Olaayan Tede Complete

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CHAPTER ONE

INTRODUCTION

Background to the Study

Technology can be defined as a technical skill or modern ways

or methods of collecting, storing and using information which can

help people to do their work better (Fatokun, 2003). Technology could

be defined as the scientific knowledge used in practical ways in

industry (e.g in designing new machines). Beside technology, science,

the modern discipline embracing the traditional engineering branches,

the agricultural traditional science, the modern discipline relating to

space computer and automation.

From mans earliest emergence, technology has been one of the

four environments within which have lived the other beings.

Technology has changed radically in quality and quantity over the

millennium, for thousands of years, science and technology

constituted distinct traditions. Also technology has been seen as

special branch of human activity in as essential modern phenomenon.

It was used to mean a discussion of the applied art only and gradually

these arts themselves come to be the object of designation when it first

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appeared in English dictionary in the 17th century. (Hamzat et al;

1955)

The impact of modern technology has brought a greats

influence to the lifes of the people and especially the students under

the teaching of new equipments. When modern technology was

invented, some people desired skillfull benefit and their standard of

living also improved, many have second jobs due to the skillful

experience they acquired and it has also given room to people to

establish private jobs.

Statement of the Problem

Besides, the National Policy on Education (NPE, 1998) which

provides that before teaching and learning can take place effectively,

there must be instructional materials to facilitate teaching and

learning. Now one of the hinderances to this is the inadequate

equipments to facilitate teaching and learning of Social Studies.

Because of the problems facing students in handing modern

technology in the teaching and learning of Social Studies, hence the

need to carry out this research.

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Purpose of the Study

The purpose of this research work is to;

examine the implication of modern technology in the teaching and

learning of Social Studies in secondary schools.

determine the basis upon which the modern technology is needed in

the teaching and learning of Social Studies.

examine the impact of modern technology in Social Studies

programme.

determine the effect of non-availability of modern technology on

the teaching and learning of Social Studies.

Research Questions

The following research questions were raised to pilot the study:

1. What are the implications of modern technology on the

teaching and learning of Social Studies in secondary schools?

2. What are the basic modern technology needed in the teaching

and learning of Social Studies?

3. What are the impacts of modern technology on Social Studies

programme?

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4. In what way does non-availability of modern technology affects

the teaching and learning of Social Studies?

Significance of the Study

The findings of this study will be of immense benefit to individual

students, teachers and general masses in particular to know the impact

of modern technology in relation to social studies.

Scope of the Study

The research is limited to the implication of modern

technology on the teaching and learning of Social Studies in the

secondary schools in Atisbo Local Government of Oyo State.

However it was practically impossible to reach all the secondary

schools in the local government area, hence the selection of few

secondary schools in the local government.

Definition of Terms

(i)Technology: This is the acquisition of practical, applied skill and

application of knowledge of practical tasks. It can also

be defined as expert application of scientific

knowledge in problem solving.

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(ii)Computer: Computer is an electronic device which accepts data as

an input, processes the data according to a set of

previously stored instruction called programme stored

and released the results of the processing (i.e.

information) as out put.

(iii)Computer Technology: This is the systematic application of

knowledge of practical tasks in computer to accepts

data, processes it and supplies result under the control

of a stored programme.

(iv)Education: Education is defined as the art of making available to

each generation the organized knowledge of the past.

(v)Learning: Learning is defined as a relatively permanent change in

behaviour as a result of experience.

(vi)Teaching: Teaching is the art of imparting knowledge into the

learner to bring about change in the learners behaviour.

(vii)Internet: The internet is an inter-connection of several computers

of different types belonging to various networks all

over the world.

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CHAPTER TWO

REVIEW OF RELATED LITERATURE

Introduction

Modern technology in Social Studies itself have different

meaning to different people, some people look at modern technology

as Computer, education. Technology is the process of applying

knowledge to make work easier and to make our lives more

comfortable. Technology began when human beings first shaped its

remain at about 10, 000 years ago when forming came about.

