CHAPTER ONE

GENERAL INTRODUCTION

1.1 Background to the Study

Education is a very important concept in our society. Through education, people gain acquisition of skill, values, attitudes, training among others, which are not only helpful to the individual but to the society as a whole? Education is an essential tool for sustainability (ESD) (2010).

People around the world recognize that the current economic development trends are not sustainable and that public awareness, education, and training are keys to moving society towards sustainability (ESD). In this respect, therefore, it is the responsibility of the informal and formal institutions to lay down norms that guide and regulate students’ behavior in order to ensure a better future.

Technology is fast advancing at the dawn of the 21st century and this advancement cannot be ignored when looking at education and the performance of students. Technology, it seems, is everywhere these days. As computers have become more commonplace, the use of information technology has become pervasive in almost everyone’s life.

For most of us, it is hard to imagine daily life without the influence of technological devices; be it handheld video games, personal digital assistants, cell phones, or any number of computers. This is especially true for younger generations. In academics, we have likely reached the point where the use of technology is expected, by both students and their parents (Christensen, 1999).

The   trend   toward   technology   enhanced   classes   has   escalated quickly   during    the    past   five    years   as    students   have   become   increasingly   tech-savvy,   classrooms   across   the   nation   have   become “wired”   and   textbook    publishers   now    offer   a   wide   variety   of computerized   teaching    supplements.

Lowerison, Sclater,   Schmid ,  and Abrami   (2006)  suggest  that  technology   has   the   potential   to   transform   the learning   environment   from   passive   to   active   and   more   subject   to   the control  of  the  learner.

According   to   Roblyer   (2003),   technology   may enable   the   learner   to   be   more   actively   involved   in   his   or   her   own   learning.  While   technology   may   enhance   the   classroom    and   engage  today’s   student   more   effectively,   most   do   not   believe   it   replaces   the need   for   a   structured,   content   of   driving   learning   process   that    is grounded   in   theory   to  be   effective,   technology   based   tools   must accompany   pedagogy   (Laurillard,  2002).  That   said,   a   2001   national   study showed   that   87%   of   faculty   believe   computer   technology   enhances student   learning   (Epper and Bates, 2001).

Despite   the   wide   spread   believe that   the   use   of   technology   in   the   classroom   is   generally   good;   such may   not    always   be   the   case.   Burbulus    and   Callister   (2000)   suggest technology    can   be   used   well   or   poorly   and    thus   its   effectiveness   is dependent   on   how   it   is   used,   by   whom   and    for   what   purpose.  This study   will   therefore   be   looking   at   the   effects   of    instructional   technologies   on   students’   academic   performance.

Computer-based   technologies   are   radically   transforming   higher   education.  Personal   computers   readily   retrieve   and   configure   vast   amounts   of electronically   stored   information.    In   this   information   environment, instructors   do   not   control   access   to   information   as   they   once   did.  Instead,   the   students   directly   receive   and   interact    with   data   of   all kinds.

They   can   transform   information   from   one   medium   to   another, and   they   create   new   knowledge   as   a   result   of   their   interactions    with instructors   and   other   students.    Students    learn   along    with   the   instructor and   by   interacting    with   one   another.     Students    are   bound   to    learn   much   that    the   instructor    does    not    know.

Computer    technologies   offer   instructors    opportunities   to   enhance   the teaching   and   learning   experiences    for   their   students   and   themselves.   For   example,   they   can   assist   instructors   in   designing   learner-centered     activities.  Instructional   technologies   expand   opportunities   for   active   learning.

• Students use   technology  (e.g., Internet, statistical databases, computer- based music)   as   a   tool   to   gather
• Computer simulations   help   students   develop   and   practice research   skills   in   simulated   lab
• Simulations help   students   grasp   difficult   abstract   concepts   by   allowing   them   to   manipulate   data   or   designs   and   thus instantly   seeing   resulting      The   students   also   receive   immediate   feedback   about   their   performance.
• Instructional technologies   shift   the   focus   from   whole-class   instruction   to   small   group
• When students   work   with   computers,   they   progress   at different      Thus,   instructors   need   to   interact   more frequently   with   individual   students   or   groups   of   students   to assist   them.
• Instructional technologies   facilitate   a   collaborative   rather   than competitive   learning
• Collaboration is   encouraged   when   students    have   access   to extensive   databases   and   share   their   work   through   networked communications,  such   as   electronic   mail,   computer conferencing, and news groups.

Exemplary Uses of Instructional Technologies

• Ask students   to   use   electronic   data   bases,   the   World   Wide   Web in   their   bibliographic
• Ask students   to   use   electronic   mail   and   news   groups   to   ask questions   of   the   instructor   and   other   students,   to   receive   feedback on    assignments,   and   to   submit      Technologies    provide opportunities   for   interaction   outside   of   class,   offer   a   more   intimate,   protected   and   convenient   forum   for   communication   with the   instructor   (may be less intimidating than face-to-face communication with the instructor).
• To communicate   with   all   your   students, you   can   use   the   e-mail list   that   has   been   set   up   for   your   The   e-mail   list   name includes   the   term   code   in   addition   to   the   department, course number   and   section.   For   example, the   name   for   the   mailing   list for ACCT100,  Section 010,  during   the   99  Fall  term  is : ACCT100-010-99F@udel.edu
• Survey students   about   their   familiarity   with   electronic   media   and invite   them   to   share   their   knowledge   and   skills   with   the
• Use presentation   software   to   incorporate   graphics,  video clips,   charts,   and   tables   into   your
• Develop class   notes   and    student   handouts   to   accompany   the   class   discussion   and   to   help   students    prepare    for
• Use computer    programs    to   keep   student   records-enrollment

1.2 Statement of the Problem

Statement of the problem is a declarative statement or question which highlights the existence of a particular problem which the researcher wants to investigate (or had investigated), Mbua (2003).

As we consider instructional technology in education, we must consider the implication of those technologies on the learner as well as the teacher. In order to accomplish higher-order thinking skills such as critical and independent thinking, the application of instructional technologies, and improved motivation and attitude, instructional technologies must be incorporated into the everyday curriculum.

Teaching aids such as computers, radios, televisions, projectors, among others are usually inadequate in most schools. The usage of these materials is usually not properly handled. The extent to which instructional technologies will influence student’s performance will depend on how they are used, for whom, and for what purpose.

This study will show the positive effect of instructional technologies on both the teacher and learner related to academic performance. It will also show the positive effect on the application of instructional technologies in the classroom.

1.3 Purpose of the Study

The purpose of the study is to show how instructional technologies influence students’ academic performance in secondary schools in Buea Sub-division. It is also aimed at:

1. Sensitizing parents, teachers, pupils, and the government at large influence the teaching-learning process.
2. Bringing out clear the effect of instructional technologies on students’ academic performance.
3. Bringing suggestions on how the failures can be ameliorated.

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THE INFLUENCE OF THE USE OF ICT ON WRITTEN ENGLISH ON SECONDARY SCHOOL STUDENTS IN BUEA-SUB DIVISION SOUTH WEST REGION OF CAMEROON