principals of secondary schools,16 teachers of English and 540 Form Three students.
Questionnaires and observation schedules were used to get information from the respondents.
Before the instruments were used for collecting data, a pilot study was conducted in two public
secondary schools in Eket Local Government Area which had the same characteristics as the
sampled schools. The theoretical framework used to guide the study was the Constructivism
Theory associated with Bruner, J. Data collected was analyzed using the Statistical Package for
Social Sciences (SPSSVersion 19.0). The findings showed that the use of ICT in the teaching
and learning of English was still in the formative stage and faced various challenges. The
available ICT resources were occasionally used in varied proportions to teach English. This
study recommends that ICT be fully integrated in the education system; all teachers of English
be trained in the use of ICT, school managers and other stakeholders be sensitized on the need to
provide ICT facilities in the schools and lastly, intensive resource mobilization be put in place to
enable schools acquire ICT resources.
 CHAPTER ONE
INTRODUCTION

1.0 Introduction
This chapter examines the background information to the research problem, presents the

statement of the problem, purpose of the study, objectives of the study, research questions,

significance of the study, scope and limitation of the study, assumptions, theoretical framework,

conceptual framework and operational definition of terms.

1.1 Background to the Study

Information Communication Technology covers any product that will store, retrieve, manipulate,

transmit or receive information electronically in a digital form. These include computers, digital

television, email, modems and internet and it mostly deals with how these different resources can

combine and work with each other. Information

Communication Technology resources can be divided into three groups:

• Information technology that uses computers which have become indispensable in modern

society.

• Telecommunication technologies which include telephone (with fax) and the

broadcasting of radio and television often through satellites.

• Networking technologies of which the best known is the internet extended to mobile

phone technologies, voice over IP telephony (VOIP) satellite communication that is still in

infancy.

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In this study, ICT in education is taken to mean the use of digital ICT resources to all aspects of

teaching and learning of English. The place of English in the Nigerian education system is

crucial. It is a medium of instruction. Students in the Nigerian secondary schools are expected to

sit for a minimum of seven subjects at K.C.S.E. level. Out of these, English is one of the three

compulsory subjects. Apart from German, French, Arabic and Kiswahili, all the other subjects

are taught in English. This therefore means that for students to do well in school they should

have a good grasp of the language of instruction, which is English. Knowledge in Information

Communication Technology (ICT) is a prerequisite in this modern society where every sphere of

our lives is controlled by technology. Information Communication Technology must be

integrated in the English curriculum and in the methods used to teach it in order to produce

students who are ICT literate and who can function in this twenty first century where technology

permeates every sphere of life. Bingimlas (2009) is of the opinion that using ICT resources,

especially computers, the internet and other related technologies in the classroom better prepares

the learners for the work place where these equipment are used. Students who are able to use ICT

effectively have a better chance of being absorbed in the current globalizing job market. It is

because of this need to have an ICT literate population that the Government of Nigeria (Nigerian

Government) continues to invest in teaching and learning resources in these areas especially in

secondary schools

(MOEST, 2005).

Several scholars argue that using ICT in teaching gives the learners a chance to learn how to

function better in this digital era. Yelland (2001) argued that the use of old methods of teaching

does not prepare the learners for the job market where the knowledge of technology is required.

2
She further argues that for institutions to claim to be preparing their learners for life in the

present century, they must use new technologies in their teaching. Her arguments are in line with

Grimus (2000), who posits that when learners are taught ICT skills in primary schools they are in

a better position to face new developments with better understanding.

There are several roles which ICT can play in the educational process. First, ICT has the

potential to enhance learners’ achievement (Bransford et al. 2000). Secondly, a number of

theorists and scholars agree that using ICT in the teaching process makes the learners

knowledgeable, reduces face to face instruction and provide a learning environment where

teachers can assist learners with special needs. In addition, use of ICT will motivate the learners

and help them develop a favorable attitude towards learning.

Against this background, concerted effort is being put in place to embrace the use of ICT in

education in several countries to reap the benefits of ICT integration. A review conducted by

United Educational, Scientific and Cultural Organization UNESCO (2000) in ninety countries,

classified countries in regard to different levels of ICT development. These classifications

include countries with integrated ICT in education system, countries with national policies and

master plans formulated and various ICT being applied and tested, and countries where efforts

towards ICT integration and formulation of national policies have just begun. Again this does not

reflect the specific achievements of ICT integration in education and these general classifications

may leave out concerns of ICT integration. In Japan for example, education is provided

according to collectively established frames of reference and there is little opportunity for

teachers to customize curriculum (Aoki et al., 2007). Teachers are thus unprepared for any

3
changes that may be brought about by technology at schools. A Ministry of Education, Culture,

Sports, Science and Technology survey revealed that more than 33% of teachers were unable to

use a computer and less than 25% were able to provide computer instructions (Morris- Suzuki

and Rimmer, 2003). The Japanese situation is in stark contrast as they have equipped the learners

with the required skills to fit in the technological era thereby promoting lifelong learning by

success in ICT adoption in education.

In America, the government is rapidly adopting new and better training technologies. Digital

technologies are seen as a way to developing a nation that gives the Americans the best and costs

less but giving the required results. The development of the National Information Infrastructure

and the increase of computers at home and at work are offering new opportunities for distributed

(on-line) learning. Advances in networking technology and telecommunication are

revolutionizing the availability and speed of information access over the internet and other

networks (UNESCO, 2000).

The national ICT strategy for education and training policy paper of 2006 has provided a

framework on which ICT integration in education can follow and on which progress made can be

evaluated. Nearly all the secondary schools in Nigeria have computers but very few have the

required ICT connectivity. Those schools that have ICT connectivity were aided by well wishers;

private sectors and the government (Ayere et al. 2010). It has been difficult to develop ICT

infrastructure in primary schools, the major obstacle being lack of internet connection.

According to the “ICTs in Education Option Paper”, there has been limited penetration of

telecommunication infrastructure in rural areas.

4
The Education Management Information Society Survey which was done between 2003- 2004

showed that about three quarters of secondary schools and many primary schools were not

connected to telephone networks. To improve on the sharing of learning materials, there is need

to improve on the networks. Other alternative networks like the wireless systems cannot be used

in schools because of the high cost of installation. Few learning institutions can access high

speed data and communication systems; moreover schools in the rural areas cannot access

wireless technology such as Very Small Aperture Protocol (VSAT) to access internet.

The national ICT strategy for education and training policy paper of 2006 recognizes that Nigeria

lags far behind in ICT integration in learning in schools. It further recognizes that in developed

countries, integration of ICT in education has been compulsory since the 1980s and this has not

been the case in developing countries like Nigeria where integration of ICT in education is still

in the formative stages. The Government of Nigeria (Nigerian Government) has indicated in

various documents the important role that ICT plays in education. Nigeria put in place a National

ICT Policy in January 2006, a policy whose major objective was to ensure the availability of ICT

services, which were reliable. The government, in the policy, also advocated for the introduction

and use of ICT in schools in order to improve the quality of teaching and learning, (MIC, 2006).

1.2 Statement of the problem

The steady use and development of ICT has had a great impact on people’s lives including how

education is delivered. The Nigerian Government acknowledges the fact that ICT plays a major

role in making education accessible, relevant and equitable. The Ministry of Education policy on

ICT is to integrate ICT into education and training institutions so as to prepare the learners for

5
the future technological knowledge based economy. Although the Government, Private sectors,

Non-Governmental Organizations and individuals have donated ICT facilities to schools and

opened training opportunities for teachers in the use of ICT facilities in order to improve on

education delivery, the use of ICT in the teaching and learning of English in Eket Local

Government Area still lags behind. This study therefore sought to investigate to what extent

teachers have integrated ICT in the teaching and learning of English in secondary schools in Eket

Local Government Area, Akwa Ibom State.

1.3 Purpose of the study

The study aimed at establishing the extent of ICT integration in the teaching of English in

secondary schools in Eket Local Government Area. The researcher also intended to establish the

ICT resources used in the schools for teaching English and which areas of English could be

taught using these ICT resources.

1.4 Objectives of the Study

The study was guided by the following three objectives:

a) To find out the extent of ICT use in the teaching and learning of English among teachers

and students in secondary schools in Eket Local Government Area.

b) To establish which ICT resources were available for the teaching and learning of English

c) To find out which areas of English learning and teaching these resources were used.

1.5 Research Questions

a) To what extent is ICT used in the teaching and learning of English among teachers and

students in secondary schools in Eket Local Government Area?

b) Which ICT resources are available for the teaching and learning of English?

6
c) Which areas of English teaching and learning are these resources used?

1.6 Significance of the study

The findings of the study could provide useful information to various stakeholders in the

education sector. The study would enlighten the teachers on the importance of integration of ICT

in instruction of English. It would further provide the status of the resources and ICT integration

in the teaching and learning of English.

Secondly, these findings could inform the MOE, BOM and PA on the state of ICT in schools and

this could help in further provision and maintenance of these facilities. The study would be

important to curriculum developers in formulation of future policies in respect of developing

more training opportunities for teachers on ICT and instruction. Finally, the study would inspire

other scholars to conduct research in this field so as to fill the gaps which might be exposed by

this study.

1.7 Scope of the Study

The study confined itself to investigating the level of integration of ICT in the teaching and

learning of English among teachers and students in selected schools in Eket Local Government

Area, Akwa Ibom State. The study was limited to a small sample of schools that were selected

and 540 form three students, 15 teachers of English and 7 principals from the sampled schools. It

was limited to investigating the extent of ICT integration.

7
1.8 Limitations of the Study
The researcher had no control over the information the respondents chose to give or withhold

thereby presenting a limitation in adequacy of information obtained. The study was also limited

by inadequacy of time since the secondary school syllabus is congested and the students would

not fill in the questionnaires at the time the researcher wanted, this required rescheduling and

visiting the schools when the students were free. This slowed down the process and made the

research costly.

1.9Assumptions of the Study

a) The sampled schools had ICT resources.

b) The researcher would be allowed to view the ICT facilities in the schools under

investigation.

c) The respondents would willingly give the required information.

1.9 Theoretical Framework

The study was guided by the Constructivism Theory associated with Bruner, J (1966). According

to the constructivists, people create their own understanding of the world through undergoing

experiences and internalizing these experiences, learning requires that the learners be encouraged

to use active methods which include experiments and inquiry using authentic data.

Constructivism changes the way the teacher instructs the learners. The teachers’ main role is to

direct learners so that they construct ideas and not reproduce mere facts. According to

constructivism the teacher should provide situations where learners are confronted with problems

so that they can formulate answers thereby testing their knowledge, drawing conclusions and

getting answers and in the process creating an environment for collaborate learning (Ultanir,

8
2012). The teacher should guide the learners to realize that the activities they are undertaking are

helping them arrive at a better understanding of their problems. By looking at the tasks given

critically and using their chosen strategies, students become expert learners as they learn how to

learn on their own. Constructivism theory ties with this study as it shows that the use of ICT in

the teaching and learning of English helps learning become learner-centred. The learners look for

information on their own and practice what they have learnt using ICT resources. The learners

are able to manipulate the ICT resources and in doing this practically they do not easily forget

what they learn.

According to Bruner (1966), a theory of teaching should look at: the learners’ views towards

learning, how the materials to be learnt are structured to allow the learners grasp them easily, and

the best methods to present what is to be learnt and how reward and punishment are meted out.

