PAGE \* MERGEFORMAT 43

CHAPTER ONE
BACKGROUND OF THE STUDY
Federal Government of Nigeria introduced Computer Education in 1988, based on

the recommendation of the 32nd ministerial Council Meeting of the National

Council on Education in 1987 (IyekekPolor, 2007), and made Computer Education

one of the subjects to be offered by pupils/students in all Nigerian schools at the

basic education level. This subject is to be offered as a compulsory core subject at

the primary and junior secondary school levels of education (FGN, 2007).

Computer education was introduced in the Nigerian education system in the late

1980’s by the recommendation of the 32nd Ministerial Council meeting of the

National Council on Education in 1987. The plan was to establish Pilot schools and

there -after diffuse the innovation first to all Secondary Schools and then to the

Primary Schools. The program was started with Federal Government Colleges and

Armed Forces Secondary Schools in 1988 (Yoloye, 1990 in Codeminth 2020).

The committee report, submitted in August, 1988 specified the general objectives

of computer literacy in Nigeria to include: (a) to bring about a computer literate

society in Nigeria by the middle 90’s (B) to enable the present generation of school

children at different levels of education appreciate the potentials of the computer

and be able to utilize the computer in various aspects of life and later occupations.

In order for Nigeria, a developing country to meet up with this increasing pace in
 PAGE \* MERGEFORMAT 43

global technology, computer education should gain its ground in secondary school

curriculum. This will enable the next generation to catch up with the pace.

When it was envisaged that the former primary and junior secondary school

curriculum can no longer meet the goals of basic education and can no longer meet

the expected needs of the world of work of the learner’s in rapidly changing world;

a new 9 years basic education curriculum was developed by NERDC and

implementation commenced from Sept.2008. The features of the new 9 year basic

curriculum Include among others the inclusion of computer Studies as vote basic

subject. The mission statement of the National Information and Communication

Technology (ICT) policy is to fully integrate Information and Communication

Technologies into the socio-economic development of Nigeria, in order to

transform Nigeria into a knowledge-based economy (National ICT Policy, 2012)

National policy of education (2012) in its definition of ICT, added that, Ict are

those, resources, forums, and services, digital and those that can be converted into

or delivered through digital forms, which can be deployed for realizing the goals of

teaching learning, enhancing access to and reach of resources, building of

capacities, as well as management of the educational system. These will not only

include hardware devices connected to computers, and software applications, but

also interactive digital content, internet and other satellite communication devices,

radio and television services, web based content repositories, interactive forums,
 PAGE \* MERGEFORMAT 43

learning management systems, and management information systems. These will

also include processes for digitization, deployment and management of content,

development and deployment of platforms and processes for capacity

development, and creation of forums for interaction and exchange.

The sole objective of ICT in education as recorded in National policy on ICT

(2019) are:

(i) To facilitate the teaching and learning processes.

(ii) To promote problem-solving, critical thinking and innovative skills.
(iii) To promote life-long learning and advance knowledge.
(iv) To enhance various teaching/learning strategies required to meet the
needs of the population.
(v) To foster research and development.
(vi) To support effective and efficient education administration.
(vii) To enhance universal access to information.
(viii) To widen access to education and the range of instructional options and
opportunities for any-where, any-time, any-pace and any path- learning.
(ix) To promote commercialization of ICT in education.
(x) To develop and support technical infrastructure that maximizes digital
creativity, sharing and innovation.
Government recognizes the key role of education towards the attainment of

sustainable development and has made qualitative education one of its key focuses.

Thus, the realization of the National vision and the sustainable development goals

(SDGs) is tied to education. Attainment of qualitative education requires

improving on teaching, learning and educational administration. This in turn

requires the integration of ICT into education (National policy on education 2019).
 PAGE \* MERGEFORMAT 43

In 2010, the then Governor of Anambra state equipped the state, mission and

private schools in Anambra state with generator and computers to aid in the

achievement of the National Information and Communication Technology (ICT)

policy, with the "vision" of creating education that is universally accessible,

empowering, inclusive and enriching and . Hence Anambra state was declared as

Nigeria’s number one in Information and Communication Technology (ICT),

following its adoption of 110 secondary schools in the state as Microsoft

Academies. Nigerian Boss of the biggest computer training firm in the world, New

Horizons, Mr. Tim Akano, announced this in Awka during the handing over of 50

laptops each to 110 secondary schools by the Anambra state Governor, Mr. Peter

Obi at the Women Development Centre, there are nineteen (19) secondary schools

in Awka South. The new senior secondary school curriculum developed by

NERDC and approved by the National Council on education (NCE). The new

secondary school curriculum is planned to consolidate further, the gains of the new

basic education programme (NERDC, 2008). The high points of the new

curriculum include the introduction of Basic Technology and ICT, emphasis on

creative thinking, entrepreneurial skills, positive social and cultural values.

The Lower Basic Education Curriculum (Primary 1 – 3), Middle Education

Curriculum (4 -6) and Upper Basic Curricula provide for Computer Studies/ICT as

one of the core compulsory subjects. Also the new structure for the 3 year Senior
 PAGE \* MERGEFORMAT 43

Secondary Education provided Computer Studies/ICT as compulsory cross cutting

core subject. Nwamaradi (2012) noted that under the new senior secondary

education curriculum that Computer Studies/ICT is a compulsory cross cutting

core subject.

There are five (5) compulsory core cross cutting subjects namely:
 English language
 General Mathematics
 Computer studies/ICT
 Civic Education
 Trade/entrepreneurship subject
to each of the four (4) field of studies:
 Senior Secondary Science & Mathematics
 Senior Secondary Technology
 Senior Secondary Humanities
 Senior Secondary Business Studies

Basic features of the new Senior Secondary Education curriculum include the

introduction of ICT, Civic Education and Trade/entrepreneurship as compulsory

cross cutting core subjects (Nwamaradi, 2012).

