university of nigeria nigerian learning environment a... · for effective teaching, learning and...

University of Nigeria Virtual Library

Serial No

Author 1 EZE, Uche N.

Author 2

Author 3

Title

The Nigerian Learning Environment: A

Hindrance to the Introduction of the New Information Technologies in

Schools

Keywords

Description

The Nigerian Learning Environment: A

Hindrance to the Introduction of the New Information Technologies in

Schools

Category Education

Publisher

Magnet Business Enterprises

Publication Date

March, 2002

Signature

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with Power. Toronto: Institute of Education. Downton, A.C. (1984 Computers and Micro Processors. England Van Nostrand

Reinhold Co. Ltd. Hutchinson, T. and A. Waters 11987) English for Specific Purposes. Cambridge:

Cambridge University Press. Hutchinson, T. and A. Waters (1988) "ESP at the Cross Roads", Episodes in ESP. J .

Wales (ed.), Hertfordshire: Prentice Hall. Jensen, A. et. id. (1972) Applied Engirwering Mechmics. Toronto: MacGraw-Hill Ltd. Julian, J , and W. Kornblum (1991) Social Problems. New Jersey: Prentice Hall

Englewood Cliffs. Koncz, K. (2000) "Transitional Period and Labour Market Characteristics in

Hungary" ibhkiilg thc Trmsition Work/or Women il: Europe and Cerlfrd Asin. bl. Lazreg (ed.) World Bank Discussion Paper No. 411 Washington, D.C. World Bank.

Momsen, J.H. (1991) Women n11d Dezoriopment in fhe Tkird'World. London and New York: Routledge.

Ngonebu, C.L. (2000) Syntactico-cohesive Strategies in h e Expository Writing of Freslunen ~ n ~ i n e e r i n ~ Students of the University of Nigeria: A Deficiency Analysis. Ph.D. Thesis, University of Nigeria.

Ngonebu, C.L. (2001) "The Linguistic Implication of the Access of Women to Science and Technology Courses in Nigerian Universities". A Paper Presented at the Inauguration Conference of National Association of Women Academics (NAWACS) UNN Chapter 11-14 November.

Ngonebu, C.L. (2002) "Thestructure of English inScienceandTechnology: AStudy of the Discourse Features in Expository Writing of Engineering Students", Concepts o n ~ i issues ill Langunye .5tudies, E.J.'Otaghruagu and P. Anyanwu (eds.) Owerri: Springfield Publishers Ltd.

OECD (1980) OECD OBSERVER, 104, May. Ohiri-Aniche, C. (199;) "Gender Issues in Education" The State ofEducntion in Nigeria.

UNESCO 52-69. Strevens, P. (1979) in Okunnuga, C.B.A. "English for Science and Technology", The

T m l l i n ~ of English Studies E. Ubahakwe (ed.) Ibadan: Ibadan University Press. Swales, J. (1988) Episodes in ESP. Hertfordshire:.Prentice Hall. Wilson, J. (1986) "General Principles", ESP for the Lltlivtr~ihj. ELT Documents 123 --

D. Harper (ed.) Oxford: Pergamon Press and-the British Council. Zavadskaya, L.N. (2000) "Gender Paradoxes of the Transition Period", Making the

Trrrnsition Work for Women in Europe and Central &in M. Lazreg (ed.) World, Bank Discussion Paper No. 411 Washington, C.C: World Bank.

INTERNATIONAL JOURNAL OF ARTS AND TECHNOLOGY EDUCATION

THE NIGERIAN LEARNING ENVIRONMENT: A HINDRANCE TO THE INTRODUCTION OF THE

NEW INFORMATION TECHNOLOGIES IN SCHOOLS

by ' Uche N. Eze, (Ph.D)

Department of Edzmt iond Foundntions, Llniversity of Nigeria Nsukkn.

