CHAPTER ONE

INTRODUCTION

1.1 Background of the Study

Information and technology has a major role to play in forming the new worldwide economy to deliver fast changes in the society. Within the previous decade, ICT has advanced and changed at such a speed, that developing countries have not been able to catch up with the revolution and have been left behind and thus lag in their communication with the developed countries. ICT acts as the foundation stone of the contemporary world; thus, understanding this technology and its fundamental concepts is considered as part of the core of education (UNESCO, 2002). Technology has the potential to renovate the ways of instruction, where and how learning occurs and the roles of students and educators in the instructional process (UNESCO, 2002a). ICT is transforming procedures of instructional process by contributing components of strength to learning situations involving virtual environment. It is an effective and influential instrument for providing educational opportunities; thus, it is difficult to envision future learning situations that are not bolstered by information and communication technology.

Educational institutions may utilize ICT to enrich the students with skills and knowledge for the 21^st century (Andoh, 2012), such that it can add to worldwide accessibility to education, educational equality, broadcasting of quality teaching learning programs, educators’ professional growth and to help in obtaining a more effective educational management. Hence, accessibility, inclusion and standard being the key issues of education, can be comfortably addressed through ICT. ICT improves the standard of education by encouraging learning through ongoing discussion, delayed time discussion, directed instruction, self-learning, critical thinking, data seeking and analysis (Yuen, Law & Wong, 2003). Utilization of ICT can enhance outcomes, instruction, administration and create important abilities in the underprivileged groups (Sharma, 2003), and at the same time influence educational instruction and research process (Yusuf, 2005).

In classroom teaching and learning process, the use of ICT is imperative as it gives chance to the instructors and learners to operate, store, control and retrieve data other than to promote selfregulated and active learning (Ali, Haolader & Muhammad, 2013). ICT-based learning includes an expanded propensity towards collaborative learning among learners and instructors, not just in a specific classroom. This kind of collaboration is in contrast to the conventional learning environment, for example, distance learning inspires educators and learners to engage in learning even after school time (Ali, Haolader & Muhammad, 2013). The system helps instructors to plan and prepare lessons and design materials such as course content (Ali, Haolader & Muhammad, 2013).The rapid development of this system has prompted a revolution in learning as new technological advancement in education has involved the re-examination of new techniques and instruments in instructional process.

Computers and the Internet have been touted as potentially capable means to  empower the users for educational changes and improvement, by utilizing various information and resources and reviewing information from different points of view; hence, cultivating the authenticity and actuality of learning situations (Tinio, 2003). ICT helps to make complicated things simple to comprehend by simulations that once more add to real learning situations. Hence, ICT may act as a facilitator of dynamic learning and higher order thinking (Alexander, 1999).

To enhance the academic performance of students, there is a need to turn from conventional teaching methods to modern teaching methods. Computer Assisted Instruction (CAI) is space and time independent making it convenient for students to go through the program either at home or on a school computer. This encourages interactivity, which individualizes content for each learner based on their needs and it provides formative feedback to multiple choice questions. CAI enhances learning rate where the learners are able to learn more materials given the same amount of time as compared to conventionally taught learners. Moreover, students receiving instructions through ICT retain learning better (Cotton, 2001). The issue of low achievement among the learners has been tormenting the instructive framework right from the elementary classes to university level. This issue wastes human potential and facilities for education. The findings of the study will confirm the effectiveness of ICTs in teaching of chemistry and also predict that ICT based instruction is better than conventional teaching approach.

The main purpose for the introduction of ICTs in schools is to create highly skilled and educated students (learners).Farrant (1980) states that educational technology is increasingly recognized as an essential part of the teaching profession and therefore now finds its place in the curriculum of most teacher training courses. Due to this, it is important to provide ICT tools like the internet, computer, and network hard and software’s and also other equipment’s and services associated with these technologies in order to go similar with globalization.

1.2       Statement of the Problem

Technology has brought a lot of changes in the secretarial professions which are striving towards acquiring automated business system not only to enhance the efficiency of the office but also to modernise their office. This situation calls for acquisition of additional skills by secretaries in order to meet up with new trends following government’s declaration of an emergent Cameroon (Vision 2035) which is championed by technological improvement (Girault, 2014). Kelles-Viitanen (2003) who referring to developing countries in general, commented that ICT plays a major role in all aspects of national life: in politics, in economic life, as well as in social and cultural development. She further argued that ICT is rapidly transforming the way people do business, access information and services, communicate with each other and even entertain themselves. The UN ECOSOC Ministerial Declaration (2000) provided special attention to the application of ICT for development, for which urgent and concerted actions at the national, regional and international levels have been suggested. A Microsoft Corporation (2007) report on its ICT initiatives in Africa acknowledged that technology alone does not drive development but enables it. In the report, while noting that 300 million Africans live on less than $1 per day.

Following the introduction of online registration at The University of Bamenda and the recent introduction of “Mobile Money” by MTN and ORANGE network communication companies in Cameroon in general and its implementation into the university of Buea in particular, it is discovered that most of the students were computer illiterate as they could not go through the registration process and the payment of registration fees. It is observed that the various secondary schools these students attended especially in the Buea municipality had no ICTs devices like computer, internet, televisions, radios that could introduce their studies to important learning skills, therefore causing students not to be versed in the use of these devices. This study is therefore aimed at investigating the use of ICTs and their effects on students’ academic performance.

Despite several studies carried out on the influence of ICT competences on students’ academic performance, most students’ academic performance are still below acceptable standard. It therefore means that the root causes of the problem has not been found. It is on the bases of above problem that this study, “The Influence of ICT on students’ academic performance” is carried out to identify the root causes of poor students’ academic performance in UBa with the intension to provide final solution to the problem. To achieve the above, some questions will be asked. 

1.3 Research Questions

To guide the study, the following research questions were asked

1.3.1 Main Research Question

What is the influence of ICT competences on students’ academic performance in UBa?

1.3.2 Specific Research Questions

• To what extent does an equipment operation competence influence students’ academic performance in UBa?

• Is there any influence of software utility Competence on students’ academic performance in UBa?
• Does telecommunication competence influence students’ academic performance in UBa?

1.4 Objectives of the Study

The following research objectives guided the study;

1.4.1 Main Objective

The study seeks to evaluate the influence of Information and Communication Technology competences on students’ academic performance in UBa.

1.4.2 Specific Objectives

Specifically, the study aimed to:

• Analyse the extent to which equipment operation competence influences students’ academic performance in UBa.

• Assess the extent to which software utility competence influence students’ academic performance in UBa.
• Evaluate the extent to which telecommunication competence influences students’ academic performance in UBa.