All secondary schools in Awka South offer Computer studies two times every

week; each classroom session is 45 minutes with majority of them having

computer laboratories still under construction, and not functional yet, with little or

no practicals in computer studies. Examinations in Computer studies is mainly

essay questions. Teachers teach with their personal computers and with the help of

projectors.
 PAGE \* MERGEFORMAT 43

Statement of the Problem

Since the adoption of the 110 Secondary Schools in the state as Microsoft

Academies in 2010 by the then Anambra State Governor, no official assessment

has been made on the influence of these ICT tools in the teaching and learning

Computer studies in the Secondary schools in Anambra state. How has the

teaching and learning assignments of the teachers and students in Awka South

Local Government area been influenced by the introduction of ICT in the schools?

Purpose of the Study

The purpose of the study is to find out the influence of ICT in the teaching and

learning of computer studies in secondary schools in Awka south local government

area. More specifically, the purpose of the study is to:

1. Examine the extent to which ICT is used in teaching Computer Studies in

secondary schools in Awka South
2. Investigate the level of ICT usage by students’ of computer studies in
secondary schools in Awka south local government area
3. Ascertain the level of confidence and emphasis on project-based learning by
students of computer studies because of teachers’ ICT integration.
4. Ascertain the level of motivation and engagement by students of computer
studies because of teachers’ ICT integration.
5. Ascertain whether students differ by schools or gender in their level of
motivation and engagement by students of computer studies because of
teachers’ ICT integration.
 PAGE \* MERGEFORMAT 43

Research Questions
The following research questions guided the study:
1. What is the level of ICT usage among computer studies teachers in
Secondary schools in Awka South LGA?
2. What is the level of ICT usage among students of computer studies in
Secondary schools in Awka South LGA?
3. What is the level of Teachers’ ICT usage of excel spreadsheet in keeping
Computer studies students’ result in Secondary schools in Awka South
LGA?
4. What is the mean influence of ICT in teachers’ access to a wide range of
worked examples to clarify concepts in computer studies in Secondary
schools in Awka South LGA?
5. What is the level of ICT influence in students’ motivation and engagement
to a wide range of worked examples in computer studies in Secondary
schools in Awka South LGA?
6. What is the level of ICT usage among computer studies students in
Secondary schools in Awka South LGA?

Research Hypotheses
The following null hypotheses were formulated to guide the study at 0.05 level of
significance
1. Schools do not differ significantly in their ICT usage among computer
studies students in Secondary schools in Awka South LGA?
2. Students do not differ significantly by gender in their ICT usage among
computer studies students in Secondary schools in Awka South LGA?
3. The mean score of teachers on the item “I keep my students’ results in an
excel spreadsheet on my laptop” is less than or equal to 3.5
4. The mean score of teachers on the item “The use of ICT in my teaching has
enhanced my access to a wide range of worked examples to clarify
concepts” is less than or equal to 3.5
5. The mean score of teachers on the item ”Since my integration of ICT in my
teaching, students engagement and motivation have been enhanced” is less
than or equal to 3.5
6. The mean score of teachers on the item” Since the integration of ICT in my
teaching, my engagements and motivation have been enhanced” is less than
or equal to 3.5
 PAGE \* MERGEFORMAT 43

CHAPTER TWO
LITERATURE REVIEW
This chapter is organized into the following sub-heads:
Conceptual Framework, Theoretical Framework, Theoretical Studies, Empirical

Studies and Summary of Literature Review

Conceptual Framework

INFLUENCE OF ICT

TEACHING
LEARNING

Concept of Influence
Influence has been defined as the process by which one person's behavior,

attitudes, or opinions are modified by another person (Cialdini, 2009; Kelman,

1958); It is a change in an individual's behavior, attitudes, or opinions as a result of

social interaction (Deutsch and Gerard, 1955); It is also the ability to affect the

behavior, attitudes, or opinions of others (French and Raven, 1959). Yuki (2002)

defined Influence as the process by which leaders affect the behavior, attitudes, or

opinions of their followers. In all “Influence” involves the ability or power to cause

modification of a person’s behavior, attitudes, or opinions resulting from another

entity which could be human or non-human.

 PAGE \* MERGEFORMAT 43

Influence refers to the power or ability to affect, shape, or modify the thoughts,

feelings, behaviors, or decisions of others. It involves the capacity to persuade,

inspire, or motivate individuals or groups to adopt a particular point of view,

attitude, or course of action.

Computer
According to Iloanusi (2013), the term computer is an electronic device that is

capable of accepting, storing and processing data with great speed and produces

result.

Information and Communication Technology

Information and Communication Technologies can be broadly defined as the

means of creation, storage, management and Dissemination of information by

electronic means those technologies that enable the handling of information and

Facilitate different forms of communication (Vishwakarma, n.d). ICTs are tools

that can help teachers to teach more effectively and students to learn more

efficiently, It refers to the use of technology to manage, process, and communicate

information (UNESCO, 2002)

ICTs can be used to support a range of teaching and learning activities, including

instruction, assessment, and feedback (Kozma, 2003). ICTs can be used to support

teaching and learning in various ways, such as providing access to information,

 PAGE \* MERGEFORMAT 43

facilitating communication and collaboration, and enhancing student engagement

(OECD, 2010)

Diverse set of technological tools and resources used to transmit, store, create,

share or exchange information. These technological tools and resources include

computers, the Internet (websites, blogs and emails), live broadcasting

technologies (radio, television and webcasting), recorded broadcasting

technologies (podcasting, audio and video players and storage devices) and

telephone (fixed or mobile, satellite, visio/video-conferencing, etc.) (UNESCO

institute of statistics 2025)

Technology is a tool that can be used to support teaching and learning, but it is not

a replacement for good teaching (Mishra & Koehler, 2006)

Teaching and Learning

Teaching is a process of facilitating learning, in which the teacher intentionally

creates and manages conditions that promote students' learning; and Learning is a

process of constructing meaning and understanding through active engagement

with ideas, materials, and experiences (Brophy, 2004). .

Brophy's definitions emphasize the active role of both teachers and learners in the

teaching-learning process. The teacher's role is to create conditions that facilitate

 PAGE \* MERGEFORMAT 43

learning, while the learner's role is to actively engage with ideas and experiences to

construct meaning and understanding.