Industrial technology began in the late 1700 with the steam engine

and power machinery. Engineers mastered new technology like steel

making, electricity and the manufacturing of motor cars and aero

planes. Therefore technology has given us the power to control the

environment. It has brought faster communication, transportation and

also the teaching and learning in Social Studies.

What isTechnology?

Technology is as old as human being himself and undergone an

improvement for better goods and services needed by man. This

further brings about quantitative yield and services. Technology can

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be seen as an expert application of scientific knowledge in problem

solving. It is a technique or method of doing something expertly.

The concept of technology education has been defined also in

so many ways and this has made it difficult to find a universally

acceptable definition. The Nigeria National Policy on Education

(NPE,1998) looks at technology education as that aspect of education

that leads to the acquisition of practical and applied skill as well as

basic scientific knowledge.

Education Technology as a complex process involving

procedure, ideas, devices and organization for analyzing problem and

devising, implementing, evaluating and managing solution to

problems involved in all aspect of human learning.

Tickson (1970) cited by Abimbade who described educational

technology as a systematic way of designing, carrying out and

evaluating the total process of learning in terms of the achievement of

specific objectives based on research on human resources to bring

about more effective instruction.

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Technology in education is the use of gadget in the process of

teaching. It involves the use of machine with devices that can

transmit, amplify, distribute record and produce stimulus materials.

Technology of education is an approach which emphasizes the

application of behavioral science theory to education which can be

drawn from psychology and other areas of education including arts

and humanities in support of practical arts of instruction.

The continuing technological changed in our environment

should also be applicable to Social Studies. Teachers and students of

Social Studies should not be victims of this development but should

be prepared for every shock the future hold for their physical,

emotional and theoretical wellbeing.

Information Technology Education

The basic skill of reading, writing and computer are as integral

part on the Social Studies and information technology. Computer

literacy and proficiency in the various applications are emphasized.

Development of human relations, interpersonal employability,

economic and entrepreneurial skill are parts of each of the careers

major opportunities to develop and apply leadership, social civic and

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related skilled are provided through future careers. For Social Studies

students integration of the entire programme with appropriate

concepts courses is strongly encouraged.

Positive Effects of Technology Development on Environment

One of the positive effects of technology development on our

environment is that technology foster opportunities to increase

consumers satisfaction and thereby gain a competitive edge over

organization. Hamzat et al; (1998) opined that many exist that were

not in existence a few years ago, such products include computer,

communication satellites, compact disk, adding machine ,calculating

machine, etc these product also foster the teaching and learning of

Social Studies.

Another effect is that of the explosion of information

technology (such as telephone, cellular phone newly introduced GSM)

which has drastically cheeped many traditional business operations

and also made possible new products trading. Besides, it has made

geographical location of business operators largely irrelevant. In the

business system, in the subject of global business community.

Fatokun (2003) opined that technology has made ability of teaching

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over a thousand of students simultaneously yet from a place through

the computer network. And has the potentials to remove inefficiencies

from transaction and improved ways of communication.

Fatokun (2003) further says that technological development

brought about advanced environments which then reinvested in other

ventures. This development in technology resulted into generating

social project which improves literacy, health as well being of the

environment which stimulate further social and economic

development.

Effects of Technological Development

Nwanko (1994) and Sylvan (1995) noted that technological

development has great positive effects on our society nevertheless

there is also the need for us to know that negative effect of

technological development also exists. No wonder that is why

technological development has been called the process of creative

destruction in that new development.

Okwor (2001) describes one limitation of adopting modern

technology to Social Studies as complex. Finally, technology has

brought about general lack of employment as few hands are required

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due to technological sophistication, even the lack of employment

affects this social studies graduates because of their lack of modern

technology.

Benefits of Teaching and Learning with Modern Technology

There is no doubt that modern technology has improved the

global system of communication. Fatokun (2003) listed the following

benefits of teaching and learning modern technology in social studies.

