Nwangwu et al
Greener Journal of Educational Research Vol. 4(4), pp. 091-098, July 2014
Manuscript Number: 021714113
Integration of Information Communication Technology (ICT) in the Curriculum of Federal Unity Schools (FUS) in Nigeria: Implications for Learning
*1Emmanuel Chukwunweike Nwangwu, 1Chiaka Augusta Obi, & 2Edna Nwanyiuzor Ogwu
1Department of Vocational Teacher Education, University of Nigeria Nsukka.
2Department of Arts Education, University of Nigeria Nsukka, Enugu-State Nigeria.
*Corresponding Author’s Email: emmanuel.nwangwu @unn. edu.ng
The study examined the extent to which Information Communication Technology (ICT) is integrated into various school subjects in the curriculum as well as students’ utilization of and access to ICT, in order to establish a fact on its implications to e-learning. Data were collected from 105 Form 2 Junior Secondary School students from four Federal Unity Schools (FUS) in South Eastern Nigeria. Questionnaire was used for data collection that were analysed descriptively and quantitatively using frequency, percentages, charts, and cross tabulation chi-square to test the null hypotheses. Findings indicate that except for computer studies, ICT was not integrated into other school subjects in the curriculum. Although ICT is seldom used, the level of ICT integration into the curriculum χ2 (8, n=105) =7.704 p> .05 has no significant influence on the level of ICT utilization. Alternatively, students’ access to ICT package, χ2 (12, n=105) =22.207 p< .05 has a significant influence on ICT utilization; majority (66%) never had access to ICT usage. Recommendations were directed towards government assistance in equipping FUS with adequate facilities, teacher preparation towards ICT usage as well as monitoring and assessment of ICT utilization.
Keywords: Access, Information Communication Technology, Junior Secondary School, Integration, Utilization.
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