This calls for positive attitude from the learner and the teacher, use of right methods and right

resources. This will lead to the desired outcome.

The teacher can find the process of teaching easier if the teacher has the knowledge of ICT.

According to Mbagwana and Tani (2008), when ICT resources are used in teaching, the learners

become motivated, they go out and look for more information, information which they can easily

access through ICT resources.

According to constructivism, for education to take place, there must be action. Knowledge and

ideas will only be attained when learners get experiences that are meaningful to them. These

experiences do not occur in isolation but when learners work together as in a classroom

manipulating resources thereby building their knowledge together and building team spirit. For
9
learning to occur, the learner must be an active participant, for knowledge must be sought and

not just accepted. The learner must engage in activities so that this knowledge can be realized

(Kirk, 2013). By using ICT the learner becomes involved in the learning process by manipulating

the ICT resources as guided by the teachers.

Information Communication Technology can help students learn by allowing them construct

knowledge. Constructivist principals emphasize learner-centered activities which allow the

learner to arrive at answers. Computer based applications support these approaches to learning.

Learners can simulate various situations and in thus doing become creative. Problems that are

posed as the learners read through materials in the internet help in deep inquiry and problem

solving (Kozma, 2005). Information Communication Technology enriched classroom change

classroom dynamics, the class becomes more active, and there is increased classroom interaction.

Students learn to cooperate and work as a team thus building team spirit which encourages peer-

support learning which is encouraged for better learning. When computer-aided instructions

designed for individual learning at different levels of education are used, learners are in a

position to work at their own pace and get feedback without being coerced and hence evaluate

their own performance (Frankel and Wallen, 1990).

1.10 Conceptual Framework

The researcher developed own conceptual framework to predict the relationship between the

variables as presented in figure 2.1

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 Extent of ICT Use

 Staff Training
Enhanced use of
ICT Resources  Staff Motivation ICT in teaching
and learning of
 Learner English
motivation
Areas of Application

Independent Variables Intervening Variables Dependent Variable

Figure 1.1: Conceptual Framework

In this study, the researcher investigated the extent of ICT integration in the teaching and

learning of English. The researcher also looked at ICT resources available for the teaching and

learning of English and lastly looked at which areas of English teaching and learning these

resources could be used and the contributions of each variable in learning of English. The

relationship between the variables in the study is as presented in figure 1.1.

1.11Operational definition of terms

Curriculum: Curriculum refers to all the organized activities a pupil undergoes in the school.

The term is used to refer to all the experiences secondary students attain in the course of learning

English as a subject.

Multi media: An approach to information presentation on computer which uses dynamic images

of graphic or sounds, texts, still and moving images which can be used in teaching English.

Information Communication Technology: The application of modern electronic equipment in

the learning of English.

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Integration: The use of digital equipment and other learning resources in the teaching of

English.

Internet: The global communication network enabling computers to share information in an

electronic form.

Pedagogical Knowledge: The methods and application of these methods in the teaching of

English in secondary schools.

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 CHAPTER TWO
LITERATURE REVIEW

2.0 Introduction
This chapter reviews literature related to this study thus giving an exhaustive understanding of

how ICT has been integrated in different places narrowing it down to secondary schools and to

English as a subject. The chapter looks at the background review of ICT integration, ICT

resources and how these resources could be utilized in lesson delivery in the teaching and

learning of English. A literature review brings out the results of other studies related to the

present one and shares it with the readers (Frankel and Wallen, 1990). A literature review also

relates the study to the larger, ongoing dialogue in the literature about a topic, filling gaps and

extending prior studies. It also provides a framework for establishing the importance of the

study, as well as a bench mark for comparing results of a study with other findings. A literature

review also helps to sharpen and define understanding of existing knowledge in the problem

area, providing a background for a research project and makes the reader aware of the correct

status of the issue and it often helps to narrow a problem. The areas reviewed in this chapter

include, ICT integration, ICT resources, ICT resources used in teaching English and Related

studies.

2.1 ICT Integration

Most educational institutions agree that they have to move with the times which requires that the

learners have knowledge and skills in technology which are required in today’s society in order

to achieve a thriving economy. To survive in this fast moving technological society where every

sphere of life is controlled by technology, the learners must be armed with the right tools to

become productive members of the society; members who have both critical and analytical tools
13
(Kozma, 2005). According to Cheah and Koh (2001), facts alone have become less important; to

know how to use these facts is what is of importance. Therefore, learners must know how to: get

information, determine if the information found is relevant and determine if this relevant

information is accurate. Kozma (2005) argues that for economic and social changes to take root,

ICT must be incorporated in our everyday life. Justifications in the educational reforms and ICT

investments have been derived from the ever growing need for economic and social

development. Kelles-Viitanen (2003) also points out that developing countries noted that ICT is

not only important in economic and social development but also in politics and cultural

integration. According to her, ICT is rapidly changing the way people do things, for example,

transact businesses, and communicate and how people receive and send information. Information

Communication Technology has transformed the education sector considerably. The UNESCO

Ministerial Declaration (2000) gave room for the specific focus of applying ICT for

development, with coordinated and urgent actions nationally, regionally and even globally.

Examples of countries with developed educational ICT systems are Singapore, Australia, and

South Korea. These countries have some characteristics in relation to educational ICT which

include; classrooms with computers and other ICT tools; increasing online delivery of education;

the ratio of student/computer is high; availability of internet services in all schools; when the

curriculum is revised, it ensures nationwide ICT integration. Countries like China, Thailand,

Japan, Malaysia, the Philippines and India have systems where national ICT policies and set

goals have been formulated with various ICT integration strategies constantly being applied and

tested (although ICT is not fully integrated in the education system). There is a great variation in

these characteristics but some common features exist like the development of national

14
ICT policies in education and the establishment of goals and objectives for introducing

ICT in various aspects of education (Kozma, 2005).

The World Bank Survey on ICT and Education in Africa indicates a steady increase in the use of

ICT in education (Glen and Shafika, 2007). Developing skills, knowledge and understanding of

the proper use of ICT prepares students to become literate users of technology in their everyday

working environments. The Koech Report, Republic of Nigeria (1999) noted that with the rapid

technological development, lifelong education was the only way the citizen of a country could

remain active and match the pace of the world’s rapidly changing technology. In view of this, the

commission noted that the institutions which could provide this service were poorly equipped

and lacked books, journals and internet facilities.

ICT in India has a long history (Government of India 2012). The Indian constitution, adopted in

1950 stated that all children should receive basic education up to the age of fourteen. The

struggle to achieve this basic commitment began immediately. Information Communication

Technology has become indispensable and every sphere of people’s lives is affected by it. In the

21st century ICT plays an important role, for one to be abreast with what is happening globally,

knowledge in the use of ICT is mandatory.

The Indian government announced 2010-2020 as the years of innovation. For innovation to take

place, reasoning and thinking skills are required. These skills are got in education. Currently,

many countries have shown interest in ICT and many have embraced it in their educational

sectors. In India as in other countries, the major contribution of ICT to education is that learning

materials can now be easily accessed. Students and teachers can access e-books, past papers,

15
sample examination papers and get professional updates from experts on a given field of

education.

In Africa, ministries are identifying institutional responsibilities at national levels and starting to

encourage collaborative efforts on regional basis. This is done as the need for digital learning

materials relevant to the local curriculum is becoming more urgent as ICT is introduced into the

teaching process at all levels. Organizations have come up to help in realizing the dream of

making Africa ICT compliant. The World Summit on the Information Society (WSIS) has the

objective of building an all-inclusive information society and the promotion of use of ICT. The

organization has the objective of looking at the upcoming challenges at all levels. The objectives

are to be realized in 2015 which among others are, establishing community access points which

link learning institutions with ICT; adapting all primary and secondary curriculums to meet the

challenges of information society. The main aim of the plan is to make sure that everyone gets

the required skills and knowledge to maximize the benefits of the information society (The

World Summit on the Information Society, 2005).

New partnership for Africa Development (NEPAD) was initiated to look into the challenges

facing African countries and it identified ICT infrastructure as a major area of action for

inducement of condition for continued development. In 2003, NEPAD fronted efforts towards

bridging the differences in the application of ICT between Africa and the developed world. It

identified six areas of high concern and one of these was NEPAD e- schools programme. The

aim of this programme was to ensure that ICT was integrated into the educational system both at

the secondary and primary levels so that there could be an improvement in the accessibility,

16
equitability and quality of education among all its members. In Africa, the policy makers have

fronted technology, technical knowledge in computer as a cure to the myriad of problems that ail

it. Information Communication Technology is viewed as an avenue to solving problems in

education which include shortages of teachers, low achievement, high dropout rates, lack of

opportunities and resources (NEPAD, 2005).

African ministers of Education meeting held at the 1st African Ministerial round table on ICT for

Education, Training and Development in Nairobi on June 1st 2007 stressed in their communiqué

that ICTs were a key solution that will help all African countries meet their needs in rural and

under- served areas and bring education to their citizens rapidly and cost effectively. They also

stated that to achieve this goal, hundreds of thousands of teachers require ICT skills. The World

Bank Survey of ICT and Education in Africa (2002) shows a growing interest in the use of ICT

in education (Glen &

Shafika, 2007). Developing skills, knowledge and understanding of the proper use of ICT

prepares students to become literate users of technology in their everyday working environments.

The Rwanda government singles out ICT as a chief player towards its achievement of 2020,

which focuses on the creation of a modern and prosperous country which is united with

worthwhile principles. This was said by its Minister of Education, (Murenzi, 2009). The

government released its first National Information and Communication Infrastructure (NICI)

plan which was an integrated ICT-led socio-economic development policy and plan for Rwanda.

Harrison (2005) noted that the plan was aimed at developing ICT in the nation between 2001 and

2005. The first phase, completed in 2005 paved way for the second phase which was expected to

end in 2010, this second phase stressed the use of ICT in education as one of its major objective

17
among its ten objectives having built on the achievements of phase one. According to Rubagazi

et al. (2007), the scarcity in computer equipment supply experienced in many developing

countries, case in point Rwanda, can be interpreted to mean that there is a greater chance of

schools not using the ICT resources as they should be used.

The Burundi Country Profile quotes its infrastructure specifically roads and electricity as the

main dangers towards the growth of ICT in the country. This report however, indicates that

rehabilitation processes involving infrastructure and soliciting of donors have also been adopted

as measures of improving the ICT sector. It was also noted that the country lacked a clear policy

for ICT as an agent of accessing quality education as is indicated in the reports of Novatech and

Info- Dev (Hare, 2007). This report shows that there is a lack of documentation indicating the

use of ICT in public secondary schools. It also highlights various factors hindering the public use

of ICT in Burundi; main being the lack of an education policy stressing on the use of ICT,

meaning the ICT plans are not well documented in the government’s development plans; hence,

lacks nationalistic outlook, focus and resources.

The report further observes that the access and availability of ICT is still a fantasy because a high

concentration of the population is in the rural areas whereas a high percentage of ICT

infrastructures are found around Bujumbura the capital city. Also, availability of ICT is costly to

most people. The report reveals that there is lack of trained teachers with ICT skills and there is

also lack of awareness contributing to lack of interest and enthusiasm relating to adoption of ICT

in the classroom. Moreover, ICT has not been prioritized as a major part of the education sector

by the government. This therefore results in the available resources being channeled towards

18
more basic parts of the education which include buying textbooks and the building of classrooms

(Hare,

2007).

