ABSTRACT
This research studied the Information and Communication Technology (ICT) competencies of teachers for the implementation of Government curriculum in Obollo-Afor Education Zone of Enugu state. Specifically, it aimed at finding out the level of ICT competencies possessed by Government teachers in the zone. It further investigated the influence of gender, qualification and age on their ICT competencies. The study was guided by four research questions and three hypotheses. The population was made up of the whole forty one Government teachers in Obollo-Afor Education Zone. A fifty-item questionnaire was used to obtain data for the study. Mean and standard deviation were used to answer the research questions while t-test and Analysis of Variance (ANOVA) was used for the hypotheses. The findings showed low level of ICT competencies among teachers while the t-test analysis revealed significant difference between male and female teachers’ ICT competencies. ANOVA further showed that qualification and age are significant determinants of the ICT competency levels of Government teachers. Based on these findings, the following recommendations were made: the Computer Education courses in teacher training institutions that bother on ICT should be practical oriented, there should be termly practical in-service training of teachers on the use of ICT facilities in Nigeria, the ministries of education and parastartals at the federal, state and local government levels should ensure that people prove their ICT competencies before they are recruited to teach in Nigerian schools among others.
TABLE OF CONTENTS
TITLE PAGE
TABLE OF CONTENTS
LIST OF TABLES AND FIGURES
ABSTRACT
CHAPTER ONE: INTRODUCTION
Background of the study
Statement of the problem
Purpose of the study
Significance of the study
Scope of the study
Research questions
Research hypotheses
CHAPTER TWO: LITERATURE REVIEW
Conceptual framework
Information and Communication Technology [ICT]
Competency
Curriculum
Curriculum implementation
Gender
Qualification
Age
Theoretical framework
Socio-cognitive theory
Competency based teacher education theory
Review of empirical studies
Summary of literature review
CHAPTER THREE: RESEARCH METHOD
Design of the study
Area of the study
Population of the study
Sample and sampling technique
Instrument for data collection
Validation of the instrument
Reliability of the instrument
Method of data collection
Method of data analysis
CHAPTER FOUR: RESULTS
Summary of findings
CHAPTER FIVE: DISCUSSION AND CONCLUSION
Educational implication
Conclusion
Recommendations
Limitations
Suggestions for further studies
Summary of the study
References
Appendices
CHAPTER ONE
INTRODUCTION
Background of the study
The word ‘Government’ has different connotations, depending on the context in which it is being used. As a social science concept, Government does not lend itself to a single definition. People define Government from different perspectives. However, there are three basic approaches to the explanation of its meaning. The first approach is seeing Government as an institution of a state, the second perspective is the definition of Government as a process or art of governance and the third angle is the point from which Government can be viewed as an academic field of study (Nwankwo, 2007). Oyediran, Nwosu, Takaya, Anifowoshe, Badejo, Ogboghodo and Agbaje (2011), indicate that the term ‘Government’ can refer to institutions, persons, activities and subjects found on the curriculum of most schools and colleges.
As an institution of the state, Government is a machinery established by a state to organize and direct its affairs. According to Dibie (2008), a state may be defined as a politically organized body of people living in a defined geographical entity with an organized government accepted by the people. Government is the instrument through which the state puts its plans into action. It refers to the institution or machinery through which the state’s policies are formulated and implemented (Gboyega, Obiyan & Mimiko, 2011). In this way, Government is an establishment whose purpose is to solve human disputes through law and to enforce those solution or law through a power that is supreme. It is a means through which the will of the state is formulated, expressed and realized. The term ‘Government’ therefore refers to the
Government as a process or art refers to the procedures or ways of administering and implementing laid down rules and regulation in a department ministry or state (Nwankwo, 2007). It is the method of handling state affairs. Government as an art of governance embraces the activities carried out by individuals who are assigned different functions or tasks of governance.
Moreover, Ugwu (2012) tries to distinguish between government as a process or art of governance and government as an institution of the state. He affirms that the institution called ‘Government’ is permanent; but as a process or art of governance, Government changes or comes and goes. Wherever there is a state, there must always be government. As a process or art, the government can change from democratic to autocratic, civilian to military, monarchical to republican; but there must always be government existing in a given state. For instance, Nepal recently dethroned her emperor and established republicanism in the state (Ugwu, 2012). The fact that the monarchical form or process of government in the country has now been replaced with republican government does not make the institution of government absent in that state. What has been changed is the process or form but the institution of government still exists in the state.
The third view of Government is that it is an academic field of study. In most countries of the world, Government is regarded as a special subject studied as an independent scholarly discipline. Thus, in many American, European and African universities and colleges, separate departments are labeled ‘Government’, ‘Political Science’, ‘Politics’ or ‘Public Affairs’; and all these concern the same subject matter. In many American and Nigerian universities, the term ‘Political Science’ is by far the most common (Oyediran et al, 2011).
Political Science is a relatively young academic field of study in many countries. The subject was first taught in American universities in the 1950s. The teaching of the subject grew speedily and spread to many European and African universities. In many countries, those who study and teach the subject have formed professional associations such as the Nigerian Political Science Association and the American Political Science Association. In Nigeria, ‘Government’ is one of the subjects through which students are taught about politics in secondary schools. At the basic education level, the subject is introduced to students as a branch of Social Studies and Civic Education while at the senior secondary school level, it is taught as a separate academic discipline. Government is made part of the school curriculum so as to help students understand the state and the process of governance (Oyediran et al, 2011).
Curriculum may be defined as all the worthwhile learning experiences provided to the learner under the guidance of the school. The school curriculum refers to systematically organized body of knowledge through which the goals of education can be achieved for the fulfillment of the needs and aspirations of any given society (Igbokwe, 2009). Oguegbune-Okwuenu (2007) sees curriculum of a school as a total plan of how a school will achieve its objectives. He maintains that it involves the determination of the objectives to be achieved, the....
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