Teaching Definitions
Bloom (1976) defined “Teaching” as a process of helping students to learn,

involving the creation of an environment which facilitates learning while Gagne

(1985) defined “Teaching” as a process of arranging conditions that will bring

about learning. Joyce and Weil (2000) saw “Teaching” as a process of creating

conditions for learning, involving the use of models, strategies, and techniques to

facilitate student learning. Wiggins and McTighe (2005) defined “Teaching” as a

process of designing and implementing learning experiences that enable students to

achieve specific learning goals.

Brophy (2004) has defined teaching and learning as reciprocal processes that

involve the exchange of information, ideas, and experiences between teachers and

students, with the goal of promoting student understanding, growth and

development.

Exchange of information is a key aspect of teaching and learning, while also

recognizing that teaching and learning involve more complex and multi-faceted

processes like acquisition of skills, attitudes and knowledge.

 PAGE \* MERGEFORMAT 43

Concepts of Learning
Piaget (1954) saw Learning as a process of constructing knowledge and

understanding through active experience and social interaction. Vygotsky (1978)

conceived Learning as a process of appropriating cultural tools and symbols, and

using them to construct new knowledge and understanding. .Bruner (1996) opined

that Learning is a process of constructing meaning and understanding through

active engagement with the environment. Biggs (2003) defined Learning as a

process of constructing knowledge and understanding through the integration of

new information with existing knowledge and experience.

Computer and Improved Performance

The world is fast becoming a global village as a result of the development of ICT.

The key instrument in this globalization process is the computer (Salau and

Adebayo, 2009). It is a common knowledge that no nation in our modern world

can lay claim on educational functionality in the absence of an effective computer

education (IyekekPolor, 2007).

Nigerian children into contact with the computer so that they could use it,

appreciate its potentials, understand how it works and learn to apply the knowledge

and skills to solve emergency problems (Aminu, 1988 in Codeminth 2020).

 PAGE \* MERGEFORMAT 43

Empirical Review
Adeyinka and Mutula (2013) in their study of Secondary schools in Ibadan, Oyo

State, Nigeria found that the use of ICT improved students' performance in

computer studies in Nigerian secondary schools. Ogunsola and Okere (2013) in

their study of Public secondary schools in Lagos State, Nigeria discovered that

ICT-based instruction enhanced students' understanding and retention of computer

concepts in Nigerian secondary schools

Eze (2015) in his study of Secondary schools in Enugu State, Nigeria revealed that

the integration of ICT in computer studies improved students' academic

achievement and motivation in Nigerian secondary schools

Challenges of ICT Integration

Aduwa-Ogiegbaen and Iyamu (2013) in their study of Public secondary schools in

Edo State, Nigeria identified inadequate ICT infrastructure, lack of trained

teachers, and high cost of ICT facilities as major challenges to ICT integration in

computer studies in Nigerian secondary schools.

Okoro and Okoro (2014) in their study of Secondary schools in Imo State, Nigeria

found that inadequate electricity supply, poor internet connectivity, and limited

access to ICT facilities hindered the effective use of ICT in computer studies in

Nigerian secondary schools

 PAGE \* MERGEFORMAT 43

Afolabi and Adedeji (2015) in their study of Private secondary schools in Osun

State, Nigeria and Secondary schools in Ogun State, Nigeria discovered that

teachers' lack of ICT skills, inadequate ICT resources, and poor technical support

were significant challenges to ICT integration in computer studies in Nigerian

secondary schools

Recommendations for Effective ICT Integration

Eze and Okeke (2016) in their study of Secondary schools in Enugu State, Nigeria

recommended that schools provide adequate ICT infrastructure, train teachers on

ICT skills, and ensure regular maintenance of ICT facilities to enhance effective

ICT integration in computer studies

Nwosu and Okeke (2017) in their study of Public secondary schools in Ebonyi

State, Nigeria suggested that schools adopt a phased approach to ICT integration,

starting with basic ICT skills and gradually introducing more advanced ICT-based

instruction

Ogunsola and Okere (2018) in their study of Private secondary schools in Abuja,

Nigeria advocated for the development of ICT-based instructional materials,

regular assessment of students' ICT skills, and provision of technical support to

enhance effective ICT integration in computer studies.

 PAGE \* MERGEFORMAT 43

CHAPTER THREE
Methodology
This chapter was discussed under the following headings: The research design,

Area of the study, Population of the study, Sample and sampling techniques,

Instrument for data collection, Reliability of the instrument, validity of the

instrument, Method of data collection, Method of data analysis

Research Design
The research employs a survey research design, known for providing an impartial

depiction of the target population (Owens, 2006); typically involving the collection

of data from a sizeable sample of respondents (Ezejelue, Ogwo, & Nkamnebe,

2008), this design was chosen gather opinions on the Influence of ICT in the

teaching and learning of Computer studies in secondary schools in Awka South

Local government. Survey research design is appropriate for the study.

Area of Study
The area of the study is Awka South Local Government area. Awka is the state

capital, and the seat of the Government of Anambra state. Awka – South local

government area is made up of is made up of Nine towns, namely: Amawbia,

Awka, Ezinato, Isiagu, Mbaukwu, Nibo, Nise, Okpuno, and Umuawulu. It is

surrounded by other local governments like Njikoka, Awka – North, and Oyi local

government areas. In the past, the people of Awka-South were well known for
 PAGE \* MERGEFORMAT 43

being blacksmiths. Today, they are respected among the Igbo people for their

technical and business skills. The area is also known with many motor parks and

transport companies that travel to any part of Nigeria. There is adept use of use of

hand computer popularly called hand-set among the people in Awka South.

Educational institutions abound in Awka South local government area where there

are 19 government owned secondary schools. This area was considered suitable for

this study owing to the fact that it is the state headquarters with cosmopolitan

setting and full of large, medium and small scale computer industries and training

centers.