ABSTRACT C~ri~mrtly , the world is experiencingn sitrtation in which devices and systrnrs based on micro-electrortics and related technologies are guiding lrzinran lve. Tlris i s particrllarly trrle in the use of the latest iilfoniiation technologies. Such technologies as the comprtters, video- disc, and satellite colnrnrrnication systems have irzfhenced n ~ o s t societies in all dmeiopnrental aspects - social, ecorronric, politicai and particrrlarl~ edrmztioir. In corwti-ies zvlrere these technologies are applied to drrcntion, thaj are a h d y provoking c/rairges in the inetlrods andstyles tl1rorc311 wl~ich edi~cntionnlobjectives are renli=ed. However, their npplicnbility zuot~ld depend nrninli orz the existence of a srrppoi-tive leanrirrg environment. The plrysicnl rrrvironnzent of lenrning as it exists t o d q ill nlos t pr~blic Nigeiiarr sclrools - tertiary, secoirdnry and prirnnry - caimot be said to be adeqrlnte t o srfyport tlre irrtegratioir of the new tecl~irologies into olrr sc l~ool systeln. Inlproving the f~rnding of edr~cation and the jtldicio~is rise of tlrefirizd in providingfor coizdrlcive and supportive learning errviro~znre~rt slrorild be a s tart ing point i n the desire t o introdrice the n e w infoima tion tecirnologies i n sclrools.

INTRODUCTION The world is experiencing fast changes in t e c h i ~ o ~ o ~ i c a l

development. Particularly, impressive is the development in information teclu~ology, whi& has resulted in a systematic ui~ification of the world into one small global village. The present world order is wih1essing a pervasive influence of the new information technologies in all developmental aspects - social, economic, political and particularly educational. sue11 information teclmoIogies as the computers, video

-disc, and satellite communi-cation systems are today becoming the teachers companion especially in the developed nations of the world.

46 Uche N. Eze - . - . -

- - In fact, theavailability of ~ h ~ e information technologies is provoking . . .. . changes in the methods and styles thiough which educational objectives

are realized. This is as a result of increasing understanding of the roles of the new information technologies in general ihformation handling and in making teaching and learning more effective. As Thompson (1987) noted, the introduction of new information technologies in education was a direct consequence of their effectiveness in communication of information and the opportunities they create for greater variety and flexibility in learning and teaching methods. These technologies applied to education create opportunities for individualised and independent forms of study and at the same time ensure the effectiveness of group learning procedure. The enhanced opportunities in teaching-learning process are made possible by the high interactive capabilities of the new information teclu~ologies which result from a combination of development in telecomrnuni-cation, video and computer ( ~ h o m ~ s o n , 1987). With the new electropic information and communication system, new opportu-nities for information presentation, storage of large amount of data, logicai and speedy retrieval which are requisite conditions for effective learning are created.

The computer has been particularly hailed for its usefulness in monitoring students' attendance in school, grading and recording of information, thus reducing the information processing task of the teacher. Taylor cited in OECD (1989) identified ways in which computer could be useful in school: ( i ) Computer as a tutor which heips students in exercises, simulation

and model building, problein-solving and educational games. ( i i ) C o n ~ p u t e ~ as a tool which I i e l ~ s in information storage; retrieval,

wold p ~ , o c c s i ~ i ~ and application p ~ . o y ~ ~ i i ~ n i ~ s . Bork cited in M '~ i c t and SEKCII (19Si) noted t h ~ t interactivity and

individualization arc. tile main adv,~ntngcs of computer in education. Hc emphn.;izcd t h ~ t tlic acti1.e involvc~rnent of tlnc Iecllmers in the learning activities and the adaptatic-~n of the instructional activities to the Ienrners' levels and needs are \.pry essential for the realisation of educational objectives. The abilitv ot counputer to deselop in the learners the spirit of scientific inquiry, critical and reflective thinking has been considered by educations! researchers as its major strength. These are qualities req~rired of every learner to meet the adjustment neecis of the scientific environment jn which we find ourselves.


