CHAPTER ONE

INTRODUCTION

1.1 BACKGROUND OF THE STUDY

Biology is a subject that receives a great deal of attention. Its comprehension necessitates a well-balanced secondary school education. Biology as a school topic may contribute to the improvement of students' lives and their local surroundings (Gregor 2012).

In a developing country like Nigeria, the use of "ICT" in the teaching of biology should be encouraged in all secondary schools, as the national education policy stipulates that "the general purposes of secondary education should be preparation for or higher education." In more concrete terms, secondary education should prepare students to live effectively in today's age of science and technology.

According to Ogbonna (2016), information and communication technologies (ICT) have significantly impacted every element of human life, including education, aviation, agriculture, and manufacturing. In Nigeria, it appears that the majority of students and schools lack information communication technology facilities; nonetheless, the effect of media devices such as projectors may help to improve the teaching-learning process for the subject of biology.

The abbreviation ICT stands for Information and Communication Technology. They are a wide range of technical instruments and resources used for communication, as well as for the creation, dissemination, storage, and management of information. Computers, the internet, broadcasting technologies (radio and television), and telephones are all examples of these technology (Volman,2005). Recently, there has been a surge of interest in determining the most efficient ways to leverage computers and the internet to increase the efficiency and efficacy of education at all levels and in both official and informal contexts (www.en.m.wikibooks.org). However, ICTs encompass more than these technologies; earlier technologies such as television, radio, and telephone, which have received less attention in recent years, have a longer and more illustrious history as educational aids.

In underdeveloped nations, computer and internet use are still in their infancy, if they are utilized at all, due to insufficient infrastructure and the associated high cost of access. ICTs are transforming society. They have an impact on every element of life. At schools, the affects are becoming increasingly noticeable. Because ICTs enable both students and instructors to tailor teaching and learning to individual requirements, society is pressuring schools to react appropriately to this technological breakthrough. Tinio (2002) discusses the potential for ICTs to improve education in underdeveloped nations by increasing access and raising the relevance and quality of education. Additionally, he claimed that ICTs significantly promote the acquisition and absorption of information, providing developing nations with unparalleled chances to improve educational institutions, policy creation and implementation, and broaden prospects for biology and the poor. One of the major difficulties faced by the poor, and many others who reside in the world's poorest countries, is their sense of isolation, and ICTs may expand access to information in ways previously inconceivable (Peter 2015).

According to Watson (2001), ICTs have transformed how people work today and are now revolutionizing education institutions. As a result, if schools continue to teach kids with yesterday's skills and technology, they risk being ineffective and unprepared for the world of tomorrow. This alone is motivation enough for ICTs to garner worldwide prominence and attention. For example, ICTs are effective instruments for achieving one of the Millennium Development Goals (MDGs), which is universal basic education by the year 2015. Former United Nations Secretary-General Kofi Anan notes that in order to achieve Universal Primary Education by 2015, we must guarantee that information and communication technology unlock the door to educational systems. This demonstrates the increased demand for the importance of ICTs in education. Because ICTs enable students and instructors to tailor learning and instruction to individual requirements, society is pressuring schools to respond appropriately to this technological revolution.

The usage of ICT is having a significant impact on students' learning and teaching techniques. Over the last two decades, schools in the western world have invested heavily in ICT infrastructure, and pupils now use computers more often and for a considerably broader range of purposes (Volman, 2005). Numerous studies demonstrate that pupils who use ICT facilities often demonstrate greater learning gains than those who do not.

ICT provides a number of technological instruments that enhance the academic experience by enabling greater variety, diversity, and organization in education. As with many other fields of study, Biology Education provides a fertile ground for exploring the possibilities given by ICT (Peter 2015).

Scientific study, particularly in the twenty-first century, has significantly expanded our understanding of the world we live in. This has resulted in numerous changes in several fields of human effort, including education, health, energy, industry, and the environment. It has fostered healthier living and ethical behavior. There has been a great growth in research, which has resulted in several scientific and technological breakthroughs. All of these breakthroughs and advances are interconnected and interdependent. Natural science has made tremendous strides in the last century, and science has demonstrated a great deal in the field of invention and technology, as well as a great deal of promise for improving his existence and the world around him. The advancement of science and technology is critical for society and the nation as a whole, which is why our schools have recently placed a high premium on it (Okoh 2016).

It goes without saying that biology cannot flourish in the current day without an informational and communicative edge, nor can graduates of biology education be internationally competitive without having been instilled with ICT abilities. Thus the researcher seeks to assess the use of "ict" in teaching biology in selected secondary schools against this backdrop.

1.2 STATEMENT OF THE PROBLEM

According to Okoh (2016), continuous examination of the influence of ICT on the teaching of core courses such as biology is necessary. It has been brought to the attention of stakeholders in biology education how critical ICT tools such as computers, audio-visual equipment, and internet access are to the course. They are unsure, however, if this technology possibility is being grasped and explored most efficiently and ideally. Biology and biology education are inextricably linked, and their widespread usage, particularly in recent years, is increasingly being integrated into undergraduate training (Peter 2015). Additionally, several institutions and libraries around Nigeria are rapidly integrating ICT technologies such as computers and the internet into their programs for student usage. The purpose of this study is to determine the use of "ict" in teaching biology in selected secondary schools.

This aims to assess the amount of success achieved by students in Biology as a result of the growing use of computer-based education in Nigeria.

1.3 OBJECTIVES OF THE STUDY

The primary objective of this study is to assess the the use of "ict" in teaching biology in selected secondary schools. Other objecives of this study are:

i.          To determine the extent ICT is used in teaching biology in secondary schools.

ii.        To find out whether the use of ICT is important in the teaching of biology in secondary schools.

iii.      To find out whether the use of ICT in teaching biology in secondary schools improves academic performance.

iv.      To examine the challenges of using ICT to teach biology in secondary schools.

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