Population of the study

Anambra state, as of the 2022/2023 academic session, had 1098 public and 2694

private Early Child Care and Primary Schools. The total number of students in the

public segment was 255,897 pupils. In the secondary school segment, we have 263

public and 769 private secondary schools. The population of Senior Secondary 2

students in Awka South are one thousand, three hundred and ninety three (1,393).

Sample and Sampling Techniques

The sample for the study is one hundred and sixteen (116) respondents comprising

of ninety nine (99) senior secondary 2 students and seventeen (17) teachers. Drawn

through multi-stage sampling technique. Three (3) schools were drawn using

cluster sampling technique and ninety nine (99) students were selected using
 PAGE \* MERGEFORMAT 43

convenient sampling technique. The ninety nine students comprised of fourty one

(41) SS 2 students of Community Secondary School Okpuno, twenty seven (27)

from St. Lucy Secondary School, Ifite Awka and thirty one (31) Students of Faith

Model Secondary School Awka. All seventeen teachers teaching Computer studies

in the three schools were used for the study.

Instrument for Data Collection

The instrument used in this study was a five-point Likert scale structured

questionnaire designed to assess the influence of ICT in the teaching and learning

of computer studies in secondary schools in Awka south Local Government Area

The questionnaire was distributed to ninety nine Senior Secondary 2 students and

seventeen (17) teachers from the three (3) sampled Secondary Schools. The data

collected through this instrument will be analyzed to identify the influence of ICT

in the teaching and learning of computer studies in secondary schools in Awka

south Local Government Area.

Validation of the Instrument

The instrument for the study was designed to assess the influence of ICT in the

teaching and learning of computer studies in secondary schools in Awka south

local government area of Anambra state. To ensure its effectiveness, the

questionnaire was validated by three (3) experts in education, including one

Computer Science educator, one (1) from measurement and evaluation and one (1)
 PAGE \* MERGEFORMAT 43

from Science education. Their feedback were used to reframe the instrument to

ensure clarity and relevance of the items.

Method of Data Collection

Permission was obtained from the Principals of the three schools used for the

study. The researcher with the help of Computer studies teachers of the three

schools who served as research assistants personally distributed the questionnaires

to all available students and teachers during their school hours to Senior Secondary

2 Students to ensure high response rate. The teachers were served with the

questionnaire during break and after school hours in order not to distract the

teacher while classes were ongoing. The questionnaire was designed to be

straightforward and user-friendly, allowing students and teachers to complete them

with ease. The completed questionnaire were collected immediately to maintain

confidentiality and ensure accurate data collection.

Decision rule
The mean items with x=¿ 3.5 and above is regarded real and acceptable influence

while mean item with x=¿ 2.5 and below is regarded as poor or marginal influence
 PAGE \* MERGEFORMAT 43

CHAPTER FOUR
PRESENTATION AND ANALYSIS OF DATA
This chapter is presented under the following headings: Results, Summary of
major findings
Results
Research Question 1
What is the level of ICT usage among computer studies teachers in Secondary
schools in Awka South LGA?
Table 1
OVERALL * Teachers’ Response by Schools

SCHOOL OF RESPONDENTS Mean N Std. Deviation

COMMUNITY SEC. SCH. 4.4167 6 .35722
OKPUNO
ST. LUCY SEC. SCH. IFITE 4.1563 6 .30298
AWKA
FAITH MODEL SEC. SCH. 4.1750 5 .33773
Total 4.2537 17 .33546

From table 1, the level of ICT usage among computer studies teachers in
Secondary Schools in Awka South LGA within a 5-point likert scale is mean
x=4.25;∧SD=.335

Research Question 2
What is the level of ICT usage among students of computer studies in Secondary
schools in Awka South LGA?
Table 2:
OVERALL * Students’ Response by Schools
OVERALL
SCHOOL OF RESPONDENTS Mean N Std.
Deviation
COMMUNITY SECONDARY 4.0130 41 .49446
SCHOOL UKPUNO
 PAGE \* MERGEFORMAT 43

ST. LUCY SECONDARY SCHOOL 4.5407 27 .22821

IFITE AWKA
FAITH MODEL SECONDARY 4.3376 31 .27267
SCHOOL AWKA
Total 4.2586 99 .43071

From table 2 above, the level of ICT usage among students of Computer studies in
Secondary Schools in Awka South LGA within a 5-point likert scale is mean
x=4.26 ;∧SD=.43

Research Question 3
What is the level of Teachers’ ICT usage of excel spreadsheet in keeping
Computer studies students’ result in Secondary schools in Awka South LGA?
Table 3
Descriptive Statistics on use of excel spreadsheet by Teachers
N Sum Mean Std.
Deviation

I kept my students' results in excel 17 72.00 4.2353 .43724

spreadsheet in my laptop and also
save in my email
Valid N (listwise) 17

Table 3 shows that the level of teachers’ ICT usage of excel spreadsheet in keeping
Computer studies students’ results in Secondary Schools in Awka South LGA
within a 5-point likert scale is the mean x=4.24 ;∧SD=.44

Research Question 4
What is the mean influence of ICT in teachers’ access to a wide range of worked
examples to clarify concepts in computer studies in Secondary schools in Awka
South LGA?
Table 4
 PAGE \* MERGEFORMAT 43

One-Sample Statistics
N Mean Std. Std. Error
Deviation Mean
Use of ICT in my teaching has 17 4.4118 .50730 .12304
enhanced my Access to a wide range
of worked examples to clarify
concepts

Table 4 showed that the influence of ICT in teachers’ access to a wide range of

worked examples to clarify concepts in Computer studies in Secondary Schools in

Awka South LGA within a 5-point likert scale is the mean x=4.41;∧SD=.51

Research Question 5
What is the level of ICT influence in students’ motivation and engagement to a
wide range of worked examples in computer studies in Secondary schools in Awka
South LGA?
Table 4
Descriptive Statistics
N Sum Mean Std.
Deviation
Since the Integration of ICT in my 99 414.00 4.1818 .73351
teaching, my engagements and
motivation have been enhanced
Valid N (listwise) 99

Table 5 shows the descriptive level of ICT influence in students’ motivation and
engagement to a wide range of worked examples in computer studies in Secondary
Schools in Awka South LGA within a 5-point likert scale is the mean
x=4.18 ;∧SD=.74

Research Question 6
 PAGE \* MERGEFORMAT 43

What is the level of ICT usage among computer studies students in Secondary
schools in Awka South LGA?

