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.
This study focused on the impact of teaching a computer programming course using innovative pedagogy namely a combination of context-based learning and problem-based interspersed with live online tools (Google Classroom and Google Meet) on university students in southeast, Nigeria. This study used a quasi-experimental research design and intact classes with a nonequivalent group. The population for the study comprised all 152 second-year computer education students in universities in Southeast Nigeria that offers computer programming. The sample consists of 60 males and 92 females in the three universities used. A computer programming achievement test was used to collect the data. The result showed that students worked collaboratively on the Google classroom and Google meet platforms, effectively enhancing collaboration learning among novice programmers as they chose when to learn, thus making the teaching and learning of programming less difficult. Findings further showed that student academic achievement significantly improved in programming skills, digital skills development, and self-efficacy in the treatment group more than in the control group. This improved performance was attributed to self-efficacy which was attributed to IP students were exposed to. It was suggested that computer lecturers should integrate innovative pedagogy using Google classroom and Google meet in their instructional delivery approaches.
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