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TITLE PAGE

 

BY

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--/H2013/01430
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SCHOOL OF ---
INSTITUTE OF ---

DECEMBER,2018

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DEDICATION
This project is dedicated to Almighty God for his protection, kindness, strength over my life throughout the period and also to my --- for his financial support and moral care towards me.Also to my mentor --- for her academic advice she often gives to me. May Almighty God shield them from the peril of this world and bless their entire endeavour Amen.

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ACKNOWLEDGEMENT

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CHAPTER ONE
1.0                                                        INTRODUCTION
1.1                                                Background to the Study
Education has been defined in several ways by different people.  However, it can be seen as the process of acquiring new knowledge, skills, moral values, beliefs, habits, and personal development. Some people see it as knowledge; others see it as enlightenment or wisdom. Education in general terms, is the process of transmitting societal lore’s, values and desirable attitudes from one generation to another. NTI PGDE Module on General methods in education. To Achuonye (2004) education is a continuous process of shaping or modifying behaviours of an Individual for adequate adjustments in the society. Adiele (1975) defines education as “a desirable change in behavior" while Leonard (1967) says “to learn is to change. Socrates states,” Education means the bringing out of the ideas of universal validity which are latent in the mind of every man”. From these definitions it is clear that education is a prerequisite to becoming a well-adjusted individual who is able to contribute to the success of any society. Ochuma (2016) opined that education focuses on the individual acquisition of new skills, competences and alters some attitudes in the process. Nwagwu (1976) cited in Ochuma (2015) sees education as the process by which every society attempts to preserve and upgrade the accumulated knowledge, skills and attitude in its cultural setting and heritage in order to foster continuously the well-being of mankind and guarantee its survival against the unpredictable.
Both definitions are appropriate for this work because they see education as a means to upgrade, which is to improve and embrace innovation in order to guarantee the individual survival against the unpredictable.  While agreeing with the relevance of all the definitions above, we are for the purpose of this study adopting the one given by Agina-obu (2016)  that is " education is a deliberate and Conscious effort any society makes in Awakening latent potentialities of the individual to be aware of and participate fully in the accumulated knowledge, skills, and attitudes and to cause him to utilize these acquired value to cope with personal problems as well as for effective positive society transformation and renewal. This imply that the practice of education comes from the desire of the adult (teacher) to promote the welfare of the rising generation, through  the deliberate modes of influence, in addition to the influence of culture and environment. In other words, he does not only adopt new skills but also utilizes them in order to influence the learner positively.
Education seeks to bring out all the innate abilities in man and to utilize them to better himself, those around him and the general society. This can be achieved through formal (deliberate, programmed); informal (accidental, unplanned); or non-formal (partially planned) education. However, our focus here is formal education, being an education that is well planned, organized and usually takes place in school, having activities that are well guided by the stipulations in the curriculum. Education being the hope of a Nation cannot be left in the hands of mediocre. Hence the transmission of knowledge and information from one generation to another require the services of individuals who are trained and skilled in the area of doing the job. Thus the success of any educational system is largely dependent on the quality of teachers, their devotion and effectiveness on the job. This makes the teacher a key player at all levels of education including Senior Secondary Schools.
Effective senior secondary education is relevant for admission into tertiary education as a means of preparing students for the world of work, wealth creation and entrepreneurship. According to the National Policy on Education (2013) two of the objectives of Post Basic Education and Career Development (PBBCD) which includes Senior Secondary Education is to
Provide trained manpower in the applied sciences, technology and commerce at sub- professional grade.
Provide entrepreneurial, technical and vocational job- specific skills for self-reliance.
Inspire students with a desire for self-improvement and achievement of excellence.
Also, The Federal Republic of Nigeria (2004), policy document- National Policy on Education defines education as an instrument “par excellence” For effecting national development. The same National Policy explicitly states that “in recognition of the prominent role of information and communication technology in advancing knowledge and skills necessary for effective functioning in the modern world, there is urgent need to integrate Information and Communication Technology (ICT) .into curriculum education in Nigeria” (FRN 2004). It further stresses that “Government shall provide necessary infrastructure and training for the integration of Information and Communication Technology (ICT) in the school system in recognition of the role of ICT in advancing knowledge and skills in the modern world”.
Achieving these and other educational objectives hangs on the shoulder of the teacher.

1.2.     Statement of the Problem
Today, Information and Communication Technology (ICT) has progressed to become an integral part of human endeavour including the education sector. Information and Communication Technology (ICT) has come to stay, even with more-sophisticated devices. Today, everyone needs a basic understanding of ICT and how to make productive use of it, just to be good students, workers, citizens and to keep abreast with the environment and the world. ICT have the potential to accelerate, enrich and deepen, to motivate and engage students to help relate school experience to work, practice and create economic viability for tomorrow’s workers, as well as strengthening teaching and helping schools change (Yusuf, 2005). In a rapidly changing world of global market competition, ICT have the capacity and capability to access and apply information.  1CT  act as aid to teaching and learning, as a tool for management, as instrument for economic development, as instrument of high technological development, and as a course of study. Many countries in the world are intensely utilizing the ICT curriculum and development to resolve the communication and technological differences.
ICT has promised so much potential in the area of research, it has enhanced data and information security, minimize cost and save time, provide automatic solutions to manual paper-based processes and procedures, it connect students, educators, scholars, researchers, and education personnel together. ICT has enhanced the quality and efficiency of education as well as promote and improve the digital culture in schools, colleges, and universities. In spite of all these benefits and many more that ICT has to offer, research has shown that it is not making as much impact as expected; our educational system still cannot depend solely on ICT. For example, teaching/ learning as well as examination and assessment procedure is still face- to - face oriented. Projects, assignment and presentations are more of paper base work. Why is it so? Knowing very well that the teacher is a major key player in the class room; could it be as a result of the teacher's nonchalant attitude? Could it be that teachers are not just interested in utilization of ICTs? These and many more questions are what have agitated the researcher into studying the teachers’-factors and utilization of ICTs in Senior Secondary schools in Port Harcourt metropolis in Rivers State.