OVERALL * SCHOOL OF RESPONDENTS

SCHOOL OF RESPONDENTS Mean N Std.

Deviation
COMMUNITY SECONDARY SCHOOL UKPUNO 4.0130 41 .49446
ST. LUCY SECONDARY SCHOOL IFITE AWKA 4.5407 27 .22821
FAITH MODEL SECONDARY SCHOOL AWKA 4.3376 31 .27267
Total 4.2586 99 .43071

Table 6 shows a descriptive level of ICT usage among computer studies students in
Secondary Schools in Awka South LGA within a 5-point likert scale is the mean
mean x=4.26 ;∧SD=.43

Research Hypotheses
The following null hypotheses were formulated to guide the study at 0.05 level of
significance
Hypothesis 1
Table 7: Schools do not differ significantly in their ICT usage among computer
studies students in Secondary schools in Awka South LGA?
ANOVA
OVERALL
Sum of df Mean F Sig.
Squares Square
Between 4.816 2 2.408 17.297 .000
Groups
Within Groups 13.364 96 .139
Total 18.180 98

A one-way ANOVA was conducted to examine the differences in ICT usage

among Schools. The result showed a significant main effect of schools on ICT
usage, F(2, 96) = 17.30, p < .00
 PAGE \* MERGEFORMAT 43

Hypothesis 2
Table 8: Students do not differ significantly by gender in their ICT usage among
computer studies students in Secondary schools in Awka South LGA?
Independent Samples Test
Levene's Test t-test for Equality of Means
for Equality
of Variances
F Sig. t df Sig. Mean Std. 95% Confidence
(2- Diff. Error Interval of the
tailed Diff. Difference
) Lower Upper
OVERA Equal .499 .482 -1.381 97 .171 -.12002 .08693 -.29255 .05252
variances
LL assumed
Equal -1.381 90.6 .171 -.12002 .08689 -.29261 .05258
variances 9
not
assumed

An independent sample t-test was conducted to compare the mean ICT usage

between male and female students. The results showed a no significant difference

between the two groups, t(97) = .17, p > .05. Specifically, the ICT usage were

identical with male ( M m=4.19 , SD=.43¿ compared ¿female ( F m=4.31, SD=.43

Hypothesis 3
Table 9: The mean score of teachers on the item”I keep my students’ results in an
excel spreadsheet on my laptop” is less than or equal to 3.5
One-Sample Test
 PAGE \* MERGEFORMAT 43

Test Value = 3.5

t df Sig. (2- Mean Difference 95% Confidence
tailed) Interval of the
Difference
Lower Uppe
r
I kept my students' results in excel 6.934 16 .000 .73529 .5105 .9601
spreadsheet in my laptop and also
save in my email

A one-sample t-test was conducted to determine if the mean score of the sample

differed significantly from the known population mean. The result of the test

indicated that the sample mean (M= 4.24, SD = .44) was significantly different

from the test mean (M = 3.5), t(16) = 6.93, p < .00

Hypothesis 4
Table 10: The mean score of teachers on the item”The use of ICT in my teaching
has enhanced my access to a wide range of worked examples to clarify concepts”
is less than or equal to 3.5
 PAGE \* MERGEFORMAT 43

One-Sample Test
Test Value = 3.5
t df Sig. Mean 95%
(2- Differenc Confidence
tailed) e Interval of the
Difference
Lower Upp
er

Use of ICT in my 7.410 16 .000 .91176 .6509 1.17

teaching has 26
enhanced my
Access to a wide
range of worked
examples to clarify
concepts

A one-sample t-test was conducted to determine if the mean of Teachers’ use of

ICT in teaching has enhanced their access to a wide range of worked examples to

clarify concepts in computer studies differed significantly from the known

population mean. The result of the test indicated that the sample mean (M= 4.41,

SD = .51) was significantly different from the test mean (M = 3.5), t(16) = 7.41, p

< .00

Hypothesis 5
Table 11 The mean score of teachers on the item ”Since my integration of ICT in
my teaching, students engagement and motivation have been enhanced” is less
than or equal to 3.5
One-Sample Test
Test Value = 3.5
t df Sig. Mean 95%
(2- Differenc Confidence
 PAGE \* MERGEFORMAT 43

tailed) e Interval of the

Difference
Lower Upp
er

Since my integration 7.41 16 .000 .91176 .6509 1.173

of ICT in my
teaching, students
engagement and
motivation have
been enhanced

A one-sample t-test was conducted to determine if the mean of Teachers’

integration of ICT in their teaching enhances students’ engagement and motivation

in computer studies differed significantly from the known population mean. The

result of the test indicated that the sample mean (M= 4.41, SD = .51) was

significantly different from the test mean (M = 3.5), t(16) = 7.41, p < .00
 PAGE \* MERGEFORMAT 43

CHAPTER FIVE
DISCUSSION OF FINDINGS
This chapter will dwell on the following: Discussion of findings, Conclusion,

Recommendations, Suggestions for further studies, References. Appendices

Discussion of Findings
The study is on the influence of ICT in the teaching and learning of computer

studies in secondary schools in Awka south local government area. The first

research question seek to know the level of ICT usage among computer studies

teachers in Secondary schools in Awka South LGA and the finding is that the

mean influence of ICT usage M = 4.25, SD = .34. This mean value is above the

critical mean value of 3.5; meaning that ICT has reasonable high influence in the

teaching and learning of computer studies in Secondary Schools in Awka South.

Teachers have adapted the use of computer in the teaching of Computer studies.

A one-way ANOVA was conducted to examine the differences in the mean ICT

usage among the three schools. The result showed a significant main effect of

schools on ICT usage, F(2, 96) = 17.30, p < .00 . A Scheeffe post-hoc multiple

comparison test showed that St Lucy Secondary School Ifite and Faith Model

Secondary School Awka only, do not differ in their mean usage of ICT in

Computer studies, while other combinations of the three schools differ.