THE NIGERIAN LEARNING ENVIRONMENT 47 *

However, tlw nieaningfulness of the new educational teclmologies would ifgpend mainly on the existence of a supportive learning environment (Cliaren, 1980). The big question is, to what extent can the existing learning environment in the Nigerian scl~ools support the introduction of the new educational teclinologies? The Nigerian learning en~ironinent - physical and psycl~ological has been adjudged poor in relation to the standard requirement necessary for the effective utilization of the new information technologies being introduced into the nation's educational system at a11 levels. The introduction of these new information technologies and their application to the actual teachinglearning process in the Nigerian scliools deserve priority attention to facilitate the production of individuals who will adjust well in the present tecl~nolo~ical age. Thus, creating an environment for learning in the Nigerian schools that will be appropriate for- the introduction and utilization of the new information technologies in the teacl~ing-learning process is an imperative if the nation must face the educational challenges of the 21st century.

THE PHYSICAL ENVIRONMENT OF LEARNING IN NIGERIAN SCHOOLS

The physical er iv i ronn~ent of learning comprises all those equipnieiit, materials, furniture, learning space and such sensory elements a s lighting, colour, sound that make up the place where learners learn. Studies indicate ;1 relationship between the physical environment of learning and the amount of learning that can take place. I t has been observed h t when the plivsical environn~ent of learning is rich and designed to suit the kind of learning activities taking place within it, learning tends to proceed in a verv smooth manner with less stress and frustl-ation inducing factors (!en kin, 1979; hlcvey, 1989). A <ood ph\!sicc?l environment of learning shon Id integrate the a m tomical, ~~liysiological and psycl~olocjcal considel.atio11s of the learner (Allen, i 977) a n d providc opportunity for multiselliol-\ learning a n d positive -,ocial interactions. As Mcvey (1989:124) \,ointed out, a i.ic11 and

L onducive physical environment of learning should "proniote sensory ,.omfort and high auditory and visual acuity, and its dimension and ~diysical layout should acconirnodate scheduled activities, allow for i~eople's scnse of personal space, a n d promote desirable patterns of mcial interaction and conlmunication".


48 . Uche N. Eze :.. -. The-purpose which a particular learning environment serves

-- - . .: depeilds-on. the-design and the-facilities available. As Freitag (1980) observed, a rich and flexible learning environment offers wide opportunities for the introduction of the modern tec1~nologies used in education. What is the present state of the physical environment of learning in the Nigerian Bcli.ools? How rich and flexible are the environment to accommodate the new educational teclinologies of our time? During the military era, t l~e social service sectors including the educational sector collapsed to the extent that the govemnent required a special fund to reverse the situation. Because of the problems inherent in the Nigerian system, the Petroleum Trust Fund (PTF), a federal government establishment that has as part of its mandate the rehabilitation and provision of basic facilities to public educational institutions - did not do much to meet the expectations. The sorry state of the nation's primary education also led to the establisl~ment of the National Primary Education Commission (NPEC) and the State Primary Education Boards (SPEB). Evidence on ground shows that these Commission and Boards have not done much to create physical environment conducive for learning in most of the Nigerian primary schools. This level of education still lacks the basic requirements for a good learning environn~e!~t. The situation is even worse at tlie secondary school level which is co~-itrolled by state governments. The university teachers on their part have severally embarked on fruitless strike actions demanding for the rehabilitation of dilapidated structures and the erection of new ones to accommodate tlie increasing student population; and the provision of equipment and materials necessary for effective teaching, learning and research. In fact, the Nigerian learning environment as it exists today, especially at the primary and ~ ~ ~ ~ c r ~ c l a r y school levels cannot be considered adequate for the introduction and use of the new information technologies.

Any keen observer .*:auld have noticed the nature of the physical structure and facilities in rnost of our primary and secondary schools especially in the rural areas. Many schools do not have adequate buildings to acconunodate the ever increasing student population. The available clncsroom spaces are few in comparison to the number of students/pu~iIs ei~rolled in such scl~ools. This results in congestion in the classroo~lls. Experience has sl1ou7n that to effectively apply the new technologies in the actual teachinglearning process, enougli space


should be available'for the set u p and use of the equipment. This will keep tile lea~.nct-s from fitting too close to tlie display surface.