In Uganda, the educational ICT is similar in various ways to other African countries.

The New Partnership for Africa’s Development (NEPAD) e-schools initiative is an

effort which has been made to integrate ICT into the school curricular. Such efforts have shown

the recognition of the significance of ICT in the education sector. Logistical and developmental

challenges have made ICT in schools to be less practical and common. This has been noted in

schools that even when there is availability of computers, they are often used for specific course

and by certain personnel. This limits teachers and students from accessing these ICT-related

areas of learning. To arrive at economic developmental goals, East African countries were keen

on embracing technology as the use of ICT in developed countries showed positive results and

this brought urgency in the African countries to embrace technology. Minshi-Majanja (2007)

cites technology as an undeniable force towards national development. Shortly afterwards, there

was an introduction and use of ICT which were not organized as noted by (Waema 2005). As the

new millennium began, most East African countries formulated ICT policies with the help of

donors to combat the mushrooming problems. Ochuodho and Matunga

(2004) refer to the first of these reforms as “Draft National Informatics Policy” in Nigeria.

The Ugandan government has an ICT policy constructed upon four major principles. Firstly, the

policy sets a framework of curriculum and teacher training to facilitate and guide the

development of ICT, focused on benefiting the nation fully. This is seen from the point of view

19
that ICT policy cannot be completed in one phase because of lack of finances. The second

principle is based on balancing between the ICT application and computer science. This principle

focuses on providing opportunities for developing computer application skills to the majority

while giving ways to develop expertise to the minority with interest in the subject at the same

time. The minority will be the personnel required for installation and maintenance of the

networks and equipment.

The third principle explains that the main target should be on the curriculum, teachers and

learners and not on the availability of the equipment. The final principle focuses on equitable

distribution of ICT resources. The ministry wants the use of ICT to be integrated in many

schools in the country to the citizens. UNCST (2002) opines that ICT resources should be

devolved to citizens. Coordination between different strands in the policy is key to the ICT

policy. Also the players in the implementing bodies must cooperate for success to be realized.

For instance, teachers should be trained in accordance with the curriculum standards before

introducing ICTs to institutions. Moreover, the trainers should be guided effectively. This

enables them to develop sufficient ICT skills and how to incorporate them in their areas of

specialization.

Moreover, designing of the ICT curriculum should be in a manner that is pragmatic in provision

of relevant policies for ICT education. For the policies to remain relevant to the needs and the

global changing trends in ICT, close monitoring and evaluation should be enacted. Ongoing

debates on whether students are taught about, with or through ICT have been experienced. In

Uganda for example, the ICT policy recognizes that it is more important what is done with ICT

20
rather than having ICT itself (Uganda MOEST Draft Policy, 2005). The policy further notes that

the strategies resulting from the provision of the ICT equipment may easily cause misuse of

technology. The policy thus suggests the Ministry of Education should encourage using

technology in supporting teaching. This can be done by either using these technologies with the

students or providing teaching materials. The policy further observes that there should be the

introduction of computer awareness into the training of primary teachers in phases to equip

newly qualified teachers with sufficient ICT skills. Once some elementary ICT skills have been

got at the primary school, this will help learning of computer application skills in the secondary

sector much easier.

The paper states that this is to be realized through the incorporation of the study of Computer

Studies as a subject to be taught in schools having adequate ICT facilities and to be assessed at

Ordinary level. The paper also suggests that many teachers should be brought to schools having

sufficient ICT skills and vast experience in order to exploit the use of ICT in lesson preparation

and organization of learning materials. In doing this, the quality of education is improved and

laying of basic foundations for future ICT use is achieved in both primary and secondary levels.

After several years of trying to set up an ICT policy, the Nigerian ICT policy was finally set up

in 2006 with the chief aim of improving the living conditions of the Nigerians by making sure

that there were available, accessible, efficient, reliable and affordable ICT services as envisaged

in the ICT Education Option paper (Nigeria, MOEST, 2005). There are a variety of innovations

in ICT to help in quality education delivery and curriculum. There is also a considerable level of

technology delay in educational institutions. Most institutions use outdated systems and hence

unable to take advantage of the educational varieties of emerging technologies. There are several
21
challenges facing access and use of ICT in Nigeria and these include high level of poverty

amongst the citizenry that hinder access to ICT facilities, poor rural electrification and frequent

power disruptions. In areas where there is electricity, high costs of internet provision, costs

associated with ICT equipment, inadequate infrastructure and support hinder the application of

ICT. The current study aims at finding out the extent of ICT use in the teaching and learning of

English in secondary schools in Eket Local Government Area.

Due to the enormous increase in primary school enrollment, there has also been an increase in

demand for the secondary schools. The MOEST has continuously shown great concern for the

efficiency of education provision in secondary schools, which have shown poor performance in

core subjects. Information Communication Technology is critical in the academic development

of secondary school students because at this age, the students need to concentrate on a particular

subject area, developing greater critical thinking and language proficiency. The combining

elements of ICT make it possible for students to clearly isolate and analyze assumptions, present

ideas and take part in projects with peers both nationally and internationally (Nigeria, MOEST,

2005).

2.2 ICT Resources

Literature on ICT resources was reviewed in terms of; Computer, The Internet, PowerPoint,

Email, Mobile Phone, Instant messaging (IM), Chat, Television and

Radio.

22
2.2.1 Computer
A computer is an electronic device that works under special set of instructions called

programmes to transform user input through processing into desired output for the computer

user. Computers are often seen as tools that can be used to get diverse educational ends similar to

the way that textbook, laboratory equipment, curricular, or other educational technologies can be

used to enhance education. Since the dawn of technology, computers have proved to be the most

multi-faceted teaching aids available. With technology like digital video presenters, power point

presentations and educational software, teachers are now able to quickly and accurately enlarge

many physical visual aids, create and edit information on slides and can ultimately provide the

students with information in a faster and more comprehensive way.

With computers, teachers can readily prepare their teaching materials without wasting a lot of

valuable time. This is because once lesson materials are prepared on a computer; it has the ability

to store these materials in the same site for so long as the teacher wants. Even where changing

the material is necessary due to the differences in the students, it is still much easier to edit than

create totally different teaching material. The use of computers allows the learners to interact

amongst themselves as they work. The learning of a language requires a lot of interaction;

therefore, when learners are exposed to computers the language game, drills and debates help the

learners acquire fluency in their everyday speech. The talking dictionaries found in computers

help the students to correct pronunciation (Ivers, 2003).

2.2.2 The Internet

The internet is an international network of computers through which information is shared

between computer users. The internet can also be defined as an interconnection of computers or a
23
network of computers that are connected either physically-through cables- or non-physically i.e.

through wireless technologies such as Bluetooth or infrared. The internet is an information

carrier- a medium- which links information users to providers. It has pedagogical potential. The

internet is perhaps the most transformative technology in history. It is just at the peak of being

tapped to transform education. There is a lot of educational material on the internet, as many

scholars, researchers and publishing companies have posted their materials online. It is now

common practice to access valuable information from the internet. Teachers of English can use

the internet to explore and exploit English in ways that were not possible before.

2.2.3 PowerPoint
A computer even without the internet connection is also useful in the development of teaching

aids. It helps a teacher to explain complex ideas in an interactive way using digital presentation

software such as Microsoft PowerPoint or Apple Keynote. Such software allows teachers to

prepare texts, images, movie clips and sounds to use during lessons. Unlike chalkboards, digital

presentations are flexible allowing the teacher to let the learners view what they desire.

PowerPoint can be used by both teachers and students. It can be used by teachers to explain

concepts that are abstract to the learners. With power point, the teacher can employ various

teaching strategies. It is a tool that can motivate the learners because of its novelty, (MOEST,

2006). Power point, with its versatile uses in education, has proved to be one of the best media

provided by the computer (Barasa et al.2011). Teachers of English can use PowerPoint to teach

parts of speech, Genres of Oral Literature or Family Trees using slides which can be saved to be

used during another lesson.

24
2.2.4 Email
This is a store and forward method of writing, sending, receiving and saving messages over

electronic communication systems via a computer and/or mobile phone. This learning resource

can help learners in the practice of writing short messages and on checking on the spelling of

words (MOEST, 2006).

2.2.5 Mobile Phone

Mobile phones play a significant role in education as a tool of instruction. Teachers can use

mobile phones to share information about the process of teaching. Today, teachers are able to

access the internet using mobile phones therefore making it possible for them to download

unlimited information for the purpose of instruction (Barasa et al., 2011). Research studies on the

versatile use of mobile phone for a range of different teaching and learning processes have been

carried out worldwide. Ekanayake (2009) argues that because of their wide range of use such as

spontaneous, personal, informal, contextual, portable and pervasive and the functions such as

talk, text, still camera, video, radio and the internet, mobile phones could completely change the

way teaching and learning is done. Despite the potential benefit of cell phones in the teaching

and learning process, their use in Nigerian secondary schools could be hampered due to the fact

that students are not allowed to carry them to schools (Koh and Lee, 2008). However, schools

could buy some cell phones that could be used solely for learning purposes.

2.2.6 Instant messaging (IM)

Using mobile phones, the learners can type short messages to one another. Students write and

learn how to write short messages and read replies from others. This sharpens their skills in

writing and in the process they learn spelling of words as the mispelt words will be corrected

automatically (Ivers, 2003).

25
2.2.7 Television and Radio
These two ICT resources have been widely used since the 1920s (radio) and the 1950s (TV).

With the coming of computers and Internet, it is possible to listen to live and recorded radio as

well as watch TV programmes. Transmitting recorded radio and TV programmes over the

internet is referred to as Personal On Demand (POD) broadcasting. This technique has a unique

feature in that programmes can be saved then downloaded for later listening (UNESCO, 2007).

The computer makes it possible for the teacher to earmark specific programmes according to

subject, topics and date, among other things (Kavagi, 2010).

With the introduction of universal, free, and compulsory access to primary education in

2003, Nigeria has witnessed an immediate increase of 1.3 million students (MOEST, 2006). This

growth has created an accumulating demand for access to secondary education. Population

growth of learners versus the available teachers is overwhelming. To reach the many students,

teachers have to find other instructional tools other than the conventional ones to reach the

learners fast and efficiently. The large number of students’ enrolment affects all school in

Nigeria and this study focuses on establishing which ICT resources are available for the teaching

and learning of English in secondary schools in Eket Local Government Area.

2.3 Areas of English teaching and learning where ICT resources can be used

Information Communication Technology tools enable teachers to access new information

allowing them to keep abreast with a lot information which would have been otherwise difficult

to come across. Apart from getting new information, the teachers can engage in discussions with

other teachers, create learning materials and at the same time keep learners’ records; these
26
resources can be used by the teacher both at home and in school. These ICT tools also help

learners in getting new information, engage in peer learning, create their own materials and also

help in collaborate learning. These are resources that students may benefit from in the classroom

because they may not have them at home (Ivers, 2003).

The aim of a good language teacher is to teach his students to communicate successfully. The

students should have a direct and natural contact with the language being learned. This means

that the learners should learn the second language, as far as conveniently possible, in the same

kind of way in which the learner acquired the first language. This calls for varied approaches to

the teaching of language.