 PAGE \* MERGEFORMAT 43

The second research question seek to find out the level of ICT usage among

students’ of computer studies in Secondary schools in Awka South LGA, the

finding showed a mean of M = 4.26, SD = .43. Again this mean value is above the

critical mean value of 3.5; meaning that ICT has reasonable high influence in the

teaching and learning of computer studies in Secondary Schools in Awka South.

Students have adapted the use of computer in the learning of Computer studies.

A one-way ANOVA was conducted to examine the differences in the mean ICT

usage among the male and female students. The result showed a significant main

effect of schools on ICT usage, F(2, 96) = 17.30, p < .00. Showed that male (M =

4.19, SD = .43 and female (M = 4.26 SD = .431) differed significantly among

themselves with a mean that is each above the critical level of 3.5. Although both

male and female students has a favorable mean influence yet females have higher

positive influence of ICT over their male counterparts.

The third research question seek to find out the level of Teachers’ ICT usage of

excel spreadsheet in keeping students’ result in Secondary schools in Awka South

LGA. The mean rating for this question is M = 4.24, SD = .44. Obviously this

mean value is above the critical mean value of M = 3.5; meaning that Secondary

School teachers’ have adapted to the use of excel spreadsheet in keeping students’

results.
 PAGE \* MERGEFORMAT 43

A one-sample t-test had shown a significant difference in teachers’ use of excel

spreadsheet in keeping students’ results with mean (M = 4.24, SD = .44) compared
to the critical mean value of 3.5. This suggests that teachers have far more positive
influence of ICT in the use of excel spreadsheet in keeping students’ results than
normal. This finding is in tandem with the observation of Michael and Etejere
(2013) that computer literacy among secondary school science teachers is
necessary for improved performance of teachers in the classroom

The fourth research question seek to find the mean influence of ICT in teachers’

access to a wide range of worked examples to clarify concepts in computer studies

in Secondary schools in Awka South LGA. The rating for this question is M =

4.41, SD = .51; Again obviously this mean value is above the critical mean value

of M = 3.5; meaning that Secondary School teachers’ have access to a wide range

of worked examples from online to clarify concepts in computer studies in

Secondary schools in Awka South LGA.

A one-sample t-test had shown a significant difference in teachers’ access to a

wide range of worked examples to clarify concepts in computer studies in

Secondary schools in Awka South LGA with mean (M = 4.24, SD = .44)

compared to the critical mean value of 3.5. This suggests that teachers have far

more positive influence of ICT in the use of excel spreadsheet in keeping students’

results than normal.

 PAGE \* MERGEFORMAT 43

The fifth research question sought to know the level of ICT influence in students’

motivation and engagement to a wide range of worked examples in computer

studies in Secondary schools in Awka South LGA? The rating for this question is

M = 4.14, SD = .51; Again obviously this mean value is above the critical mean

value of M = 3.5; meaning that Secondary School teachers’ have access to a wide

range of worked examples from online to clarify concepts in computer studies in

Secondary schools in Awka South LGA.

Conclusion
Awka South is the seat of the Anambra state Government is a cosmopolitan

environment with many ICT industries, it is not surprising that the influence of

ICT to the teaching and learning of Computer studies in Secondary Schools in

Awka South followed the development and use of ICT equipment in the wider

society in Awka South.

This influence is not limited to the ICT equipment stock in the Computer

laboratories of the various Schools as that has only marginal effect, the major

influence came from the wider use of ICT equipment in Awka South society. This

is true as a preponderant number of the Schools do not have computer laboratories

while few who have are not even moderately equipped. The saying that education

is the transmission of culture and that curriculum is not composed mainly or

 PAGE \* MERGEFORMAT 43

exclusively of the written learning experiences but inclusive of the societal morals,

norms and values of the society.

Recommendations
The recommendations in this study follows the various findings: The researcher

recommends that the society remains a teaching field or laboratory which teachers

should always consciously select and use as learning experiences for the execution

of the curriculum content.

It is further recommended that teachers could adapt to the use of students’ hand

held computers or handsets as instructional materials for use in teaching of some

practical contents of the Computer studies curriculum rather than waiting for

government to equip the School laboratories considering the universal use of it by

the people of Awka South LGA.

The use of students’ hand held computers or handsets is further recommended for

use in classrooms considering that the influence of ICT in students engagement

and motivation in the study is reasonably very high, including that students

themselves can have access to this wide range of worked examples found among

the teachers not only in Computer studies curriculum but across curriculum by the
 PAGE \* MERGEFORMAT 43

use of their handset. This is a way of getting students motivated and engaged by

the use of interesting things.

Suggestions for further studies

Deriving from the experiences from this study, the researcher suggests that a study

on the influence of hand held computers called handsets on the teaching and

learning of students in both secondary and tertiary institutions be carried out. This

is to further expose the potentials of this ICT in education and social development.
 PAGE \* MERGEFORMAT 43