(i) It allows the teachers and the students to have an insight of

learning with the new equipment.

(ii) It allows the teachers and the students to learns how to

communicates with each other through the internet.

(iii) It allows the students to developed their future careers.

(iv) It brings about the students having more research in

studying modern technology.

(v) It allows students to have knowledge of what makes a

computer function.

(vi)It creates employment opportunities for social studies

graduates after their training outside and within technology

industry.

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(vii) Modern technology has the ability of teaching over a

thousand of students simultaneously, yet from a far place

through the computer network.

(viii) It provides various functions that enhance the social,

economic and political development of the citizen.

(ix)It helps in facilitating learning and exchange of educational

materials.

(x) The on-line system helps students to access class notes,

submit assignment and also join a discussion group with other

learners

(xi) It enables business on the internet.

Why Computer in Education

Computers are preferred today in performing several jobs

within a very short period of time. Among other reasons why

computers are preferred today include the ability to perform duties

repetitively and at the same time with accuracy. The word, internet is

the observation for international network of computers. It is also

abbreviated simply as Net If more than two or three people each

have a computer in front of them and their computers were connected

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to telephone lines, then we have a network of computer in which we

can contact each other to obtain information on just a talk.

Fatokun and Akande (1998) offered the following definition on

internet as the networking of the various computers scattered all over

the world through either leased telephone lines or dial up access.

Internet can also be defined as a local or an international entity

allowing interaction among users separated by an office or an oceans

and facilitating free, exchange of information between one computer

user and many others. Internet can be defined as vast information,

super-highway, enabling computer of all kinds to communicate

directly as if they are part of the grant global computer machines.

Internet is not a service rather a global network of computers that are

able to communicate with each other via common language. It is a fast

growing means of information technology all over the world.

Computer Manage Instruction (CMI)

The need for computer managed instruction (CMI) system of

learning also requires information skill and concept in traditional

ways. The computer can be used for testing, recording and

synthesizing performance record for each learner. In primitive CMI

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system, the computer-generated information is used by teachers to

make individual diagnosis and prescription for learners. In advanced

system, the learner uses the computer and received his or her own

diagnostics and prescription information and many more.

Computer Assisted Instruction (CAI)

This refers to diverse and rapidly expanding spectrum of

computer technologies that assist in the teaching and learning process.

CAI is also known as computer aided instruction. When most of

educators speak of CAI they envision a tutorial application involving

both the learner and the stored program in the computer. The Socratic

model of one teacher and one learner has generally been followed.

The curriculum is offered in such a way that the student is expected to

teach the objective of instruction at the computer terminal without the

study example of CAI application included.

1. Guided drill and practice exercises

2. Computer visualization of complex objects.

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Types of Internet

Dial Up Access

A home computer user will generate a dial up access to connect

to the internet. If you have a dial up access, you have to use a modern

to connect a computer to the internet, Whenever you want to connect

to the internet dial the local number of ISP and the DOT connect you

to the internet, you can have two kinds of connections with ISP; serial

line internet protocol(SLIP) and point preferred.

Dicated Access

Organizations or universities where a large number of users

need to access the internet at the same time for 24hours in a day

require a dicated access to the internet. An institution can connect to

the internet by connecting its DOT through a leased telephone line to

a regional network that connects to the ISP. Once the connection has

been made every computer in the internet is available all the time.

Using Internet for Teaching and Learning.

In order to ensure optimum use of the internet as well as

improve the teaching and learning of Social Studies through the

internet, Fatokun & Akande (1998) gives the following suggestion:

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(i) There should be proper application of information

technology to every aspect of teaching and learning of Social

Studies.

(ii) The teacher should be given good training in the

application of education technology to the teaching and

learning situation of Social Studies. This can be done through

frequent workshops and seminars.

(iii) Institutions at all levels should be equipped with the

internets. This is possible in Nigeria if the government could be

of assistance.