In Nigeria, English is the language of instruction in all subjects in the secondary school except

French, German, Arabic and Kiswahili. Proficiency in English is a prerequisite if a student is to

perform well in other subjects in the curriculum. As a language, English enables a leaner to think

clearly and logically, to form opinions correctly and make proper decisions in the study of other

subjects in the secondary school. It is therefore imperative for the learners to have a good and

sound knowledge of English which can be strengthened by the use of ICT among other teaching

resources.

The use of the internet allows people to interact and the exchange of data and ideas. Students can

communicate with other students via the internet or communicate with teachers and various

experts in various fields around the world. Of the many merits of the internet, one is that it

allows the learners to get information which might not be got anywhere else. The learners can

therefore read extensively and intensively to develop their skills in reading. This will also
27
encourage active engagement and connection to the real-world context. It encourages the

learners to look for facts and also read for pleasure. The internet often provides monitored

discussion forums and chat room opportunities for learners to post their artwork or stories,

games, pen pal clubs, interactive stories, or other activities of interest to students. This

encourages creativity and learners can use this opportunity in posting their stories and involve

themselves in chats which will increase their pronunciation and confidence in the speaking of the

English language. Email provides students with opportunities to practice their communication

skills, write for special audience and engage in meaningful activities. Through e-mail, students

can learn about students from different parts of the world thus enhancing their cultural awareness

as they work in various projects together.

Video conferencing is another way which the teacher of English can exploit to create interesting

classroom instruction. Teachers can use a computer to send and receive video, audio and text in

real time over the internet. Information Communication Technology can help students learn by

allowing them create knowledge. Constructivist proponents stress on the use of inquiry, looking

at problems critically and then reflecting on them to arrive at decisions. Computer based

applications support these approaches to learning. Learners can simulate various situations and in

thus doing this they become creative. Problems that are posed as the learners read through

materials in the internet help in deep inquiry and problem solving. Information Communication

Technology enriched classroom change classroom dynamics. There is increased classroom

interaction. Students learn to cooperate and work together thus nurturing their capability to

function in team-work contexts and reinforcing their interest in peer-supported learning which is

encouraged for better learning. When computer-aided instructions designed for individual
28
learning at different levels of education are used, learners are able to do their work at their own

speed and get feedback and hence evaluate their performance. Teachers can also interact with

learners even when away from class through email. Teachers can send questions and other

assignments to learners when both parties are away from class (Mahapatra, 2005).

Computers can be used in combination with DVDs and CDs to prerecord information such as

speeches, short stories and poems and these can be availed to students to listen to and watch.

This will increase their listening skills. When computers are used in conjunction with world

space equipment, radio programmes and broadcasts can be received in schools to be used by

students in learning various skills. Information Communication Technologies like videos,

television and multimedia computer software that combine text, sound and colourful images to

produce original formats of materials to engage learners in their study. Likewise interactive radio

combines songs, sound effects, dramatization, comic play and other modes of performance to

make the learning process enjoyable to the learners. The internet connectivity provided by the

networked computer motivates the learners by providing a variety of services and an opportunity

for interaction globally, giving room for online participation.

It can also be noted that students who are learning English as their first language can benefit

from ICT in a multiple of ways as it accommodates their needs by providing animations, video

and graphics to demonstrate different concepts, as well as clear audio to model correct

pronunciation and to repeat sound and words. Teachers can use ICT equipment like the radio

cassettes, DVD discs, mobile phones, VCD discs and so many others to pre-record their lessons.

For example, in teaching pronunciation, the teacher need only pronounce the word once in front

of the class and then use the pre-recorded sounds to let the learners practice. This will enable the
29
learners internalize the correct pronunciation, (Ivers, 2003). The current study focuses on finding

out which areas of English learning and teaching these ICT resources can be used.

Integrating ICT in the learning process helps the learners to improve in their language skills and

further more they become ICT literate thus fitting in the 21 st century fold which calls for the use

of technology in many fields. English language learners (ELL) can use wireless laptops to

communicate with mentoring partners. As a learning tool ICT makes learning more appealing to

the students. Learners and teachers are no longer limited to text books and resources in the

library to teach English. Today, the teacher of English has more resources to refer to, resources

which are both reliable and up to- date located far beyond the walls of the classroom (Barasa et

al. 2011).

According to Mahapatra (2005), computers have the advantage above other ICT resources in that

they can be used by individuals to do their own work, the teachers act as guides. The computer

will never chastise students when they are less than perfect, while pointing out the mistakes the

computer will forever be congratulating the learner on their accomplishments and encouraging

them to proceed further. The computer will adapt to the need of the students, repeat what has not

been understood, furthermore, it will not tire in giving direction to the student who has missed

out on a point. Learners can always go back and review parts of a lesson not understood. When

computers are used, the learners learn at their own pace because they will only move to the next

level once they have mastered a given area. No student is affected by the rate of learning of

another student.

30
Individualized computerized instructions enable students to seek assistance in an area of Study

not understood properly by them. They can also highlight their lack of understanding of a

particular topic continuously until the problem is completely resolved without fear of

embarrassment among their peers. The computer can pinpoint the exact mistake after request and

it can go on to give different explanations and context of use thereby presenting the student with

multiplicity of usage. The computer therefore ensures that learning is presented in a wide form of

understanding and clear language. The computer will recognize students’ weaknesses through

constant evaluation and assessment.

When computers are used for instruction, there is no time a learner feels ignored or left behind, if

a concept is not clearly understood, the computer will repeat it until the learner gets it, only then

will new material be introduced. With speech synthesis that today’s computer have, they can

begin anywhere, even at the elementary level and teach students to read at the pace that is

appropriate for each individual learner. Computers provide remedial lessons for individual

learners who have not grasped some concepts. All students whether poor, average or bright will

benefit from the use of computers as a learning resource because of individualized teaching

provided by it (Ivers, 2003).

Researching through the internet can be likened to a library that goes on forever. Resources

surround the learners and teachers wherever they look. The internet provides students with

opportunities to conduct various research activities, contact line sites, pursue their own special

interest and interact with students from all over the world. Email, video-conferencing, and

31
classroom web pages are some of the ways the internet can be used to facilitate shared learning

experiences (Ivers, 2003).

The internet brings information resources from all over the world into the classroom. Bransford

et al (2000). Stated that what people know now about learning provides important guidelines for

uses of technology that can help students and teachers develop the competencies needed for the

twenty-first century. Information Communication Technology can be a versatile tool in the

learning process. They continue to assert that several studies have reviewed the literature on ICT

and learning. In summary, according to them, ICT use has an enormous chance to improve

teacher learning and learner success.

According to Pelgrum and Plomp (2002) investments in ICT are on the increase because their

use allows learners achieve more. In Nigeria, a National ICT Policy to guide in the integration of

ICT in the teaching and learning process has been set up by the government. The Ministry of

Education was given the mandate to oversee this implementation.

According to the constructivism learning approach, the use of ICT increases the learners’

creativity. Through discovery they can create educational materials which can enhance learning,

(Gee 2011). The learners have to discover knowledge by searching for it; and this can be done

using ICT resources such as the internet. Constructivism requires the learner to be autonomous,

capable and creative. By using ICT resources the learner through the guidance of the teachers

become active learners who work on their own.

This learner centred approach can improve both teaching and learning quality.

32
2.4 Related Studies
A study carried out by Boit et al. (2010) was done to evaluate the implementation of ICT to

support learning, teaching, school administration and use of E-communication between

cooperating rural schools in Western Nigeria under the Rotary project. The objective of the study

was to find out whether the students were able to apply common computer software like

emailing, browsing and word processing. This study also further sought to find out the manner in

which IT training was incorporated into the timetable in the named schools in order to improve

ICT learning. The study was carried out in two selected rural schools namely: Anin secondary

school (Keiyo) and Cheplaskei secondary school (Uasin Gishu). A case study research design

was adopted for this study where interviews, observation and open-ended questionnaires

including document analysis were used to collect qualitative data.

The respondents included the principals, ICT experts, BOM, PA, teachers and students. The

findings indicated that the two schools had to an extent integrated the use of ICT technology; the

schools were found to have a suitable environment which could promote and maintain the

implementation and use of ICT. The surrounding community was highly encouraging while the

school administration and the whole school fraternity were receptive to the idea of ICT

implementation. This was shown by the high level of willingness to embrace new innovations

and methods of learning, there were also government policies, like the school IT policy which

were also enacted to provide material support towards the project. Tireless dedication by the

education officials also acted to make these schools model centres of learning to be used by

surrounding schools. It was also noted that the application and use of ICT in learning was

33
minimal. However, students had been taught the primary skills in computer use including surfing

the net, use of word processing and emailing. They could therefore interact with their colleagues

both locally and internationally without supervision (Hennessy et al. 2005).

Furthermore, the students could now apply the new learnt skills in searching for new information

from the internet. It was also reported that students spent about 2-3 hours a week in computer

labs. The learners also reported that they were able to look up for information on their own from

the internet and not as before when they had to group around a student who had the knowledge in

a given area of a subject. Half of the teachers in the two schools said they could use ICT

resources confidently in giving instruction and in class management. It was however noted that

for ICT resources to be of benefit to the two schools, various barrier had to be overcome. These

barriers could be overcome by: getting educational software to improve instruction and the

learning outcome, increasing the ICT resources to enable the teachers and learners have more

contact hours with the learning tools, teachers to be trained in the use and also be sensitized on

the importance of ICT. When the teachers are familiar with the use of ICT resources, they will

have confidence while using them and they will be motivated too and this will go a long way in

enhancing their teaching strategies for better results.

A study carried out by Hennessy et al. (2005) on Teacher perspective on integrating ICT into

teaching, examined the use of ICT by secondary school teachers of English, Mathematics and

Science subjects and how they had begun to integrate ICT into mainstream classroom practice in

English schools. Specifically, the objective of the study was to investigate how these forms of

digital technology were being used to carry out already familiar activities more quickly, reliably,

34
broadly, productively, interactively and how such use may be reshaping these activities. It drew

on an analysis of 18 focusgroup interviews with subjects in these fields.

The above study noted that the use of ICT had begun to help in making easy existing problems

and bringing in changes in the ways subjects were delivered. The teachers of English agreed that

the use of ICT improved their presentation and helped the learners in getting corrects spellings.

Learners could use the ICT tools imaginatively and in the process explore the many ways in

which language can be used. According to some teachers, using ICT mainly the email and word

processing opened new avenues for the learners to learn new methods of letter writing.

Information Communication Technology was seen as complementing the present methods of

teaching and not replacing them. About 50% of the teachers of English feared to integrate ICT in

their teaching. They feared that the text-books might be rendered irrelevant and some of the

teachers had no tangible reason for their fear of using ICT. It was therefore concluded that the

importance of ICT as a teaching tool had not yet taken root in the teaching of English in the two

schools. The enthusiasm with which the project had been received was a sign that the

implementation was under way. The stakeholders in the two schools were positive towards the

new venture and the government’s policy on integration of ICT into the learning also supported

the introduction of this venture.

35
 CHAPTER THREE
RESEARCH METHODOLOGY
3.0 Introduction
This chapter describes the research design, research area, target population, sampling procedure,

sample size, research instruments, data collection procedure, logistical and ethical consideration

and data analyses.