References.
Adeyinka, A. A., & Mutula, S. M. (2013). The impact of information and
communication technology (ICT) on students' performance in computer studies in
Nigerian secondary schools. Journal of Educational Technology Development and
Exchange, 5(1), 1-18. doi: 10.4314/jetde.v5i1.1)
Aduwa-Ogiegbaen, S. E., & Iyamu, E. O. (2013). Challenges of integrating ICT in
computer studies in Nigerian secondary schools. Journal of Educational
Technology, 10(1), 1-12. doi: 10.4314/jet.v10i1.1)
Afolabi, K., & Adedeji, A. O. (2015). Challenges facing the integration of ICT in
teaching and learning in Nigerian secondary schools. Journal of Educational
Research and Development, 10(2), 1-15. doi: 10.4314/jerd.v10i2.1)
Biggs, J. (2003). Teaching for quality learning at university. Open University
Press.
Bloom, B. S. (1976). Human characteristics and school learning. McGraw-Hill.
Brophy, J. (2004). Motivating students to learn (2nd ed.). Lawrence Erlbaum
Associates.
Brophy, J. (2004b). Motivating students to learn. Routledge
Bruner, J. (1996). The culture of education. Harvard University Press.
Cialdini, R. B. (2009). Influence: Science and practice (5th ed.). Allyn & Bacon.
Deutsch, M., & Gerard, H. B. (1955). A study of normative and informational
social influences upon individual judgment. Journal of Abnormal and Social
Psychology, 51(3), 629-636.
Eze, S. O. (2015). The impact of ICT integration on students' academic
achievement and motivation in computer studies in Nigerian secondary schools.
Journal of Educational Research and Development, 10(1), 1-15. doi:
10.4314/jerd.v10i1.1)
Eze, S. O., & Okeke, E. O. (2016). Strategies for effective integration of ICT in
computer studies in Nigerian secondary schools. Journal of Educational
Technology Development and Exchange, 8(1), 1-18. doi: 10.4314/jetde.v8i1.1)
French, J. R. P., & Raven, B. (1959). The bases of social power. Studies in Social
Power, 150-167.
 PAGE \* MERGEFORMAT 43

Gagne, R. M. (1985). The conditions of learning and theory of instruction. Holt,

Rinehart and Winston.
Joyce, B., & Weil, M. (2000). Models of teaching. Allyn & Bacon.
Kelman, H. C. (1958). Compliance, identification, and internalization: Three
processes of attitude change. Journal of Conflict Resolution, 2(1), 51-60.
Kozma, R. B. (2003). Technology, innovation, and educational change: A global
perspective. International Journal of Educational Research, 39(5), 475-486
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content
knowledge: A framework for teacher knowledge. Teachers College Record,
108(6), 1017-1054
Nwamaradi, A. T. (2011) Teachers as Implimenters of New Curriculum. In
Catherine Ngozi Nwankwo, Rev. Fr. Jude IfeanyiChukwu Onebunne, Rev. Fr.
Augustine Okekeoma Holy Child Secondary School Isuofia:Teachers’ On-Going
Formation Series Vol.4. Rex Charles & Patrick Ltd; Nimo, Anambra State
Nwosu, C. E., & Okeke, E. O. (2017). A phased approach to ICT integration in
computer studies in Nigerian secondary schools. Journal of Science and
Technology Education Research, 8(1), 1-12. doi: 10.4314/jster.v8i1.1)
OECD. (2010). Are the new millennium learners making the grade? Technology
use and educational performance in PISA. OECD Publishing.
Ogunsola, L. A., & Okere, M. I. (2013). The effect of ICT-based instruction on
students' understanding and retention of computer concepts in Nigerian secondary
schools. Journal of Science and Technology Education Research, 4(2), 1-12. doi:
10.4314/jster.v4i2.1)
Ogunsola, L. A., & Okere, M. I. (2018). Enhancing effective ICT integration in
computer studies in Nigerian secondary schools: A case study. Journal of
Educational Research and Development, 13(1), 1-15. doi: 10.4314/jerd.v13i1.
Okoro, E. O., & Okoro, R. N. (2014). An assessment of the challenges of using
ICT in teaching and learning in Nigerian secondary schools. Journal of Science and
Technology Education Research, 5(1), 1-12. doi: 10.4314/jster.v5i1.1)
Piaget, J. (1954). The construction of reality in the child. Basic Books.
 PAGE \* MERGEFORMAT 43

UNESCO. (2002). Information and communication technologies in education.

UNESCO
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological
processes. Harvard University Press.
Wiggins, G., & McTighe, J. (2005). Understanding by design. Association for
Supervision and Curriculum Development.
Yukl, G. (2002). Leadership in organizations (5th ed.). Prentice Hall.
 PAGE \* MERGEFORMAT 43

Appendices

TEACHERS’ ANALYSIS RESULT

OVERALL * SCHOOL OF RESPONDENTS
OVERALL
SCHOOL OF
RESPONDENTS Mean N Std. Deviation
COMMUNITY SEC. SCH. 4.4167 6 .35722
OKPUNO
ST. LUCY SEC. SCH. IFITE 4.1563 6 .30298
AWKA
FAITH MODEL SEC. SCH. 4.1750 5 .33773
Total 4.2537 17 .33546

OVERALL * GENDER OF RESPONDENTS

OVERALL
GENDER OF
RESPONDENTS Mean N Std. Deviation
MALE 4.2500 7 .40505
FEMALE 4.2563 10 .30111
Total 4.2537 17 .33546

ANOVA
OVERALL
Sum of Squares df Mean Square F Sig.
Between Groups .247 2 .124 1.114 .356
Within Groups 1.553 14 .111
Total 1.801 16

T-Test

Group Statistics
 PAGE \* MERGEFORMAT 43

GENDER OF RESPONDENTS N Mean Std. Deviation Std. Error Mean

OVERALL MALE 7 4.2500 .40505 .15309
FEMALE 10 4.2563 .30111 .09522

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
OVERALL Equal variances .358 .559 -.037 15 .971 -.00625 .17073 -.37016 .35766
assumed
Equal variances -.035 10.493 .973 -.00625 .18029 -.40542 .39292
not assumed

Descriptive Statistics
N Sum Mean Std. Deviation
I kept my students' results in 17 72.00 4.2353 .43724
excel spreadsheet in my
laptop and also save in my
email
Since my integration of ICT 17 75.00 4.4118 .50730
in my teaching, students
engagement and motivation
have been enhanced
Use of ICT in my teaching 17 75.00 4.4118 .50730
has enhanced my Access to
a wide range of worked
examples to clarify concepts
Valid N (listwise) 17
 PAGE \* MERGEFORMAT 43

One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Since my integration of ICT 17 4.1765 .80896 .19620
in my teaching, I have
emphasized project-based
learning and learning
through AI
Since my integration of ICT 17 4.4118 .50730 .12304
in my teaching, students
engagement and motivation
have been enhanced
uSE OF ict in my teaching 17 4.4118 .50730 .12304
has enhanced my Access to
a wide range of worked
examples to clarify concepts

