CHAPTER ONE
INTRODUCTION
1.1. BACKGROUND OF THE STUDY
Information Technology (IT) has become part of everyday activities and includes the internet, social networking sites, e-mail, the mobile phone, CD-ROM, DVD, handheld personal devices, and an ever-growing array of new technological inventions. ICTs are powerful tools that can increase access to improved and quality education (Ifijeh, Michael Onuoha, Ilogho and Osinulu, 2015). Institutions of learning and development look to ICT to assist in finding ways to improve students’ learning effectively. This is as a result of the elastic effect it exhibits in improvement efforts around the world, especially in the education sector. ICT has changed the way people communicate, learn, and conduct businesses. It can help in tackling development and learning challenges in many ways. These involves helping information and knowledge to travel faster and farther, assisting information and knowledge distribution on a large scale majorly in the education sector, making provision just-in-time information and knowledge for learning, bringing about revolutionary advances in teaching and learning, significantly reducing learning costs, among others. In the education system, ICTs are being deployed with the aim of aiding students’ academic achievements and employability in the long run. Enhanced and contemporary education in developing countries such as Nigeria gives the assurance of reasonable employment for graduates, rising towards a knowledge-based economy, and speedy national growth economically (Olson, Codde, deMaagd, Tarkleson, Sinclair, Yook and Egidio, 2011). However, Nigeria as an African country have been noticed to lag behind other developing countries in educational achievement and other areas of the man power development needed in the knowledge-based and global economy. Secondary schools in Nigeria are underperforming (Olson et al., 2011). As a result, there is need for development methods in the adoption of ICT that would improve the development of the education sector in Nigeria. It has been noted that ICT has played a central role in young people’s rise to prominence on a global scale and has helped them mobilize and collaborate. In addition, youths including those in secondary school levels are rising to the challenge by engineering the use of ICT. While the good news is that young people are using ICT to enhance their development as it is in developed countries, the challenge is to inspire them to use it to change their world positively.
According to Ifijeh et al. (2015) airmed that for majority of students, the invention of ICT like the mobile phones, and other smart devices such as digital readers and the internet has greatly improved interpersonal communication and education. It is necessary to draw attention to the truth that the adoption and ues of ICT among secondary school students has done more harms than good. In Nigeria, some of the undesirable side eects of mobile phone use include “Extra cool”- a term coined for the use of mobile phones in the night around 12.30am because the tari is free or very low; indiscriminate use of phones in public places such as on the highways, in hospitals, while driving, in churches and even in classrooms. These have brought about many problems in the society and even death, mostly when driving while using the phones. Alaba (2011) stated that active steps have been made at inculcating socially acceptable mobile phone etiquette among the youths but to no or little effect. Nigeria as a developing country adopted mobile technology with happiness. But the joy soon began to dissipate due to myriad problems associated with the use of mobile phone by students in schools.
Indiscipline, examination malpractices and mobile bullying (Alaba, 2011) erupted. Srivastava (2005) stated that the innovation of mobile phone in schools have lead to concerns for lack of discipline in the classroom. Ling (2000) also stated that the use of ICT in schools by students is a great disadvantage which can lead to low achievement of the goals and objectives of schools and in extension the Nigerian education sector. Ishii (2011) stated that ICT does more harm to school students than it aids in improving educational aims and objectives with respect to students having them. This has led many governments to seek methods of shielding young people and students from poisonous information gotten through ICT and also cyber bullying. Also, Ishii (2011) stated that youths who use mobile phones are more prone to juvenile delinquency than those who do not. This means that ICT use among students and youths can lead to serious multiple problems in the community and society. The problem of Juvenile delinquency among youths and students has been linked to issues such as family, community, educational and societal problems (Ramirez, 2008). Based on this, Duncan, Hoekstra and Wilcox (2012) opined that ICT gadgets such as mobile phones, laptops, internets, among others may be more likely to steal students attention in a classroom setting, therefore, disrupting the objectives and purpose of education.
Toomey (2013) stated that technology can have a negative effect on students’ focus and learning attitude and so be a risk factor for ICT in the learning environment. Such negative effects on focus include imagining if anyone commented on their Facebook post, or wondering if their friends responded to the text message they sent few minutes ago. According to Brian who claims that lots teens have issues when they try to leave without mobile phones or gadgets. In his study, students had to do away with their phones and electronic media for 24 hours. The outcome showed that students experienced differences in their bodies or emotions that are signals of possible addiction to ICTs. Those involved thought they heard their phone ring or vibrate, even when it wasn’t with them. They had strong cravings to reach for their phone to check missed messages or calls. Also, people were fidgeting and unable to be still, in addition to feeling anxious, worried and lonely- thus, another major problem of ICT is addiction among students, which at the long run may affect their academic performance and achievements.
STUDY OF NEGATIVE INFLUENCE OF INFORMATION TECHNOLOGY ON STUDENT ACADEMIC PERFORMANCE OF SECONDARY SCHOOLS IN JALINGO METROPOLIS