3.1 Research Design

The design adopted in this study was the descriptive research. The descriptive research design

was appropriate for this study since it was a fact finding with an intention of arriving at the truth.

Neuman (2000) observes that using this design, one is able to describe events as they are at that

time. The study was a descriptive survey in that it was concerned with investigating to what

extent ICT had been integrated in the teaching and learning of English in secondary schools and

it sought to gather information about people’s perceptions on an educational issue. This is in line

with Lokesh (1988)’s assertion that descriptive survey studies usually collect detailed

descriptions of existing phenomena with the purpose of employing data to justify current

conditions and practices or make more informed plans for improvement. Survey studies are made

use of in investigations of phenomena in their natural setting (Koul, 1984).

3.2 Location of the Study

The location for this study is Eket Local Government Area, Akwa Ibom State.

36
3.3 Target Population
The target population of the study comprised all the principals of the 45 public secondary

schools, all the 132 teachers of English and all the 3104 form three students from the schools in

the Local Government Area.

3.4 Sampling Procedure and Sample size

According to Mugenda and Mugenda (1999), when determining the sample size, it must be kept

manageable. This would allow the researcher get detailed data at a cost which is manageable in

terms of finance, time and human resources. Stratified, purposive and simple random sampling

techniques were adopted in this study. The 22 schools which had been given ICT resources were

purposively sampled and then stratified sampling was used to get the schools to take part in the

study. This was done to make sure that all categories of schools were represented in the sample.

Simple random sampling was employed to get the 7 schools to take part in the study. The

principals of the sampled schools were purposively selected to participate in the study as

respondents. Simple random sampling was further used to select the teachers of English and 30%

of Form Three student from each participating school to be respondents making a sample of 540

students. According to

Ary et al. (1972), a study sample of 10-20% is acceptable in descriptive research.

Table 3.1 Sample Size

Category Population Sample Percentage %

Schools 22 07 30.0

Principals 22 07 30.0
37
 Teachers 52 16 30.0

Students 1754 540 30.2

Source: SCDE’s Office Nyakach (2012).

3.5 Research Instruments
Questionnaires and observation schedules were used in this research. There were three

questionnaires which were completed by the principals, teachers of English and Form Three

students. The researcher carried out four observations in the selected schools and noted the use of

ICT resources during the instruction process.

3.5.1 The Questionnaire

Kerlinger (1986) asserts that a questionnaire gives the respondents ample time to think out the

answers to give and it is also effective when using a large sample. There were three

questionnaires: the principals, the teachers of English and the students’ questionnaires. Each

questionnaire contained two parts. The first part dealt with background information of the

respondents, while the second part dealt with the use of ICT resources by the respondents. The

respondents were further to state different skills acquired through the use of ICT.

According to Kothari (1991), using questionnaires is cheap even when the population is large

and scattered. Secondly, the interviewer cannot interfere with the answers the respondents give

as the questionnaires are filled in the absence of the researcher. Thirdly, the respondents have

enough time to give out their responses and in their own words. Using questionnaires allow the

researcher to reach respondents who are not easily approachable. Lastly, samples can be made

38
use of and thus the results can be made more dependable and reliable. Using the questionnaire

also has disadvantages in that not all questionnaires are returned. Questionnaires can only be

used if the respondents are literate and ready to participate in the study. Once the researcher has

sent out the questionnaires, the researcher does not have any control over them. Some of the

answers given by the respondents may be ambiguous or some parts may be left unanswered

altogether, this makes interpretation difficult. Lastly, it is not easy to tell whether the respondents

who filled in the questionnaires are a true representative of the whole.

A slanting likert scale was used to measure the perceptions of the respondent towards the use of

ICT resources in the teaching or learning of English. The respondents were asked to rate certain

given statements on a five point scale. The likert scale was chosen because it permits

measurements of relativeness of different aspects of the study on a single scale. It is also easy to

construct, more reliable and objective (Kothari 1991).

3.5.2 Observation Schedule

According to Kothari (1991), the merits of this method is that if observation is carried out

effectively there is no fear of the research being bias, there is no subjectivity.

Secondly, what the researcher observes is what is actually happening at the given point. The

results are not controlled by the past or future behavior of the respondents. Thirdly, this method

does not require the willingness of the respondent to participate in the study and therefore it is

not as demanding as using the questionnaire or interview schedule. Finally, this method is best

suited for those respondents who are not in a position to give answers verbally due to some

reasons. On the other hand, this method is expensive and the information provided can be

limited. Unforeseen problems may sometimes interfere with the observation rendering what has
39
to be observed not coming out clearly. Lastly, at times, data might not be collected effectively

because some subjects are not open to direct observation. The researcher observed the ICT

resources available in the selected schools. The information collected by observation was used to

confirm the data obtained through questionnaires. Areas that were examined included physical

facilities such as the library and IT rooms. There were also four observations of lessons in

progress in each school in order to identify the use of ICT resources employed by teachers during

instruction. There were two observation guides, one to check on the physical resources and the

other to confirm the usage of these resources in the teaching and learning of English.

3.6 Pilot Study

A pilot study was done before the instruments were used for collecting data; this was done in two

schools in Eket Local Government Area, Akwa Ibom State, Nigeria. These schools had the same

characteristics as the ones sampled: one Girls Boarding and one Mixed Day. During the pilot

study, items that were found to be ambiguous and not clearly framed were revised accordingly.

To establish the reliability of the questionnaire a test-retest method was used. This was done by

giving the questionnaire twice to same group within an interval of two weeks. The responses

were calculated using Pearson product-moment correlation coefficient (r). A correlation-

coefficient of 0.05 or at 5% was considered high enough for the instrument to be said to be

reliable to the study.

3.7 Validity and Reliability of the Research Instruments

3.7.1Validity
Validity is the degree to which the results obtained from the analysis of the data actually

represent the phenomena under study. Validity is therefore concerned with how accurately the

40
study is a true reflection of the variables, and then inferences based on such data will be accurate

and meaningful. The instruments were rated in terms of how efficiently they sample significant

aspects of the purpose of the study. In order to determine the content validity of the research

instruments, the researcher discussed the contents in the research instruments with the

supervisors to check whether the questions in the questionnaires and items in the observation

schedule could elicit the expected responses for the study, if they measured what it was supposed

to measure or not. The inputs which included suggestions, advices and clarifications were all

incorporated in the development of the instruments.

The content validity was also determined by carrying out a pilot study in two secondary schools

in Eket Local Government Area. A test is valid if the content selected and included in the

questionnaire or observation schedule are relevant to the variable being investigated

(Mugenda and Mugenda, 1999).

3.7.2 Reliability
Reliability is the ability of a test to consistently yield the same results when repeated

measurements of the same object are taken under the same conditions. The reliability of the

questionnaires was determined by test-retest reliability method. Two teachers of English and

twenty students of a girls’ school, and a mixed day school were asked to respond to the

questionnaires. After two weeks the researcher administered the questionnaire to the same

respondents. From these two sets of responses the computation of correlation- coefficient 0.07

was obtained which was higher than 0.05 or at 5% which was considered high enough for the

instruments to be said to be reliable to the study.

41
3.8 Data Collection Procedure
The researcher self-administered the questionnaires to the respondents. The researcher gave

ample time to the respondents and agreed on the day and time for completion of questionnaire by

the students and the teachers. The respondents were informed about the intention of the research,

its potential to the wider society and of their right to choose to participate or not. Soon after

completion of filling in of the questionnaires, the observation was done by the researcher. She sat

in the class and observed the lessons in progress. The IT room and the library were visited to see

which ICT resources were available.

3.9 Ethical Consideration

Before administration of the research instruments to the respondents, the researcher got a

research permit from the Ministry of Education through University. The researcher also reported

her intention to conduct the study to the Local Government Area

Commissioner and Local Government Area Director of Education, (SCDE) Eket Local

Government Area. The researcher personally went to the sampled schools and explained to the

principals the purpose of the study. The researcher made appointments with the principals to get

an appropriate time to administer the questionnaires without interfering with the schools’

learning programmes.

3.10 Data Analysis

Data was coded and cleared ready for analysis. The Statistical Package for Social Sciences

(SPSS Version 19.0) was used to analyze the data producing descriptive statistics in form of

mean, pie charts and bar graphs representing percentages of responses and therefore identifying

42
the importance of different factors in the integration of ICT in the teaching of English in

secondary school.

CHAPTER FOUR
DATA PRESENTATION, ANALYSIS, INTERPRETATION AND
DISCUSSION OF FINDINGS

4.0 Introduction
This chapter presents the results, analysis, interpretation and discussion of the research findings.

The study had three objectives which were to: investigate the extent to which selected secondary

schools in Eket Local Government Area had embraced ICT in their teaching and learning of

English, establish which ICT resources available were used for the teaching of English in

secondary schools. The study also sought to find out which areas of English could be taught

using these ICT resources.

4.1Response rate
The study targeted three categories of respondents namely: the principals, teachers of English

and Form Three students. However, the researcher was unable to find all the teachers of English

and the students; table 4.1 shows the study response rate.

Table 4.1: Study response rate

Respondents Targeted Obtained Response rate

%
Principals 07 07 100.0

Teachers of English 16 15 93.8

43
 92.2
Students 540 498
Total 563 520 92.4

As presented in table 4.1, the study targeted 07 principals from the 07 schools and managed to

get the views of all of them and this was a response rate of 100%. On the side of the teachers of

English, the study targeted 16 teachers and managed to get the views of 15 teachers which

translated to a response rate of 93.8%. The study targeted 540 Form Three students but managed

to get the views of 498 students which was a response rate of 92.2%.

4.2 Demographic characteristics of the respondents

This section presents the demographic characteristics of the respondents involved in the study.

This section is therefore divided into three subsections based on the respondents in the study.

The subsections are the principals, teachers of English and the students.

4.2.1 Demographic Characteristics of the principals

This section presents the demographic characteristics of the principals involved in the study. The

demographic characteristics that were explored were gender, age, highest academic qualification,

subjects taught, teaching experience and training in ICT use. The researcher chose to explore

these demographic characteristics because of their importance in explaining the variable under

study.

a)Gender distribution of the principals

44
Out of the 7 principals who participated in the study, 57.1% were female and 42.9% were male.

This shows that the study involved the views of both male and female principals and was

therefore inclusive.

b) Age of the principals

The distribution of the principals based on age was as presented in table 4.2.

Table 4.2: Age of the principals

Age of the principals Frequency Percentage %

41-50 2 28.6

>50 5 74.1

Total 7 100

From table 4.2 all the principals were over 41 years of age. A total of 28.6% were aged between

41 and 50 while 71.4% were above 50 years of age. This could be a possible indicator that

headship was associated with higher ages. As managers and policy makers, they are likely to

have developed quality improvement measures; adopted team building and being involved in

academic activities to enable them implement the new innovation.

c) Academic qualifications of the principals

Academic qualifications of respondents was an important attribute in this study. The findings on

principals’ academic qualifications were as presented in table 4.3.