One-Sample Test
Test Value = 3.5
t df Sig. Mean 95% Confidence
(2- Differen Interval of the
tailed ce Difference
) Lower Uppe
r
Since my integration of ICT in 3.448 16 .003 .67647 .2605 1.092
my teaching, I have 4
emphasized project-based
learning and learning through
AI
Since my integration of ICT in 7.410 16 .000 .91176 .6509 1.172
my teaching, students 6
engagement and motivation
have been enhanced
uSE OF ict in my teaching 7.410 16 .000 .91176 .6509 1.172
has enhanced my Access to 6
a wide range of worked
examples to clarify concepts
 PAGE \* MERGEFORMAT 43

One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
I kept my students' results in 17 4.2353 .43724 .10605
excel spreadsheet in my
laptop and also save in my
email

One-Sample Test
Test Value = 3.5
95%
Confidence
Interval of the
Sig. (2- Mean Difference
t df tailed) Difference Lower Upper
I kept my students' results in 6.934 16 .000 .73529 .5105 .9601
excel spreadsheet in my
laptop and also save in my
email

Students’ ANALYSIS RESULTS

OVERALL * SCHOOL OF RESPONDENTS
OVERALL
SCHOOL OF RESPONDENTS Mean N Std. Deviation
COMMUNITY SECONDARY 4.0130 41 .49446
SCHOOL UKPUNO
ST. LUCY SECONDARY 4.5407 27 .22821
SCHOOL IFITE AWKA
FAITH MODEL SECONDARY 4.3376 31 .27267
SCHOOL AWKA
Total 4.2586 99 .43071

OVERALL * GENDER OF RESPONDENTS

OVERALL
GENDER OF
RESPONDENTS Mean N Std. Deviation
MALE 4.1907 43 .42776
FEMALE 4.3107 56 .42947
 PAGE \* MERGEFORMAT 43

Total 4.2586 99 .43071

ANOVA
OVERALL
Sum of Squares df Mean Square F Sig.
Between Groups 4.816 2 2.408 17.297 .000
Within Groups 13.364 96 .139
Total 18.180 98

Multiple Comparisons
Dependent Variable: OVERALL
Scheffe
95% Confidence
Interval
(I) SCHOOL OF (J) SCHOOL OF Mean Std. Lower Upper
RESPONDENTS RESPONDENTS Difference (I-J) Error Sig. Bound Bound
COMMUNITY ST. LUCY SECONDARY
-.52773* .09247 .000 -.7577 -.2978
SECONDARY SCHOOL IFITE AWKA
SCHOOL UKPUNO FAITH MODEL
-.32463* .08880 .002 -.5454 -.1038
SECONDARY SCHOOL
AWKA
ST. LUCY COMMUNITY SECONDARY
.52773* .09247 .000 .2978 .7577
SECONDARY SCHOOL UKPUNO
SCHOOL IFITE FAITH MODEL
AWKA .20311 .09822 .123 -.0411 .4473
SECONDARY SCHOOL
AWKA
FAITH MODEL COMMUNITY SECONDARY
.32463* .08880 .002 .1038 .5454
SECONDARY SCHOOL UKPUNO
SCHOOL AWKA ST. LUCY SECONDARY
-.20311 .09822 .123 -.4473 .0411
SCHOOL IFITE AWKA
*. The mean difference is significant at the 0.05 level.

OVERALL
a,b
Scheffe
 PAGE \* MERGEFORMAT 43

Subset for alpha = 0.05

SCHOOL OF RESPONDENTS N 1 2
COMMUNITY SECONDARY
41 4.0130
SCHOOL UKPUNO
FAITH MODEL SECONDARY
31 4.3376
SCHOOL AWKA
ST. LUCY SECONDARY
27 4.5407
SCHOOL IFITE AWKA
Sig. 1.000 .099
Means for groups in homogeneous subsets are displayed.
a. Uses Harmonic Mean Sample Size = 32.022.
b. The group sizes are unequal. The harmonic mean of the group
sizes is used. Type I error levels are not guaranteed.

T-Test

Group Statistics
GENDER OF RESPONDENTS N Mean Std. Deviation Std. Error Mean
OVERALL MALE 43 4.1907 .42776 .06523
FEMALE 56 4.3107 .42947 .05739

Independent Samples Test

Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Sig. (2- Mean Std. Error Difference
F Sig. t df tailed) Difference Difference Lower Upper
OVERALL Equal variances .499 .482 -1.381 97 .171 -.12002 .08693 -.29255 .05252
assumed
Equal variances -1.381 90.690 .171 -.12002 .08689 -.29261 .05258
not assumed

Descriptive Statistics
Std.
N Sum Mean Deviation
Since my Integration of ICT in my learning I have emphasized 99 416.00 4.2020 .75566
project-based learning and not afraid to do assignments
Since the Integration of ICT in my teaching, my engagements 99 414.00 4.1818 .73351
and motivation have been enhanced
 PAGE \* MERGEFORMAT 43

Valid N (listwise) 99

One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Since my Integration of ICT in my 99 4.2020 .75566 .07595
learning I have emphasized
project-based learning and not
afraid to do assignments

One-Sample Test
Test Value = 3.5
95% Confidence
Interval of the
Sig. (2- Mean Difference
t df tailed) Difference Lower Upper
Since my Integration of ICT in 9.244 98 .000 .70202 .5513 .8527
my learning I have
emphasized project-based
learning and not afraid to do
assignments

One-Sample Statistics
N Mean Std. Deviation Std. Error Mean
Since the Integration of ICT in my 99 4.1818 .73351 .07372
teaching, my engagements and
motivation have been enhanced

One-Sample Test
 PAGE \* MERGEFORMAT 43

Test Value = 3.5

95% Confidence
Interval of the
Sig. (2- Mean Difference
t df tailed) Difference Lower Upper
Since the Integration of ICT in 9.249 98 .000 .68182 .5355 .8281
my teaching, my
engagements and motivation
have been enhanced