Information and communication technology (ICT) support systems for teaching and learning physics in selected secondary schools in ELEME local government area

The present work examined the application of information and communication technology (ICT) support systems for teaching and learning physics in selected secondary schools in Eleme local government area of Nigeria. It applied descriptive survey method, oral interview and observation techniques to study the level of available ICT infrastructure, the qualifications and skills of Physics teachers, experience of students, ability to use ICT facilities for teaching and learning, benefits of use of ICT in such education system and perceived hindrances to its applications. Selected six schools each were randomly studied from the public and private secondary group of schools whilst the student population of students was 120. Standard questionnaire was designed, tested and distributed to both staff and students of the chosen institutions. The data collated were analyzed using statistical frequency counts, percentage grading scores and t-test. The results confirmed that some information communication and technology facilities were available in some secondary schools in the study area. For example, Onne Secondary School, Onne (Public) and Ranjennys’ High School, Ogale (private) have a good number ICT infrastructure but the drive for its application is lacking due to some serious hindrances. It was also observed that lack of skilled and computer literate teachers cum technical staff affected the uses of the available ICT resource facility. This created low interest and morale for the students thereby making applications of ICT difficult. Besides it was revealed that the average success of learners (students) in external public examinations where ICT-applied examinations are emphasized was about 51.5%. Thus the desires and interest in computerized examinations is rated as low as 38%. Additionally, most students interviewed stated that regular teachings with ICT resources were completely absent. Hence the students could not really derive modern benefits of ICT conducted examinations and learning.