(iv) Computer Assisted instruction (CAI) should be

encouraged and used by teachers.

(v) The government should subsidize the price of

computer and internet connections to enhance reduction of the

cost of connections to the internet and enable students/teachers

and the citizen in general have access to the input devices.

(vi) There is urgent need to review the curriculum of

Social Studies in Nigeria to make provision for emerging

knowledge and technologies.

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Sources of Funding Social Studies Programme in Nigeria

Because of the capital intensive nature of Social Studies

Programme there is very little private participation in the affairs of

education in Nigeria particularly at the tertiary education levels where

there is the need for the government as the sole proprietor of

education institutions to inject more fund into implementing this

programme. Recent happenings in the country such as population

explosion, the increasing demand for admission placements, incessant

strikes by teachers of our schools demanded for improved facilities

and equipment.

Salaries and welfare packages have made government become

over burdened, considering the numbers of such schools in Nigeria.

Source of funding secondary schools education in Nigeria are mainly

from budgetary allocations, consolidated funds, education tax and the

academic charges per-student which cannot meet the basic need of the

schools compared to what is obtained in the other parts of the world,

as a result of the increasing demand for access to secondary education

due to population explosion, and the need for rehabilitation,

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restoration and consolidation of secondary education. Some of the

sources already considered by the Commission report must be

compelled to broaden their income generation that could make them

self-sustaining to a reasonable degree and this will lessen the burden

on government for basic requirement of such programme.

Conclusion

The research can therefore be concluded that the lack of funds,

lack of textbooks and time, lack of specialized teachers are some of

the problems facing modern technology in the teaching and learning

of Social Studies. And to be more skillful, modern technology should

be taught in all secondary schools and tertiary institutions.

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CHAPTER THREE

RESEARCH METHODOLOGY

This chapter discusses the method and procedure of enquires

used in this study. It also gives a description of research design,

population of the study, sample and sampling techniques, research

instrument, validity and reliability of instrument, data collection and

method of data analysis.

Research Design

The design of the study is descriptive survey, and this is

because it involves the process of obtaining information from various

groups of persons through questionnaire. The researchers, by using

this research design, collected detailed and factual information from

the various concerned groups on the implication of modern

technology on the teaching and learning of Social Studies.

Population of the Study

The population of the study consisted of four hundred (400)

students of the selected four schools in Atisbo Local Government

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Secondary Schools, Oyo State. The students were selected with both

sexes proportionately represented.

Sample and Sampling Technique

A random sampling technique was used to select one hundred

and twenty (120) participants from the four(4) junior secondary

schools for this research work.

Research Instrument

The research instrument used for collection of data was

questionnaire; the questionnaire was designed and administered by the

researcher which facilitated easy response to some questions by the

students. The questionnaire was in form of a statement for the

respondents to select the most acceptable option.

SA= Strongly Agree

A= Agree

D= Disagree

SD= Strongly Disagree.

The point gives was used to calculate the response of the

respondents which enable the researcher to get the most appropriate

analysis of the respondents.

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Validity and Reliability of the Instrument

The validity and reliability of the instrument was established

with thorough study and analysis to ensure that the questions drawn

contain the necessary information. Also the reliability of the

instrument was established through test-retest method.

Method of Data Collection

Administration of questionnaire for data collection was carried

out by the researcher. The researcher collected data for this study from

the students in the schools under study. The questionnaire was

administrated personally and was adopted because it gives better

information from the respondents.

Method of Data Analysis

The researcher made use of simple percentage in analyzing the

data collected. The choice of this method is based on its simplicity

because it does not involve any complex mathematical or statistical

calculations. From the percentage system, one easily knows the items

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that have the highest respondents in relation to other multiple choice

answers provided.

