1.1 Background to the Study

Information and Communication Technology (ICT) influences our lives in profound ways and has reduced the whole world to a global village. It would probably be impossible to imagine a world without ICT having experienced the power of ICT from 1946 (when the first computer was invented by John Von Neuman) to date (Adewale, 2005; and Owolabi, 2008). ICT is an aspect found in computer education curriculum that is capable of giving much needed advantage of new education order. Some scholars believe ICT is changing every aspect of human life-trade, manufacturing, communications, services, culture, entertainment, education (including adult and distance learning), research, defence and global security (Glenn, 2001; Akudolu, 2002, Ekoko, 2002, Abada & Nwanse, 2002, Adewale, Amoo & Akinbode, 2005). Isoun (2003) observes that ICT has also become chief determinant of the progress of nations, communities and individuals. The impact of ICT when compared with that of other basic science has progressively shown positive impression in the course of human development. This probably informs the observation of Isoun (2003) that ―no work of science has so comprehensively impacted on the course of human development as ICT‖. This statement means that ICT when explored rightly will enable Nigeria achieve the goal of becoming a strong, prosperous and self-reliant nation. ICT also has transformational tools which, when used appropriately, could promote the learner-centred environment. In Nigeria and all over the world, educational experience and training in diverse knowledge and skills prepare one to face challenges in life. Individuals then become empowered to modify their environment to meet their needs and desires which is in line with policy on education. ICT could be one of the transformational tools to promote training in diverse skills. In order to achieve educational goals, improving the quality of education is a critical issue, particularly at a time of our educational expansion and reforms. One of the ways to achieving quality in our education is not to undermine the impact ICT in our school system as stated in the policy (FRN, 2004).

Statement of the problem

Literature has shown that different researchers have focused on the classroom strategies with the aim of improving teaching and learning in secondary schools. Overtime, schools‘ learning outcomes have not improved appreciably as suggested by external examination results. With this, many approaches have been used in raising students‘ achievement levels; one of them is computer assisted instruction in teaching school subjects. Computer education consists of different aspects in its curriculum out of which ICT section is more of applications to daily activities. ICT serves as a motivational tool that is capable of influencing the interest of students towards school subjects. In realisation of this, the Federal Government of Nigeria integrated the teaching of Computer Education in the basic education programme and provided ICT facilities to facilitate its teaching and learning in schools. In spite of these government provisions, the ICT facilities provided in schools are still not adequate. SNNG a non- governmental organisation provided schools with varieties of ICT facilities for teaching and learning. However, the influence of SNNG‘s ICT facilities on students‘ learning outcomes is yet to be fully explored in Nigeria. Thus, there is need to examine the impact of access, utilisation and quality of SchoolNet facilities on learning outcomes. This is against the background of the efficiency of SNNG facilities in enhancing learning outcomes.

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Updated: 8th May 2019 — 10:26 pm