This research work was carried out to examine the effects of ICT on the academic achievement of Geography Students in Niger State College of Education Ekiti . The research methodology utilizes descriptive statistics with simple numbers and percentages in the analysis and synthesizing of primary sources of data collected via questionnaire, as well as diverse literature on the area of study. Chi-square was used in the testing of hypothesis posited. However, this study revealed that; study has demonstrated that ICT can be used successfully to teach geography, that ICT contribute to student’s academic performance and that Ministry of Education should embark on fostering innovative networking and partnership arrangements with the private sector such as the computer solution companies such as Microsoft Corporation, Oracle Corporation, Intel Corporation, Design Animation, Film Corporation and many others. This will enable schools acquire both hardware and software at cheaper costs. It is therefore, recommended that, Government and other stakeholders should mobilize resources for equipping schools with ICT infrastructure.
- Background of the Study
ICT increase quality of education. One of the most vital contributions of ICT in the field of education is easy access to Learning (Sharma,S., Gandhar,K., Sharma,S., Seema, 2009) According to the UN Decade of Education for Sustainable Development 2005-2014, geography is really closed with education for sustainable development, and ICT is the first tool that will help both, teachers and pupils. With ICT the lifelong learning will be easier. The role of ICT can be evaluated in many directions. According to Becta 2003, five factor of influence the like hood that good ICT learning opportunities will develop in the schools: ICT resourcing, ICT leadership, ICT teaching, school leadership and general teaching. Becta (2003) also indicates that the success of the integration of new technology and information into education varies from curriculum to curriculum, place to place , and class to class, depending on the way is which it is applied in depended (Bingimla, 2009).
Geography is a broad scientific discipline that brings different information. Geography helps pupils to have information about the world. In geography lesson, pupils learn about the location, distribution, distance, movement, region, scale, spatial association, and spatial interaction and change over time (Reinfried, Schleicher, Rempfler, 2007). Access in information is a very important asset for development and ICT can help to share information. Contemporary learning theory is based on the notion that learning is an active process of constructing knowledge rather than acquiring knowledge and that instruction is the process by which this knowledge construction is supported rather than a process of knowledge transmission (Duffy, & Cunningham, 1996).
Methods of work and research in geography are developed. Currently the realizations of the geographical studies and research and geographical teaching and learning process are connected with ICT. Although the science of geography is influenced very much by ICT, the use of ICT in secondary and high level school is steel low. This is major connected with the lack of hardware’s and software’s. The use of ICT is increasing its role in curricula’s.
According to UNESCO: ICT is a scientific technological and engineering discipline and management technique used in handling information in application and association with social, economic and cultural aspects. The integration of information and communication technologies can help teachers and students (Noor-Ul-Amin, 2009).
Research, though limited, shows key benefits for geography educators in practice when utilizing Information and communication technologies (ICT) (Bowles, 2006). Lehtinen (as cited in Houtsonen, 2003) examined the significance of the impact of modern ICT for teaching and learning in geography. He did it by means of metaanalyses and concluded that learners in classes where ICT was used as a teaching aid generally learned more than those in other classes, performed better on average in cognitive tests, learned faster, enjoyed the lessons more, and were in general happier in their academic work. Therefore, it seems that hypermedia (ICT) environments produce better results than conventional teaching environments. The interactive, user-centred, and open structure of new ICTs, particularly the Internet and mass storage devices, are ideal for the creation of constructivist learning environments (Sharpe, 2000). Traditional lecture methods in geography, according to Agnew & Elton (1998) and Vander Schee (2003), must be replaced with interactive lectures, resource-based learning, independent learning, practical and project work, etc. Within this interactive learning environment the learners are able to construct their own knowledge to ultimately perform better.
- Statement of the Problem
Many African countries envision being industrialized by the year 2030 and Nigeria is no exception. However looking at the way Geography is being taught in higher institutions especially College of Education in Nigeria, the vision is in doubt because of the theoretical way of teaching bearing in mind that Geography is a practical and bridging subject, KIE (2006). The 2030 vision states that teachers are expected to possess high technical skills so that they can impact on learners if the nation is to be industrialized. Being a visual type of subject, this study puts emphasis on the integration of ICT for good teaching. The improvement in Geography performance in Niger State College of Education is very minimal. Therefore it is the purpose of this study to examine the effects of ICT on the academic achievement of Students in Geography department, and to challenge Geography Lecturers to use a variety of instructional techniques and resources in order to achieve the desired goals.
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