CHAPTER FOUR

ANALYSIS OF DATA AND DISCUSSION OF FINDINGS

The analysis of the data collected and the results are presented

in this chapter. It focuses on the analysis and the interpretation of the

data collected from the questionnaire. The total number of

questionnaires distributed and collected were 120 questionnaires

which were filled appropriately. The responses are presented and

analyzed in simple percentage.

Table 1:Sex Distribution of the Respondents

SEX NO OF RESPONDENTS PERCENTAGES (%)

Male 62 51.7

Female 58 48.3

Total 120 100.0

Table 1 shows the distribution by sex of respondents that

responded to the items in the questionnaire. Male respondents are 62

(51.7%) and Female 58 (48.3%)respondents. This shows that male

respondents are more than the female respondents.

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Table 2: Distribution of Respondents by Age

AGE NO OF RESPONDENTS PERCENTAGES (%)Below 12 18 15

12-15 73 60.8

16-20 29 24.2

Total 120 100.0

Table 2 shows that age 12-15 have the highest percentage

followed by age 16-20 (24.2%).

SECTION B

Table 3: Implication of modern technology on teaching and learning

of Social Studies in Secondary Schools.

S/N STATEMENTS SA A D SD TOTAL

1. Computer technology should be

used in teaching and learningsocial studies.

64

(53.3%)

55

(45.8%)

1

(0.8%)

120

(100%)

2. Computer technology had

performed greater roles in

teaching and learning social

studies.

39

(32.5%)

80

(66.7%)

1

(0.8%)

120

(100%)

3

.3.

Social studies can be properly

taught in a more applicable

form through the use of modern

technology

47

(39.5%)

62

(51.7%)

4

(9.2%)

120

(100%)

4 It is necessary for social studiesstudent to be computer literates

61

(50.8%)

58

(47.2%)

1

(0.8%)

120

(100%)

5

.5.

The utilization of modern

technology for teaching and

learning of social studies will

equip every learners and

business educators with right

skills to face any future

53

(44.2%)

61

(50.8%)

6

(5%)

120

(100%)

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challenge.

Table 3 clearly shows that 99.2% (1.19) of the respondents

strongly agreed and agreed that computer technology should be used

in teaching and learning social studies wile 0.8% (1) of the

respondents disagreed. 119 (99.2%) of the respondent agreed that

computer technology had performed greater roles in the teaching and

learning social studies while 1 (0.8%) disagreed 109 (90.8%)

respondent agreed that social studies can be properly taught in a more

applicable farm through the use of modern technology while 11

(9.2%) disagreed with the statement 119 (99.2%) agreed that it is

necessary for social studies students to be computer literates while 1

(0.8%) respondent disagree. 11th (95%) of the respondents agreed that

the utilization of modern technology for teaching and learning social

studies will equip every learners with the right skills to face future

challenges while 6 (5%) disagreed. Therefore, it implies that modern

technology could be used to affect the teaching and learning of social

studies positively.

Table 4:

S/N STATEMENT SA A D SD TOTAL

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1

.6.

Computer technology

should be used in

teaching and learning

social studies.

64 (53.3%) 55

(45.8%)

1

(0.8%)

120 (100%)

2

.7.

Computer technology

had performed

greater roles in

teaching and learning

social studies.

39 (32.5%) 80

(66.7%)

1

(0.8%)

120

(100%)

3

8..

Social studies can be

properly taught in a

more application

form through the use

of modern

technology

47 (39.2%) 62

(51.7%)

11

(9.2%)

120

(100%)

4

.9.

It is necessary forsocial studies student

to be computer

literates

61 (50.8%) 58

(47.2%)

1

(0.8%)

120

(100%)

5

.10.

The utilization of

modern technology

for teaching and

learning of social

studies will equip

every learners and

social studies withright skills to face

any future challenge.

53 (44.2%) 61

(50.8%)

6

(5%)

120

(100%)

Table 4 shows or implies that modern technology has positive effect

on the teaching and learning of Social Studies.

Table 5: The need for modern technology in the teaching and learning

social studies.