Table 4.3: Highest academic qualifications of the principals

Academic qualifications Frequency Percentage %

45
 Diploma 2 28.6
Bachelors’ Degree 3 42.8
Masters’ Degree 2 28.6
Total 7 100

On academic qualifications, 28.6% of the principals were Diploma holders, 42.9% with

Bachelor Degree and the remaining 28.9% had Masters’ Degree as the highest academic

qualifications. The corresponding percentages are captured in table 4.3. From these findings it is

clear that all the principals were trained and were therefore able to understand and articulate

strategies that could improve implementation of ICT integration in their schools.

a) Subjects taught by Principals

The researcher was interested in the subjects taught by the principals, the findings were as

presented in figure 4.3

Figure 4.1: Subjects taught by Principals

From figure 4.3, out of the 7 principals who participated in the study, 42.9% were teachers of

Science, 28.9% were teachers of Humanities, 14.3% were teachers of Mathematics/Geography

and 14.3% were teachers of English/Literature.

46
b) Principals’ teaching experience
The study sought the teaching experience of principals involved in the study. The responses were

as presented in table 4.4.

Table 4.4 Teaching experience

Years of experience Frequency Percentage %

11-15 1 14.3

16-20 3 42.9
21-25 1 14.3

>25 2 28.6
Total 7 100

c) Level of ICT literacy

The researcher sought information on the ICT literacy levels among the principals. The findings

were as presented in figure 4.2.

Figure 4.2: The ICT literacy proportion of the principals

As presented in figure 4.2, 28.6% of the principals who participated in the study had ICT training

while 71.4% had no training in ICT. Literacy in use of ICT is important because it gives the

principals an edge over the other teachers and they could act as mentors to the other teachers in

their schools.
47
4.2.2 Demographic characteristics of the teachers of English
a) Gender distribution of the teachers

Out of the 15 teachers of English who were involved in the study, 53.8% were male and 46.2%

were female. This shows that study involved both male and female teachers therefore the study

was not biased.

b) Age of the teachers Table 4.5: Age distribution of the teachers

Age (years) Frequency Percentage%

25-29 6 40.0

30-34 4 26.7

35-39 3 20.0

40-45 2 13.3

46-49 0 0.0

>50 0 0.0

Total 15 100

The study found that 40% of the teachers were aged between 25 and 29 years, 26.7% were aged

between 30 and 34, 20% of the teachers were aged between 35 and 39 years and 13.3% were

aged between 40 and 45. There were no teachers of English aged above 46 years. Most teachers

of English were young, therefore were able to embrace new innovations like ICT with ease.

48
c) Academic qualification of the teachers

Diploma
Bachelors' Degree
Masters' Degree

Figure 4.3 Teachers’ highest academic qualification

In the exploration of the academic qualification of the teachers, 13.3% were Diploma holders,

73.3 were Bachelors’ Degree holders and 13.3% were Masters’ degree

holders. The above information is represented in figure 4.3. A teacher’s qualification determines

how effective the teacher can be in teaching. Trained teachers are armed with the requisite skills

and knowledge in their areas of specialization. Allison (1997) opines that skills and knowledge

are essential for the successful implementation of any technology.

d) Subject taught

Of the 15 teachers of English who were involved in the study, 13.3% were teachers of

English and Kiswahili and the remaining 86.6% were teachers of English and Literature. The

teaching of English Language and Literature were integrated as a single subject at secondary

level.

49
e) Teachers’ teaching experience

Table 4.6: Teachers’ teaching experience

Teaching Experience (Years) Frequency Percentage

<1 2 13.3

1-5 9 60.0

6-10 1 6.7

11-15 1 6.7

16-20 2 13.4

Total 15 100

The sampled teachers of English had varied years of teaching experience as captured in table 4.6.

Two of the teachers had less than one year experience in teaching English 60% teachers had

between 1 and 5 years experience in teaching English, 6.7% of the teachers had between 6 and

10 years’ experience in the teaching of English, 6.7% of the teachers had between 11 and 15

years of experience in teaching English, and 13.3% of the teachers had between 16 and 20 years’

50
experience English. This shows that most of the teachers of English had an experience of 1 and 5

years in the teaching of English.

f) Teachers’ ICT training The level of ICT skills among teachers were as presented in

figure 4.4.

With ICT training Without ICT training

20%

80%

Figure 4.4: Teachers trained in ICT

From figure 4.4, out of the 15 sampled teachers of English, 80% had been trained in ICT while

the remaining 20% had not accessed any training in ICT. This shows that most of the teachers of

English had received training in ICT and as had been observed earlier, most of them were

relatively young and new in the profession. This shows that knowledge in the use of ICT is

taking root especially among the new teachers.

Therefore, they are in a better position to utilize the ICT facilities in teaching English.
4.2.3 Demographic characteristic of students

a) Gender composition of students

51
The study had the views of 498 students. Out of the sampled students, 57% were female while

the remaining 43% were male. These findings show that there were a more or less equal

proportion of male and female in the study and therefore the study was not bias.

b) Age distribution of students

On the age distribution of the sampled students, the research finding was summarized in the

figure 4.5. The mode was found to be 17 years.

250

200

150
Age distribution of
100 students

50

0
14 15 16 17 18 19 20

Figure 4.5: Age distribution of students

c) Categories of School that the Students Came From

The study had interest in the categories of schools that data was collected from.

52
The results were as presented in figure 4.6.
Local Government
20%

State School
80%

Figure 4.6: Distribution of school categories

The analysis shown in figure 4.6 revealed that 80.1% of the interviewed students came from state

schools with the remaining 19.9% from Local Government Area schools. This finding shows that

more state schools were given ICT facilities than the Local Government Area schools.

On the types of schools, the findings were as presented in figure 4.7.

Mixed
20%
Boarding
45%

Day
35%

Figure 4.7: Type of schools

53
As presented in figure 4.7, out of the sampled students, 35% came from purely day schools, 45%

came from purely boarding schools while 20% students came from mixed schools. From the

above results, the bulk of the schools that were offered ICT resources were the boarding schools.

4.3 Availability of ICT resources

4.3.1 Availability of ICT resources as reported by principals

According to the sampled 7 principals, the ICT resources in schools were contributed by the

schools, Ministry of Education, well-wishers and NGOs, except for two schools that did not have

NGO’s contributing to any of the ICT resources in the institutions.

Table 4.7: Available ICT resources for teaching

No. Resources Frequency Percentage %

1 Computer 7 100.0

2 Smart phones 1 14.3

3 Internet connectivity 4 57.1

4 Television 4 57.1

5 Radio 6 85.7

6 LCD projectors 4 57.1

7 Email services 4 57.1

From table 4.7 all the principals said that they had computers in their schools, 57.1% reported

that they had T.Vs, internet connectivity, LCD projectors and email services,

59
85.7% of the principals reported that they had radio and 14.3% of the principals said that there

were smart phones in their schools. This shows that all the schools had computers which are the

core ICT resource, and could be used before the other ICT resources could be provided.

4.3.2Availability of ICT resources as reported by teachers

All the sampled teachers confirmed availability of computers, 86.7% of the teachers confirmed

the availability of E-mail services, 66.7% teachers confirmed using power point, 73.3% teachers

confirmed the availability of cell phone, 80% teachers confirmed that there was internet

connectivity in their schools, 66.7% of the teachers confirmed the availability of television in

their schools, 20% of the teachers confirmed the availability of radio in their schools and 80%

teachers confirmed of the availability of CD ROMs in their schools. This showed that all schools

had been provided with computers and other ICT facilities were provided in varying proportions.

Therefore, schools which had been provided with these resources could easily use them in the

teaching/ learning process. This information is captured in figure 4.8.

Figure 4.8: ICT resources available as reported by teachers

60
4.3.3 Availability of ICT resources as reported by students

Table 4.8: ICT Resources Available in Schools According to Students

No. ICT resources Frequency Percentage (%) Distribution of ICT

resources in schools
1. Computer 493 99.0
2. E-mail services 443 89.8
3. LCD projector 368 73.9

4. Television 489 98.2

5. Cell phone 349 70.1

6. Internet 428 85.9
Connectivity
7. CD ROM 343 68.9
8. Radio 192 38.6

As presented in table 4.8, 99% students confirmed that there were computers in their schools,

89.8% students confirmed of the availability of e-mail services in their schools and 73.9% of the

students said they had power point projectors, 98.2% of the students said they had televisions in

their schools, 70.1% of the students said they had cell phones in their schools and 85.9% of the

students confirmed that they had internet connectivity in their schools. Only 68.9% of the

students said they used CD ROMs in their schools and 38.6% of the students confirmed that their

schools had radio. From the study it was evident that all the schools had computers and other

ICT resources were present in varying proportions with the radio being the least available.

61
4.4 Extent of ICT integration in the teaching of English
The first objective of the study examined the extent of ICT integration in the teaching and

learning of English. The study examined the views of the teachers and the students. The views

were as presented in figures 4.9.

Figure 4.9: Application of ICT by teachers

From figure 4.9, out of the sampled teachers 73.3% used the ICT resources for teaching

vocabulary, 86.7% of the teachers used the resources for literature search, 86.7% of the teachers

used ICT resources in setting exams and 16.7% of the teachers used ICT resources for marking

exams. This shows that the teachers of English mostly use ICT resources in the setting of exams

and looking up material to be used in teaching and rarely use the resources for marking exams.

The internet contains materials on various topics which teachers can use to supplement the

materials got from the text books.

As appertains to learning of English, students agreed to sometimes use ICT with varied

proportions as distributed in table 4.9.

Table 4.9: Application of ICT resources by students

62
 Freq Sometimes Freq Never %
%

ICT is integrated into the 269 54.0 229 46.0

instructional programmes

ICT is integrated teaching vocabularies 301 60.4 197 39.6

Teachers use to asses our listening skills 266 53.4 232 46.6

We use it to source for information 403 80.9 95 19.1

Do my homework 187 37.6 311 62.4

Practice things I learnt at school 286 57.5 212 42.5

From table 4.9, of the sampled students 54% confirmed that ICT was fully integrated into the

instructional programmes, 60.4% of the students said ICT was integrated in teaching

vocabularies, 53.4% of the students said teachers used ICT resources to assess their listening

skills, 80.9% of the students said that they used ICT resources to source for information, 37.6%

of the students said ICT resources helped them do their homework and 57.5% of the students

said ICT resources helped them practice what they learnt at school. On average, ICT resources

helped students more in sourcing for information on various topics this is because the internet

contains lots of information which can be of help to students.

63
4.5 Skills in English taught using ICT
On skills taught and improved as a result of use of ICT, the teachers’ responses were presented in

table 4.10.

Table 4.10: Skills taught and improved using ICT as reported by teachers (15)

Skills SD D UD A SA Mean %
Reading Frequency 1 0 2 8 4 3.9 100
Percentage 6.7 0 13.3 53.3 26.6
Writing Frequency 2 1 1 9 2
3.5 100
Percentage 13.3 6.7 6.7 60 13.3
Listening Frequency 0 0 0 7 8
4.5 100
Percentage 0 0 0 46.7 53.3
Speaking Frequency 0 1 2 5 7 4.2 100
Percentage 0 6.7 13.3 33.3 46.7

Key: SA=Strongly Disagree, D= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree

On skills taught and improved using ICT, the teachers had varied opinions as captured in table

4.8. The researcher asked the teachers to rate the influence of these resources on the acquisition

of different skills. The researcher presented the teachers with a likert scale to report on this level

of acquisition. The teachers had to respond Strongly Disagree-1, Disagree-2, Undecided-3,

Agree-4 and Strongly Agree-5. For each skill the scores of the responses of all the teachers were

summed up to present a mean. A mean of less than 1.5 meant that the teacher strongly disagreed

that use of ICT resources helped in improving that particular skill. A mean between 1.5- 2.5

meant that the teachers disagreed that the use of ICT resources improved that particular skill; a

mean of between 2.5-3.5 meant that the teachers were undecided as to the effects of ICT

resources on that particular skill. A mean of between 3.5- 4.5 meant that the teachers agree that

64
ICT resources helped in the acquisition of that skill. Finally a mean score of greater than 4.5

meant that the teachers strongly agreed that the use of ICT resources helped in the acquisition of

that particular resource.

