The Impact of Internet-Supported Instruction on Achievement in Social Studies in Nigerian Secondary Schools

By Iyamu, Ede O. S.; Aduwa-Ogiegbaen, Sam E. et al. | International Journal of Instructional Media, Spring 2010 | Go to article overview
Save to active project

The Impact of Internet-Supported Instruction on Achievement in Social Studies in Nigerian Secondary Schools


Iyamu, Ede O. S., Aduwa-Ogiegbaen, Sam E., Iseguan, Andrew I., International Journal of Instructional Media


INTRODUCTION

There is growing awareness of the role of computers in enhancing students' learning in Nigerian schools. Today, efforts are being made by the government to provide some secondary schools with computers to facilitate teaching and learning. The Federal Government Colleges located in each of the states have a few computers. On the other hand, more than 97% of the public secondary schools under the jurisdiction of state governments do not have computers (Albert, 2003). However, these governments do not relent in their policy statements as indication of intention to make computers available to the schools. All these are perhaps in response to the evolving educational technology that has placed computers in the forefront of teaching-learning process, considering their immense role in involving the learners in the generation of their own knowledge (Vreman-de Olde & de Jong, 2004; Lux & Davidson. 2003; Huppert, Lomask & Lazarowitz, 2002).

The use of the computer has the capacity to provide higher interactive potential for users to develop their individual intellectual and creative abilities. The main purpose of the computer consists just in the development of human mental resources, which allow people to both successfully apply the existing knowledge and produce new knowledge (Shavinina, 2001).

Also associated with the use of computers is Internet in the educational process. Researchers and educators for a number of reasons have acclaimed the use of Internet assisted instruction. Apart from providing rich information sources and effective knowledge-negotiation tools, the Internet offers the students wide latitude of freedom to explore and achieve self-fulfillment (Mbata, and Kio, 2003). According to Chou & Tai (2002), the pedagogy of Internet-based instruction is quite consistent with the philosophy of constructivism. Specifically, the integration of the constructivist thoughts and Internet-based instruction that has often been applied to science education can also be applied to Social Studies education. The emphasis on developing the skills of inquiry and problem solving as one of the goals of Social Studies recognizes the need to help the students construct their knowledge of ideas. concepts and principles from the exploration of real problem situation or project-based learning. The metacognitive and epistemological activities involved in Internet-based learning environments have been recognized by many including Tai (2004, 2001). For example, reflective thinking and critical judgment are inevitable experiences and behaviors of students when navigating in the Internet environments where a variety of materials and information (some of which are conflicting though) exist concurrently. Besides, Internet-based pedagogy helps the students to look beyond the teacher as the ultimate source of knowledge. Their active involvement makes the instructional process democratic (Freire, 1970, Illich, 1970). Though some Internet-based learning activities and assessment systems have been implemented in most parts of the developed countries (Wallace, 2004; Tsai and Chou 2002, Tsai, Lin & Yuan. 2001), not much work has been done in these areas in the less developed countries including Nigeria. For instance, according to Okebukola (2002), the computer is not part of classroom technology in over 90% of public schools in Nigeria.

According to Taju (2004), Nigerian students and teachers are overwhelmed and excited by the inestimable value of the Internet as a rich source of knowledge especially now that most of them do not have access to standard books. In the views of Abdulahi (2003), only a few of the Universities in Nigeria have well stocked libraries. If universities do not have standard libraries, it would be unimaginable for secondary schools to have such facilities. Of the 200 secondary schools sampled across the country in a survey, 6 had libraries with a few shelves dotted with outdated books and periodicals.

The rest of this article is only available to active members of Questia

Sign up now for a free, 1-day trial and receive full access to:

  • Questia's entire collection
  • Automatic bibliography creation
  • More helpful research tools like notes, citations, and highlights
  • Ad-free environment

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
Loading One moment ...
Project items
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited article

The Impact of Internet-Supported Instruction on Achievement in Social Studies in Nigerian Secondary Schools
Settings

Settings

Typeface
Text size Smaller Larger
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

While we understand printed pages are helpful to our users, this limitation is necessary to help protect our publishers' copyrighted material and prevent its unlawful distribution. We are sorry for any inconvenience.
Full screen

matching results for page

Cited passage

Style
Citations are available only to our active members.
Sign up now to cite pages or passages in MLA, APA and Chicago citation styles.

Cited passage

Welcome to the new Questia Reader

The Questia Reader has been updated to provide you with an even better online reading experience.  It is now 100% Responsive, which means you can read our books and articles on any sized device you wish.  All of your favorite tools like notes, highlights, and citations are still here, but the way you select text has been updated to be easier to use, especially on touchscreen devices.  Here's how:

1. Click or tap the first word you want to select.
2. Click or tap the last word you want to select.

OK, got it!

Thanks for trying Questia!

Please continue trying out our research tools, but please note, full functionality is available only to our active members.

Your work will be lost once you leave this Web page.

For full access in an ad-free environment, sign up now for a FREE, 1-day trial.

Already a member? Log in now.

Are you sure you want to delete this highlight?