International Journal of Advances in Science and Technology, Vol. 3, No.

5, 2011

The Influence of the use of ICT facilities on the Academic achievement of Secondary School Physics
1

Achufusi, Ngozi N.

Department of Science Education. Nnamdi Azikiwe University, Awka. Anambra State, Nigeria.
2

Achufusi-Ani, Uju.

Department of Library Science. Nnamdi Azikiwe University, Awka. Anambra State, Nigeria.
3

Mgbemena, Chika Edith

Department of Industrial and Production Engineering, Nnamdi Azikiwe University, Awka. Anambra State, Nigeria.
4

Mgbemena, Chinedum Ogonna

National Engineering Design Development Institute, Nnewi, Anambra State, Nigeria

Corresponding author(s): 4edumgbemena@yahoo.com

Abstract
The method of teaching students is very important for the students academic achievement as this enhances a better understanding of concepts and meaningful learning is achieved. This study investigated the effect of using ICT facilities on the academic achievement of SS2 physics. The study was a non-control group pretest, post test quasi experimental study conducted in Awka Education zone of Anambra State, Nigeria. Physics Achievement Test (PAT) was used to collect data and analysis of data done using Mean, Standard deviation and Z- test. The result obtained revealed that the experimental group achieved significantly better than the control group at P = 0.05. The female students achieved slightly better than their male counterparts but the difference was not significant at P = 0.05. Implication of study is that physics teachers should be encouraged to use ICT facilities in teaching since it enhanced overall performance. INTRODUCTION A knowledge society is a society where knowledge is not only the major creative force but also the source of empowerment and capacity building. Knowledge societies are created by developments in ICT and only teachers with ICT competencies can prepare learners to contribute effectively to activities in such knowledge societies. ICT is information, communication and technology to enhance education. ICT is concerned with the knowledge, skills, tools and systems for locating facts, developing ideas, receiving and giving information as for modifying communication strategies. ICT is a tool, a resource, a subject and a key skill. ICT as a tool covers different forms of computer based technologies and applications such as electronic mail, internet fax, cell phones, DVD player, different forms of digital equipment and electronic white boards (Akudolu 2007). ICT is an instructional tool when it is used for performing instructional activities more efficiently. IT is a resource when it serves as a support in

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International Journal of Advances in Science and Technology, Vol. 3, No.5, 2011 curriculum implementation. As a subject, ICT is a programme of study with known content and pedagogical strategies. Akudolu (2007) opined that ICT is presently considered a key skill in line with literacy and numeracy. IT constitutes an indispensable support to the learning of other subjects and as a key skill; ICT underpins the performance of a wide range of life activities. This makes ICT indispensable for effective life in the society. The staggering benefits of ICT are well documented by such researchers and authorities as the Department for Education and Employment (DFEE). Akudolu (2007). Hawkridge (1990) points out those third world countries, Nigeria inclusive, face a dilemma by asking whether they should introduce ICTs into their schools and if so why? Among reasons advanced by Hawkridge (1990) are students should learn to operate computers at least at a basic level. Teaching them programming gives students some confidence in their ability to control computer and possibly lay foundation for a career in computer science. ICT are now seen as a core subject that should be taught in the primary and secondary schools. The major advantage to the development is ICT has become a transferable subject. Computer or interactive white boards used across most school subjects. The interaction created by the use of this ICT makes lessons much more effective and also children learn in a way they enjoy. Physics in schools has been using the lecture method which was quite convenient for the teachers to cover the syllabus for the examinations. Records from WAEC 2002-2008, showed poor performance in their results when compared with some subjects. Variable teaching methods has been suggested by studies of researchers and the use of the ICT as an instructional strategy is one of the method which is used. Purpose of the Study: The purpose was to determine the effect of the use of ICT facilities on the academic achievement of Senior Secondary Physics. Research Question: Does the mean achievement scores of Physics students taught with ICT facilities differ from the scores of the students not taught? Null Hypothesis: There is no significant difference in the academic achievement in Physics between students taught with ICT facilities and those not taught. Population: The study was carried out in Awka zone of Anambra state. The population comprised all physics students in senior secondary schools in the zone. Sample and Sampling Technique: A purposive random sampling technique was used to select the sample for the study. A sample of 80 students was used for the study. Instrument for Data Collection: Physics Achievement Test was developed and used for the study. The test comprised 20 multiple choice items for both pre test and post test. Validation and Reliability of the instrument: The face and content validity of the instrument was ascertained by Physics teachers while the Kuder Richardson 20 formula was used to test the reliability of the instrument. A reliability of 0.871 was established. Method: The experimental and control groups were first given a physics achievement test on Heat and Energy. Research Assistants (4 teachers) selected from the schools sampled were trained for two weeks by the researchers. The teachers helped to teach the experimental group with ICT facilities which comprised of computers, floppy disks, pen drives and internet facilities. During the four weeks training of the experimental group, the control group received normal lessons on the physics concepts selected. After the teaching which lasted for 4 weeks (24 periods), both the control group and the experimental group were given post test which is a re-shuffled pre test. The purpose of reshuffling is to divert their attention that they have attempted such questions before.