On reading skills 6.7% of the teachers strongly disagreed that the use of ICT improved the

reading skills of the students, 13.7% of the teachers were undecided whether the use of ICT

resources helped the students in improving their reading skills, 53.3% of the teachers agreed that

the use of ICT helped the students in improving their reading skills and 26.6% of the teachers

strongly agreed that the use of ICT resources improved the reading skills of the students. This

gave a mean score of 3.9 which meant that the teachers agreed that the use of ICT resources

improved students’ reading skills. On the other hand, 13.3% of the teachers strongly disagreed

that use of ICT resources improved students’ writing skills, 6.7% of the teachers disagreed that

ICT resources improved students’ writing skills, 6.7% of the teachers were undecided whether

ICT improved students’ writing skills, 60% teachers agreed that the use of ICT resources

improved students’ writing skills and 13.4% of the teachers strongly agreed that ICT improves

students’ writing skills. The mean response was 3.5, which means that the teachers S agreed that

ICT resources improved students’ writing skills.

On listening skills, 46.7% of the teachers agreed that the use of ICT resources improved

students’ listening skills and 53.3% strongly agreed that use ICT resources improved students

listening skills. The mean response was 4.5 indicating that the teachers strongly agreed that the

use of ICT resources helped students acquire listening skills.

65
Lastly, 6.7% of the teachers disagreed that use of ICT resources improved students’ speaking

skills, 13.3% of the teachers were undecided whether the use of ICT improved the students’

speaking skills or not, 33.3% of the teachers agreed that the use of ICT improved students’

speaking skills and 46.7% of the teachers strongly agreed that the use of ICT resources improved

students’ speaking skills. The mean response was 4.2 showing that the teachers agreed that the

use of ICT resources improved the speaking skills of the students. The average mean was found

to be 4.0 which meant that on average the teachers agreed that the use of ICT improved reading,

writing, listening and speaking skills in students. The study further sought to determine the skills

taught using

ICT among students. The results were as presented in table 4.11.

Table 4.11: Skills taught and improved using ICT as reported by students

Skills SD D UD A SA MEAN
Reading Frequency 71 31 6.2 24 4.8 155 217 3.8 100
Percentages
14.3 31.1 43.6
Writing Frequency 84 58 56 192 108
3.4 100
Percentages 16.9 11.6 11.2 38.6 21.7
Listening Frequency 81 57 95 217
48 9.6 3.6 100
Percentages 16.3 11.4 19.1 43.6
Speaking Frequency 95 58 46 9.2 117 182 3.4
Percentages 19.1 11.6 23.5 36.5 99.9

Key: SD= Strongly Disagree, D= Disagree, UD= Undecided, A= Agree, SA= Strongly Agree

On students’ skills taught and improved using ICT, the students had varied opinions as captured

in table above. The researcher asked the students to rate the influence of ICT resources on the

acquisition of different skills. The researcher presented the students with a Likert scale to report
66
on this level of acquisition. The students had to respond Strongly Disagree- 1, Disagree-2,

Undecided-3, Agree-4 and Strongly Agree-5. For each skill the scores of the response of all the

students were summed up to present a mean. A mean of less than 1.5 meant that the ICT

resources did not help in improving that particular skill, a mean of between 1.5-2.5 meant the

students disagreed on the fact that ICT resources improved that particular skill. A mean of 2.5-

3.5 meant that the students were undecided as to the effects of ICT resources on that particular

skill, a mean of between 3.5-4.5 indicated that students agreed that ICT resources helped in the

acquisition of that skill and lastly a mean score of greater than 4.5 meant that ICT resources

highly helped in the acquisition of that skill.

On reading skills, 14.3% strongly disagreed that ICT resources helped them in acquiring reading

skills, 6.2% of the students disagreed that ICT resources helped in acquiring reading skills, while

4.8% were undecided on this proposition. Another 31.1% of the students agreed that ICT

resources helped in the acquisition of reading skills and 43.6% of the students strongly agreed to

the fact that ICT resources improved their reading skills. This gave a response mean of 3.8

showing that the students agreed that ICT resources improved their reading skills.

Of the sampled students, 16.9% disagreed that ICT resources helped in improving their writing

skills, 11.6% disagreed that ICT resources improved their writing skills, 11.2% of the students

were undecided whether ICT resources improved their writing skills,

38.6% of the students agreed that ICT resources improved their writing skills and 21.7% of the

students strongly agreed that ICT resources improved their writing skills This gave a response

67
mean of 3.4 showing that the students were undecided whether ICT resources helped in

improving writing skills.

On listening skills, 16.3% strongly disagreed that ICT resources helped in acquiring writing

skills, 9.6% of the students disagreed that ICT resources helped in acquiring listening skills,

11.4% of the students were undecided as to whether ICT resources improved listening skills or

not, 19.1% of the students agreed that the use of ICT resources improved their listening skills

and 43.6% of the students strongly agreed that use of ICT resources improved listening skills.

This gave a response mean of 3.6 showing that the students agreed that use of ICT resource help

in acquiring listening

skills.

On speaking skills, 19.1% of the students strongly disagreed that use of ICT resources improved

their speaking skills, 11.6% of the students disagreed that ICT resources improved speaking

skills, 9.2% of the students were undecided whether ICT resources improved speaking skills or

not, 23.5% of the students agreed that use of ICT resources improved speaking skills and 36.5%

of the students strongly agreed that use of ICT resources improved their speaking skills. This

gave a response mean of 3.4 showing that the students were undecided whether the use of ICT

improved their speaking skills or not. The average mean was found to be 3.6 which meant that

on average the students agreed that the use of ICT improved Reading, Writing, Listening and

Speaking skills.

4.6 Data collected through checklist

In order corroborate and complement the information provided by the respondents concerning

the availability and the use of ICT resources in the sampled schools, the researcher directly
68
observed the resources. Using an observation schedule previously developed, observation was

done in all the seven schools involved in the study. A summary of the findings is provided in

table 4.12.

Table 4.12: ICT Resources found in schools

Yes No

Frequency Percentage Frequency Percentage

Computer 7 100 0 0

IT room 7 100 0 0

Radio 6 85.7 1 14.3

Tablets 0 0 7 100

Smart phones 1 14.3 6 85.7

Internet 4 57.1 3 42.7

connectivity
Television 4 57.1 3 42.9

The findings in table 4.12 showed a close similarity between what the respondents reported and

the observation that was made in the schools as concerns the availability of ICT resources. For

example, the principals, teachers and students reported 100%, 100% and 99% respectively of the

availability of computers and this was confirmed by the researcher as 100%. As reported by the

principals, all the sampled school had IT rooms and this was confirmed by the researcher. Of the

principals sampled 57.1% confirmed that there was internet connectivity in their schools and this

was corroborated with what the researcher found. There were no tablets in all the schools as

69
observed by the researcher and the principals had pointed this out. The close similarity between

what the principals, teachers of English and students said about the availability of ICT resources

and the observations made added to the reliability of the research instruments.

4.7 ICT Facilities used in the Classroom

Lastly, the respondents views on ICT facilities used in classrooms were as presented in table

4.13.

Table 4.13: ICT facilities used in the classroom

Yes No

IT Resources Frequency Percentage Frequency Percentage

Computer 10 35.7 18 64. 3

LCD Projector 7 27 21 73

Smart phones 0 0 28 100

Tablets 0 0 28 100
TV 6 21.4 22
78. 6

A total of 28 observations were made by the researcher and the findings in table 4.15 showed

that in only 35.7% lessons was there use of computers and these were used in teaching listening

comprehension, pronunciation, and spelling. Only 27% lessons used LCD projectors, these were

used to teach genres of Oral literature and parts of speech.

Smart phones and tablets were not used in any of the lessons observed. In 21.4% of the lessons

observed there was use of TVs where the students observed an on-going debate in order to write

a composition on what they had viewed. Students viewed the T.V to listen to various speakers

70
speaking on various topics. In most of the lessons, teachers did not use ICT resources despite

their availability in schools. Of the available ICT resources, computer was the most frequently

used because it was a core ICT resource.

4.8 Discussion of the findings

The first objective was to find out to what extent schools in Eket Local Government Area had

embraced ICT in the teaching and learning process. It is the ministry’s policy that ICT should be

integrated into education so that the learners and staff are prepared in the use of

ICT so that they become ICT literate; skills that are required in the present society,

(MOEST, 2006).

The study found out that the use of ICT in teaching English in secondary schools in Eket Local

Government Area was still in the formative stages. Not many schools had embraced the use of

ICT into the teaching and learning process. The study found out that the government, private

sectors, NGOs and Board of Management (BOM) had donated to some schools ICT facilities

which could be used in the teaching and learning process. The study also revealed that all the

schools had assorted ICT resources ranging from computers, LCD projectors, cell phones, and

internet, CD ROMs, T.Vs and radio resources. However, the findings revealed that these

resources were inadequate in all the sampled institutions. As noted by Wafula et al (2007), the

government encouraged private sectors to help in the promotion of ICT in secondary schools and

as a result a number of bodies were involved in the financing of ICT in public schools. The

financiers included Computers for Schools Nigeria, Nigeria Education Network, ICT Trust Fund,

and NEPAD. The findings from the principals showed that most of the ICT facilities found in

their schools had been provided by the government in line with the government’s national policy
71
to make sure that quality of education is improved as documented by Farrell (2007) in the Survey

of ICT in Africa Report. The report recommended the development of e-learning materials that

would help address the educational needs of primary, secondary and tertiary institutions.

The principals were all in agreement that the available ICT resources were not adequate in

carrying out the teaching and learning process. The integration of ICT in the teaching and

learning process was further hampered by a lack of qualified ICT teachers who could use the

resources effectively, a lack of internet connectivity and a lack of technicians who could

maintain or repair the equipment in case of breakdown. Some principals also reported that the IT

rooms lacked IT classroom plan and the safety of the equipment was not guaranteed. This is

because when the ICT resources were received, the available classes were turned into IT rooms.

These findings are in agreement with the findings of Jones (2004) who identified several barriers

while integrating ICT in lessons. First, the teachers lacked confidence while using ICT resources,

secondly, the ICT resources could not be easily accessed by the teachers and thirdly, the teachers

lacked time for integration. Furthermore, the teachers lacked the technical knowhow on the

usage of ICT resources and the age of the teacher was also seen as a barrier. Teachers who have

taught for long are not ready to adopt new strategies. Akbaba-Altun’s (2006) findings also agree

with these findings. In his study he found that ICT integration into teaching was hindered by a

lack of computers, which are a core ICT resources, slow internet connection, poor IT rooms,

insecurity, and insufficient in-service training for teachers. Odera (2011) in her findings also

cited that ICT integration was hindered by the inadequate supply of computers, attitudes of

teachers towards the use of computer-related education. Time was another limiting factor and

lack of training among the teachers who were the main implementers. Ayere et al. (2010) also

found out that there was integration of ICT in teaching and learning but this cannot be

72
completely realized due to lack of computers in their schools, rules and regulations from the ICT

department and the number of computer teachers in the schools were few. These findings are

also supported by Chang’ach et al.