1.3      Purpose of the Study
The aim of the study is to investigate teacher's factor and utilization of ICT in senior secondary schools in Port Harcourt Rivers State.
The specific objectives are:
To ascertain the teacher's perception in utilization of ICTs in secondary school in Port Harcourt metropolis, Rivers State.
To determine teachers attitude towards utilization of ICT in Senior secondary schools in Port Harcourt metropolis, Rivers State.
To determine teachers level of competences in utilization of ICT in Senior secondary schools in Port Harcourt metropolis, Rivers State.
To ascertain availability of necessary resources to integrate ICT into teaching and learning processes in senior secondary schools in Port Harcourt metropolis.  Rivers State
To ascertain teacher's motivation for utilization of ICT in Senior secondary schools in Port Harcourt metropolis, Rivers State.

1.4      Research Questions
The researcher will use the following research questions to fine tune the study;
What is teachers’ perception for utilization of ICTs in senior secondary schools in Port Harcourt metropolis, Rivers State?
What is teachers’ attitude towards utilization of ICTs in senior secondary schools in Port Harcourt metropolis, River State?
What is teachers’ level of competency in the utilization of ICTs in senior secondary schools in Port Harcourt metropolis, Rivers State?
How much resources are available for teachers’ utilization of ICTs in senior secondary schools in Port Harcourt metropolis Rivers State?
In what ways can teachers be motivated for utilization of ICT in senior secondary schools in Port Harcourt metropolis, Rivers State?

 1.5     Hypotheses
The following null hypotheses were tested
There is no significant difference in the ICT perception of male teachers and that of their female counterparts in Senior Secondary Schools in Port Harcourt Metropolis.
There is no significant difference in the attitude of teachers on the utilization of ICT based on their year of experience.
There is no significant difference in the competency level of teachers in the utilization of ICT based on gender.
There is no significant difference in the availability of ICT resources for teachers based on their level of qualification.

1.6     SIGNIFICANCE OF THE STUDY
The finding of this study will be of great benefit to parents, teachers, guardians, administrators and policy makers.
This study is hoped to be of benefit to the field of education and technology as it expands the ICT knowledge base of teachers. The concept of ICT as a pedagogical tool is yet to be well embraced by most teachers, students, parents, school administrators and policy makers in Senior Secondary School in Port Harcourt metropolis. This study when concluded will be of great importance and benefits in the following areas; firstly, the findings of the present study is expected to create awareness among teachers on the importance of ICT as a pedagogical tool, this will help to inculcate in teachers the consciousness of modern technology.
Secondly, it will bring about positive change in teachers perception and attitude towards utilization of ICTs by improving their professional practices in teaching. Thirdly, it will motivate teachers to integrate ICTs in the preparation and delivery of lesson, as well as making available the necessary resources needed for integration and utilization of ICT in the teaching-learning processes in senior secondary schools in Port Harcourt metropolis Rivers State.
Fourthly, the findings will add new knowledge to the existing literature in Port Harcourt metropolis since there are little ICT related researches.
Fifthly, the findings may serve as reference points for educational stakeholders in and other parts of the world that would lead to improvement of provisions of education among senior secondary school teachers.

1.7     Delimitation of the study
This study has content and geographical delimitations. The content scope of this study shall revolve around the views and opinions of teachers and school administrators on the interplay between teachers-factors and ICTs Utilization in senior secondary schools with specific focus on teacher-related variables such as the teachers’ perception, attitude, competences, resources and motivation for ICT utilization, and to suggests possible solution to the above problem.
The study is limited to Senior Secondary Schools in Port Harcourt metropolis, which comprises of Obio-akpor and Port Harcourt local government areas of Rivers State.

 

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CHAPTER TWO: The chapter one of this work has been displayed above. The complete chapter two of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" is also available. Order full work to download. Chapter two of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" consists of the literature review. In this chapter all the related work on "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" was reviewed.

CHAPTER THREE: The complete chapter three of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" is available. Order full work to download. Chapter three of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" consists of the methodology. In this chapter all the method used in carrying out this work was discussed.

CHAPTER FOUR: The complete chapter four of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" is available. Order full work to download. Chapter four of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state"consists of all the test conducted during the work and the result gotten after the whole work

CHAPTER FIVE: The complete chapter five of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" is available. Order full work to download. Chapter five of "investigation of teacher's factor and utilization of ict in senior secondary schools in port-harcourt rivers state" consist of conclusion, recommendation and references.

 

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