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International Journal of Advances in Science and Technology, Vol. 3, No.5, 2011 ANALYSIS OF DATA Table 1: Means of pre-test scores, post-test scores Y, Gain in the Knowledge of the groups Group A ( 40 Students) Experimental Group X1 Y1 Gain Group B ( 40 Students) Control Group X2 Y2 Gain

1704 42.6

3190 79.75

1486 37.15

1716 42.9

2631 65.78

915 22.88

Total Mean

Table II: Mean Scores for Post test and Standard deviation of Males and Females exposed to ICT Facilities Male 78.75 1575 10.40 20 Female 81.25 1625 8.98 20

Mean Total S.D Number

Table 2 shows that mean for male and female students exposed to ICT facilities are 78.5 and 81.25 respectively while standard deviation are 10.40 and 8.98 respectively.

Table III: Z Test for difference between the Mean Achievement Score for Students in both Experimental and Control groups Group Experimental Control Number 40 40 SD 8.96 15.13 Z-Calculated 5.03 Z-Critical 1.96 Result Significant

79.75 65.78

The degree of freedom is 78. Significant < p = 0.05. From table III the result shows that Z- Calculated is 5.03 which is greater than Z- Critical of 1.96 Table IV: Z Test for difference between the Mean Achievement Score for Students in Experimental group based on gender Sex Female Male Number 20 20 SD 8.96 10.40 Z-Calculated 0.81 Z-Critical 1.96 Result Not Significant

81.25 78.75

The degree of freedom is 38. Significant at p = 0.05. From table IV the result shows that Z- Calculated is 0.81 which is less than Z- Critical of 1.96

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International Journal of Advances in Science and Technology, Vol. 3, No.5, 2011 DISCUSSION OF RESULTS Table 1 showed a mean gain of 37.15 for the experimental group against 22.88 for the control group. This clearly showed a significant difference in performance between the two groups. Table 2 showed a mean gain of 78.75 for male against a mean of 81.25 for female. It equally showed a standard deviation score of 10.40 for males against a standard deviation score of 8.98 for females. This showed that there is no significant difference in gender use of ICT facilities in the study of Physics. This agrees with the views of Terris (1992) who discovered that males and females do not differ significantly in their achievement. Table 3 is a Z-test for difference between the mean achievement score for students in both experimental and control groups. The calculated Z- score of 5.03 is greater than the Z- critical of 1.96. Thus the hypothesis is rejected since the Z-calculated is greater than the Z-critical showing that there is a significant difference in the performance of the experimental and control groups. Equally Table 4 shows that Z-calculated of 0.81 is greater than Z-critical of 1.96 so the Null hypothesis is accepted and the alternate rejected. This shows that there is no significant difference in the achievement of students based on Gender. The general inference from these results is that ICT facilities helped to improve understanding of physics concepts taught. This use of ICT to teach especially this computer era has been suggested by several research opinions such as Akudolu (2007). IMPLICATIONS AND RECOMMENDATIONS Implication of this study is the positive advantage of employing ICT facilities for use in teaching and learning in schools. Moreover, students are to be encouraged to study with internet facilities. Web sites, emails, internet studies should be utilized daily by students in the tertiary institutions. Internet facilities and websites should be provided and be within reach of all students. REFERENCES [1].Akudolu, L.R., and Olibie, E., (2007). Seeking Appropriate ICT Teaching Approach for developing teachers. UNIZIK Orient Journal of Education. Faculty of Education 3(1):33-38. [2].Hawkridge, T.L.,(1990). Computer Literacy: A necessity not a luxury. Computer Education Forum, 41(3):12-16. [3].Ruby, J.R., (2005). Fundamentals of ICT learning. Review of Information Communication Technology in Research, 3(1): 32-35. [4].Rosier, L.U., (1990). Problems Associated with the Implication of Computer Education Curriculum Offering in Secondary School in Anambra State by the year 2010: Computer Education Journals, 2(3): 32.

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