S/N STATEMENTS SA A D SD TOTA

L

11. The use of modern

technology assisted

by instruction in

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teaching of social

studies should be

made compulsory

in our school

38 (31.7%) 71 (59.2%) 10 (8.3%) 1 (0.8%) 120

(100%)

2

12..

The use of modern

technology for

teaching and

learning of social

studies will

contributed

positively into the

development of

our economy in the

future.

63

(52.5%)

53

(44.2%)

4

(3.3%)

120

(100%)

3

13.

The use of modern

technology asteaching aids

provided pleasant

and enjoyable

teaching

experience.

61 (50%) 58

(48.3%)

1 (0.8%) 120

(100%)

4

.14.

All social studies

teachers are

expected to have

skills for teaching

and learningmodern technology

in social studies.

57

(47.5%)

57

(47.5%)

4

(3.3%)

2 (1.7%) 120

(100%)

5

15..

The lecturers in

social studies

department possess

necessary general

qualification.

16

(13.3%)

66

(55%)

32

(26%)

6 (5%) 120

(100%)

Table 5 reveals that 109 (90.9%) of the respondents agreed with

the first statement while 11 (9.1%) disagreed with the statement. U

9(99.1%) agreed with the second statement while 1 (08%) of the

respondents agreed with the third statement while 4 (3.3%) disagreed

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with the respondents agreed with the fourth statement in the table

while 6 (5%) of the respondents disagreed with the statement 82

(68.3%) agreed with the fifth statement in the table while 38 (31.7%)

of the respondents disagreed with the statements.

Therefore there is need for modern technology in the teaching and

learning of social studies.

Table 6: The impact of modern Technology to Social Studies

Programme.

N/S STATEMENTS SA A D SD TOTAL

16. The lecturers in

social studies have

good knowledge of

teaching and

learning modern

technology

20 (16.7%) 64 (53.3%) 32 (26.7%) 4 (3.3%)120

(100%)

2

17..

All social studieslecturers are

expected to have

skill for teaching

and learning

modern technology

in business

education.

47

(39.2%)

69

(57.5%)

4

(3.3%)

120

(100%)

3

18.

Modern

technology

utilization hasmany positive

effect on the

teaching and

learning process of

social studies4

19..

The use of modern

technology for

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teaching and

learning social

studies should be

made compulsory

in our secondary

schools.5

20.

The application of

modern technology

will be of

paramount

importance for

empowering the

young school

leavers employed.

Table 6 indicates the following 84 (70%)of the respondents

agreed with the first statement in the tab le while 36 (30%) disagreed

with the statement 115 (5.8%)of the respondents agreed with the

statement (2)in the table while 5(4.2%)of the respondent disagreed

with the statement 116(96.7%) of the respondents agreed with

statement (3)in the to the while 4(3.3%)of the respondents disagreed

with the statement 104(86.6%)of the respondents agreed with

statement (4)in the table while 16(13.4%)of the respondents disagreed

with the statement. Therefore there is positive impact of modern

technology to social studies programme.

Table 7: Effect of Non-Availability of Modern Technology on the

Teaching and Learning of Social Studies.

S/N STATEMENTS SA A D SD TOTAL

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21. Poor attitude of

students towards

modern technology

has made teaching

and learning in

effective and

inefficient.

39

(32.5%)

77

(64.2%)

3

(2.5%)

1 (0.8%) 120

(100%)

22. The students are

anger to make use

of modern

technology in their

training process.

34

(28.3%)

75

(62.56%)

10

(8.3%)

1

(0.8%)

120

(100%)

23. The teachers in

social studies have

good. The

application ofmodern technology

makes teaching and

learning very

interesting.

30

(25%)

69

(57.5%)

19

(15.8%)

2

(1.7%)

120 (100%)

24. Social studies

teachers without

modern technology

are irrational in

teaching and

learning socialstudies.