(2009) who also found out that teachers’ knowledge in the use of ICT influenced how the

learners used the resources in learning. Nyambane et al. (2014) also found out that for ICT

integration in education to be effective, the ICT resources should be accessible; the users must

have confidence and competence while using the resources. The teachers also need to have

technical support, time, professional advancement and the right software and hardware. From the

findings of these studies, it can be concluded that for ICT integration to be achieved, there are

various factors which have to be considered.

The second objective of the study was to find out which ICT resources were available for the

teaching and learning of English. The study established that the teachers used a range of

resources in the teaching of English. These resources included the computer,

T.V.s, LCD projectors, radio, cell phones, internet and CD ROMs in various proportions. These

ICT resources were utilized by both the teachers and students in the learning of English.

Technology complements language learning allowing access to current online materials and

making it possible for the learners to interact with native speakers which is an authentic

environment for learning a new language. Technology offers an all inclusive learning experience

to the learners which is required in the development of a lifelong autonomous learning. Due to

the many advantages of the ICT resources it must be integrated into the curriculum and be linked

to all the learning activities (Hoven, 1999).

73
The third objective of the study was to find out which areas of English teaching and learning

could be complemented by use of ICT resources. The resources were used in the teaching of

reading, writing, speaking and listening skills. Drama could be taught using TVs, students could

also learn pronunciation by recording the correct pronunciation of words on DVDs and repeat

them until perfection is achieved. The internet contains various educational articles which can

help the students improve their reading. Using emails, the students can practice writing and

sending mails which will further help them learn how to write for different audience. A similar

study was done by Elia (2007) confirmed that ICT provided varied approaches in teaching and

further reinforced the materials delivered in other forms. The study further noted that learners

love working with computers as it aids in language acquisition. This study found out that all the

respondents were all in agreement that when ICT was used, students’ view of the whole world

was improved. The use of ICT inspired, increased and sustained motivation, helped the students

search for knowledge and offered unique opportunities for learning. This is in consonance with

Verma (2010) who found out that when ICT was used in education it enhanced education in

several ways: first, the learners’ motivation and engagement is increased, and secondly, the many

ICT resources can be used to give the learners challenging content that keeps them occupied.

Cox et al. (2010) also found that when used ICT made lessons more interesting, more enjoyable,

fun, and diverse and improved presentation. These ICT resources could be used in the teaching

of listening, reading writing and speaking skills in English.

The teachers confirmed that the ICT resources were used in teaching, Reading, Writing,

Speaking and Listening. These ICT equipment were further used in teaching vocabulary,

literature search, setting examinations and marking examinations. The teachers and students

74
were all in agreement that ICT equipment helped students in doing their homework and practiced

what they had learnt at school.

According to Serhan (2000), in speech work lesson, students may practice pronunciation online

using audio dictionary. They can listen and model pronunciation and at the same time learn the

meaning of new words and how these new words can be used in sentences. The learners can also

access online dictionaries and pick the ones that can help them in learning. Using good software

in order to record their voices can be of great help to the learners since they can listen to their

own voices. The whole process will help the learners acquire new skills which sharpen their

learning skills and broaden their knowledge.

75
 CHAPTER FIVE
SUMMARY, CONCLUSION AND RECOMMENDATIONS

5.0 Introduction
This chapter presents the summary, conclusion of the research based on the findings and

discussions and further gives recommendations for policy and practice.

5.1 Summary of findings

The study examined the extent of ICT integration in the teaching and learning of English and

went further to identify which available ICT resources could be used in the teaching of English

and which part of English teaching and learning these resources could be used. The study found

out that the use of ICT in the teaching and learning of English in secondary schools in Eket Local

Government Area was still in the formative stages. The study also found out that the schools had

assorted ICT resources ranging from computers, LCD projectors, cell phones, CD-ROMS, TVS,

radio and internet services. However these resources were inadequate and thus could not be used

effectively in the learning process. The study revealed that the ICT resources could be used in

the teaching of English language skills namely: reading, listening, writing and speaking.

5.2 Conclusions
The following conclusions were arrived at:

1. The first conclusion made was that a good number of schools in Eket Local Government

Area have started integrated ICT in teaching of English. These schools have assorted ICT

resources ranging from computers, E-mail services, LCD projectors, television., cell phones,

internet, CD ROMs and radio; though the student population

76
out number these available resources in various schools, hence, a need to intensify efforts geared

towards additional resource mobilization. These resources were often used by teachers in the

teaching of English in varied proportions.

2. Second, it was concluded that all the stakeholders from Nyakach district are in support of

advancement of ICT skills in secondary schools, and that is why they all make significant

contributions towards acquisition of ICT resources.

3. Finally, it was concluded that full integration of ICT in secondary schools within

Nyakach may be jeopardized by the fact that a proportion of principals and teachers of English

are still ICT illiterate. This raises a need to urge the teachers to acquire the vital knowledge and

skills needed so that the integration of ICT in the teaching process can be fully realized.

5.3 Recommendations
It is easily understandable that ICT is a part of technical and specialized knowledge and skills

whose acquisition is much important in staying at par with the constantly dynamic global market.

It should be integrated in the education system so as to build globally competitive graduates from

all levels of education. This study therefore recommends the following:

1. To achieve literacy in ICT, it is important that the teachers, preferably of all subjects, be

trained on ICT. It is important that all the principals should also be included in the bracket for

holistic ICT literacy.

2. Intensive resource mobilization efforts should be put in place by the government to

enable all schools acquire ICT resources and improve access by all the students and teachers in

the learning institutions.

77
3. The government should avail mobile phones, which are relatively cheaper ICT resources,

to schools to enable the students access the internet. Furthermore, the government should relax

its rule on the use of mobile phones in schools and allow those students who can afford to buy

them do so. Mobile phones, laptops and tablets should be provided to help ease congestion in the

IT rooms.

4. Besides equipping students with the theoretical knowledge only, it would be

commendable to also put more emphasis on practical application of ICT skills.

5.4 Suggestions for further study

From the research findings and conclusions, the following conclusions were made;

1.This study was restricted to only one Local Government Area; therefore, other studies should

be done on a larger scale in order to compare the findings with what is happening elsewhere in

the country.

2. A study should be conducted to investigate ICT use in other language subjects, so that a

comparison can be made.

78
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 QUESTIONNAIRE FOR THE PRINCIPALS SECTION

A: PERSONAL INFORMATION
Q1. Sex Male [] Female [ ]

Q2. Age 20- 30 years [ ] 31- 40 years [ ]

41-50years [ ] Over 50 years [ ]

Q3. Your highest academic qualifications is?

Diploma []

Bachelors Degree []

Masters Degree []

PhD []

Other (specify)

Q4. What subject(s) do you teach?________________________________________

Q5. How long have you taught? _______________________________________

Less than one year []

1-5 years []

6-10 years []

11-15 years []

16-20 years []
21- 25 years [ ]

Above 25 years [ ]

Q6.Have you been trained on the use of ICT?

86
YES [ ] NO [ ]

SECTION B

Q7. Below is a list of ICT resources that can enhance the teaching / learning of

English. Identify those available in your school

Computer [] Internet (www) [ ]

Email [] CD ROM [ ]

LCD projector [ ] Radio []

Television [] Cell phones []

Others………………………………………………………….

Q8. Indicate by (√) how the ICT resources in your school were acquired

The school bought and installed them []

The ministry of education donated them []

Well-wishers donated them []

Parents bought them []

Any other------------------------------------------------------------------------

Q9. Are the ICT resources available adequate in teaching English?

YES [ ] NO [ ]
87
Q10. In your view, what are the benefits of ICT?

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

Q11. Are there any challenges that are faced in the integration of ICT in teaching in your?

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------

THANK YOU FOR YOUR COOPERATION

88
 QUESTIONNAIRE FOR TEACHERS OF ENGLISH

SECTION A: PERSONAL INFORMATION

Q1. Sex Male [ ] Female [ ]

Q2. Age 25- 29 years []

30- 34 years []

35-39 years []

40-44 years []
45-49 years []

>50 years [ ]

Q3. Your highest academic qualification is?

Diploma []

Bachelors Degree []

Masters Degree [ ]
PhD [ ]

Other (specify)

Q4. What subject(s) do you teach? __________________________________

Q5. How long have you taught? ________________________________________

Less than a year []

1-5 years []

89
 6-10 years []

11-15 years []

16-20 years []

21- 25 years []

Above 25 years []

Q6.Have you been trained on the use of ICT?

YES [ ] NO [ ]

SECTION B

Q7. Below is a list of ICT resources that can enhance the teaching / learning of

English. Identify those available in your school

Computer [] Internet (www) []

Email [] CD ROM []

LCD projector [ ] Radio []

Television [] Cell phones [ ] Others……………

Q8. Are the ICT resources available adequate in teaching English?

YES [ ] NO [ ]

Q9. Which areas in English teaching and learning do you use ICT resources?

------------------------------------------------------------------------------------------------------------

------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------

90
---------------------------------------------------------------------------------------------------------

---------------------------------------------------------------------------------------------------------

Q10. The use of ICT helps to improve the following students’ skills

Strongly Agree Undecided Disagree Strongly

Agree Agree

Reading

Writing

Listening

Speaking

Q11 In your view how has the use of ICT helped in the teaching/learning process?

THANK YOU FOR YOUR COOPERATION

91
 QUESTIONNAIRE FOR THE STUDENTS SECTION

A: PERSONAL INFORMATION

Q1. Sex Male [ ] Female [ ]

Q2. What is your age-----------------------------------?

Q3. Your school is Local Government
Area [ ]

Q4. Your school is Day [ ]

Boarding [ ]
SECTION B

Q5. Below is a list of ICT resources that can enhance the teaching / learning of English.

Identify those available in your school

Computer [] Internet (www) []

Email [] CD ROM []

LCD projector [ ] Radio []

Television [] Others

Cell phones []
Q6. Tick as appropriate the areas ICT is used in learning of English in your institution

Sometimes Never

ICT is integrated into the instructional programme

ICT is integrated teaching vocabulary

Teachers use to asses our listening skills

We use it to source for information

Do my homework

92
 Practice things I learnt at school

Q7. The use of ICT has improved my ability and skills in…….

Strongly Agree Undecided Disagree Strongly

Agree Disagree

Reading

Writing

Listening

Speaking

THANK YOU FOR YOUR CO-OPERATION

93
 CLASSROOM OBSERVATION CHECKLIST

Types of ICT facilities used in class

Yes No
Computers

Laptops

LCD Projectors

Smart phones

Tablets

Televisions

94
 OBSERVATION CHECKLIST OF ICT RESOURCES IN SCHOOL RESOURCE

YES NO
Computer

Laptop

Projector

IT Room

Printer

95