CHAPTER ONE

INTRODUCTION

1.1 Background of the study

The purpose of teaching is primarily to assist the learner acquire the type of knowledge and skill that will produce desirable change in him. This can be actualized if the teaching and learning process provides the enabling environment for the learner to think critically, analytically and consequently, be an agent of change. Generally, the educational system is subdivided into the primary, secondary and tertiary levels. In some cases, the pre-primary education is an integral part of the primary level. The secondary level occupies a critical position in the educational system. According to the Federal Republic of Nigeria, FRN (2004, p.18), “secondary education is the education children receive aer primary education and before the tertiary stage”. The broad goals of secondary education therefore shall be to prepare the individual for useful living within the society and for higher education. The role of Information and Communication Technologies (ICTs) in the 21st century education system has been described as vital to keeping abreast with rapidly changing technologies. The introduction of information and communication technology into the Nigerian educational system is very important as it will translate into huge potentials in terms of positive outcomes. Presently, investments into ICTs in Nigerian’s educational system have not yielded much when compared to similar investments made in telecommunication (Atureta, 2011).

The field of education has certainly been aected by the penetrating influence of ICT worldwide. ICT has made impact on the quality and quantity of teaching, learning and research in the institutions using it (Kwacha, 2007). According to Ololube, Ubogu and Ossai (2007), the introduction of ICT usage, integration and diusion has initiated a new age in educational methodologies, thus has radically changed traditional method of information delivery and usage patterns in the domain as well as oering contemporary learning experience for both instructors and learners. ICT has the potential to accelerate, enrich and deepen skills, motivate and engage students in learning, helps to relate school experiences to work places, helps to create economic viability for tomorrow’s workers, contribute to radical changes in school, strengthens teaching, and provides opportunities for connection between the school and the world (Davis & Tearle, 1999; Lemke & Coughlin, 1998; cited by Yusuf, 2005). The rapid growth in Information Communication and Technologies (ICTs) have brought remarkable changes in the twenty-first century, as well as aected the demands of modern societies. ICT is becoming increasingly important in our daily lives and in our educational system. Therefore, there is a growing demand on educational institutions to use ICT to teach the skills and knowledge students need for the 21st century. Information and communication technology (ICT) has become, within a very short time, one of the basic building blocks of modern society. Many countries now regard understanding ICT and mastering the basic skills and concepts of ICT as part of the core of education, alongside reading, writing and numeracy.

Of all the subjects in the school curriculum and at secondary level in Nigeria, Geography seems to be the most difficult subject to teach. Some of the reasons put forward are, the nature of the subject and the way it is being taught. It is believed that Geography is taught in a way that discourages open questions, inquiry and active participation. The effect of this is that the mind and imagination of students are closed. Adejuyigbe and Majasan (1970) said: the study of Geography from its inception was through verbal description of geographic features, which made the study very abstract and quite uninteresting. Adesida (1985) also revealed that the undue emphasis on theoretical aspect of Geography to the detriment of scientific and experiential approach had made the subject very abstract and also uninteresting. The resultant effect of all the above is that the subject no longer attracts young scholars due to the dull, uninspiring and stereotyped approach being adopted. Ajaegbuna (1969) criticized those who argued that Geography is a dull and difficult subject. He argued that Geography lessons are often very dull because there is too much chalk and talk and no enough pupils participation. Other problems associated with the teaching of Geography in secondary schools in the country are the low enrollment of students in the course and the poor method of communication. Students see Geography as a collection of “dead statements” presented as facts (Ajaegbuna 1969). Not only this, they find Geography concepts confusing and unfamiliar. The skeptical attitudes of parents and teachers towards the subject have also constituted a problem. The effect is that students run away from the subject and all these have culminated in the low enrollment of students in the subject at the University level in Nigeria. Balderstone and Lambert (2000) showed that Geography thinking among individual student in secondary schools is confusing and inarticulate.

Okunrotifa (1970) also showed that students were just made to learn Geography concepts in the abstract form and were subjected to too much imagination of geographic features instead of learning through practical observation. Times Educational Supplement (1961) showed the expressed mounted pressure advocating for the removal of Geography from the school curriculum. The blind argument put forward by this group was that, Geography had no divine right to be part of educational experience of young people. Other problems identified include shortage of specialist teachers in the field, non-availability of relevant instructional materials and textbooks. Roberts (1996) and Smiths (1997) wrote dierently emphasizing the importance of relevant instructional materials and the need to diversify the strategy for teaching Geography. Roberts (1996) suggested that teachers should be discouraged from using didactic method of teaching to a more creative, experiential learning involving project method and to particularly encourage the move towards discovery and investigative approaches in situation well structured by the teacher. Teachers also should be encouraged to be a guide, a facilitator and to abandon the traditional expository approach in favour of an active and open learning method. Smith (1997) also criticizing the teaching strategies employed by most teachers said: “There are sometimes narrowness in the range of teaching methods characterized by over long expositions, over-directed style and discussion mediated by and through the teacher, all of which reduce opportunities for developing thinking in learners”. It is the belief that the application of appropriate media in teaching can help solve the problems faced in the teaching of Geography. It is a long belief in Educational Technology that appropriate media are essential for effective teaching and learning. Ogunmilade (1984) said “Educational technology can help to rectify the imbalance in the total process of teaching and learning”. Lumsdaine (1963) said that where information is difficult to explain verbally and where specific procedure must be performed and the exact interpretation is needed, the use of technological media will not only illustrate the instructor’s concept to the learner but also add emphasis to the essential points. Agun (1982) also opined that technological media are the most important devices that teachers can use to enhance the quality of instruction and to diversify teaching. Arundale (1965) explained that children learn in two-ways, orally and visually. Many of the students however learn more rapidly when oral teaching is linked with something they can see, touch or handle.