29

(24.2%)

69

(57.5%)

1

(0.8%)

120 (100%)

25. The introduction of

modern technology

will better the life

of our incoming

generation the

nearest.

42

(35.0%)

77

(64.2%)

1

(0.8%)

120 (100%)

Table 7 shows that 116 (96.7%) of the respondents agreed with

statement (1)in the table while 4(3.3%)of the respondents agreed with

the statement (20 in the table while 4(9.1%0of the respondents

disagreed. 99 (82.56%)of the respondents agreed with statement (30in

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the table while 21 (17.5%)of the respondents disagreed 98(81.7%0of

the table while 21(17.5%0of the respondents disagreed 98(81.7%)of

the respondents agreed with statement (40)in the table while

22(18.4%)of the respondents agreed disagreed 119(99.2%)of the

respondents agreed with statement (5)in the above table while

1(0.8%)Strongly disagreed with the statement. Therefore, this implies

that there is much effect of non-availability of modern technology on

the teaching and learning of social studies.

CHAPTER FIVE

SUMMARY, CONCLUSION AND RECOMMEDATIONS

Summary of Findings

This research work examined the implication of modern

technology on the teaching and learning of social studies in selected

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junior secondary schools in Atisbo Local Government in Oyo State.

The study was carried out to accomplish the following objectives.

To find out how interested are students in learning of modern

technology.

To find out the importance of modern technology on the teaching

and learning of social studies.

To find out how effective are the social studies teachers in the use of

modern technology to teach social studies in their schools.

To find out the problem affecting the teaching and learning of social

studies with modern technology

The findings of the study can then be summarized as follows;

Modern technology is very important in the teaching and learning

social studies.

Students are interested in learning modern technology.

The teachers in social studies do not have knowledge of teaching

and learning modern technology.

Lack of qualified personnel

Lack of equipment and facilities

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Inadequate funding of modern technology in teaching Social

Studies.

Conclusion

In conclusion modern technology foster the teaching and

learning of social studies courses provided that modern technology

equipment are available and probably each student can have access to

at least one stable computer to work on and manipulate it at any given

time. This will undoubtedly bring positive effects to the teaching and

learning of social studies in all our secondary schools.

However qualified teachers should be appointed and in

subsequent time they should be given privilege of training because the

world is getting acquitted to new idea on daily basis. Therefore the

teachers should be given such opportunities to foster the teaching and

learning of social studies.

Recommendations

The following recommendations were made to address the

problems highlighted earlier.

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The federal government should assist the schools in supplying

equipment in teaching and learning social studies to improve the

performance of students.

The school authority should as much as possible try to give

proper maintenance to the few ones supplied by the government to

avoid breakdown of these equipments.

More emphasis should be made on technology in education

by equip their laboratory with modern equipment.

The information technology teachers should be encouraged to

attend seminars, workshops and in-service training so as to be

acquitted with more knowledge and new development in information

technology.

Students in social studies classes should be made to attend and

participate in training in information technology apart from making

the course as compulsory subjects in the curriculum.

REFERENCES

Fatokun, A.O. (2003). Principles and practice of Educational

Technology. International Publishers Limited.

Fatokun,A.O. & Akande, E.S. (1998). Enhancing Institutional

effectiveness through support services. The case of Library in

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Nigeria Primary Schools. J.E.A publication of school of

Education TASCE.

Federal Republic of Nigeria(1998) National Policy on Education

(Revised)Lagos, Federal Government Press.

Hamzat, O.A. et al. (1998). The challenges of Quality PublicEducation in the 21stCentury.

Nwako, E.O. & Sylvan, G.V.(1994). Effect of Instructional media on

the learning of computer in JSS.African Journal of Educational

Research. Ibadan. Department of Teacher Education.

Okwor, V.O (2001). Big Media, Little Media Tools and Techniques

for Instructions. London. Sage Publication.

Tickson, S.O. (1970). Promoting Effective and Efficiency

Teaching Learning Process in Secondary Schools System.

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