It is no longer a surprising sight to see learners learning under tlie tree shades because of insufficient classroom space. A large number of rural school buildings and an appreciable number in urban areas are in sucli bad state that learning in them during rainy season becomes almost impossible. I t niay, however, sound surprising that as Nigeria is in the 21st Century, a significant number of primary schools in some rural areas are built with thatched roofs and logs of wood serving as seats for students and teachers.

These conditions will naturally create limitations for the introduction of the new information technologies. l i e introduction of computers for instance, in a school tvhere accommodation is already a problem will result in more accommodation problems. The installation of computers may mean denying one or two Iecturers/teachers office spacesor taking over one or two classroom spaces. This may set off a chain reaction which in the end niay be counter productive.

Electricity is a basic requirement in the operation of the new information technologies. This is non-existent in most primary and secondary scl~ools in the rnral areas and in a good number of primary scl~ools in the urban centres. In schools where electricity is available, its supply cannot be guaranteed. The importance of these factors could be seen in the recent unsuccessful attempt L7y the Ministry of Education, Enugu, to introduce computer into the Enugu State school system. The unavailability ot electricity and other basic facilities required for using computers in the scl~ools ,led to the dbandonment of the idea. The ministry either by omission or commission introduced the idea when the learnins environment cannot support the technologies.

Another p r o b l t ~ ~ ~ worthy of consideration is security. M m y of our scliools are without doors and windows and where available, they ;Ire so f~-n$lc that thieves can break in with ease. In a society wherc5 \!andalization and stealing of public properties a re so common. i n t r o d u c i ~ ~ g sucli costly equipment like computer without xiequat(, security plwautions will be a very big mistake.

The physical environment ot learnil~g as it exists today in mo5i puhlic Nigerian scl~ools - tertiary, secondary, and primary - cannot b~ said to be adcquate to support the intesration of the new educatioua technologies into our educational svstem.


c..

50 Uche N. Eze

THE PSYCHOLOGICAL ENVIRONMENT OF LEARNING IN NIGERIAN SCHOOLS

The psychological environment of learning refers to the atmosphere under which a learner or learners as a group encounter learning, which may promote or hillder the opportunities to learn. This relates to the interactional patterns within the learning environment, that is, the teacher-learner and learner-learner interactions, the nature of rules that guide behaviour and the organisational patterns of the class e~~vironment. As Walberg (1957) noted, such issues as the level of col~esiveness, motivation, goal directedness, difficulty of learning experiences, comyetitiveness, friction, etc. go to determine the nature of the psycl~ological learning environment.

A good number of studies have suggested a relationsl~ip between the physical and psycl~ological learning environment. Ainley (1987:535) stressed that the "physical environment of the school does have effects upon patterns of behaviour of students and teachers and upon the attitudes of students". Duke (1987) painted a clearer picture of the relationship. He observed that when a teacher is faced wit11 a large class size, his workload increases. When his workload increases, he finds less time to pay individual attention to the learners. The result of this may be increased in tiie number of students who find i t difficult to cope with learning. This may lead to restlessness and frustration and probably increase in classroom problems. The more time the teacher spends solving classroom behaviour problems, the less time he will devote to instruction. When the teacher spends time solving classroom behaviour problems, the less time he will devote to instruction. When the teacher spends less time teaching, it is less likely that he will achieve tl-., abjectivcs of instruction which might lead to his own frustration.

It has also been observed that the patterns of behaviours of both students and teachers in F':e learning situation and their attitudes can positiveIy or negatively influence learning. The richness of the physical environ~nent notwithstanding, the attitude of teachers and students and their motivation to pursue learning determine more the amount of learning that can be achieved. F r e i t a ~ (1980) en~pl~asized that even when the learning envirollment is saturated with learning materials and multisensory media, their presence alone will not guarantee learning. According to him, much depend on the teacher who applies them. When teachers are not properly motivated, lack confidence, basic

INTERNATIONAL JOURNAL GF ARTS AND TECHNOLOGY EDUCATION

r

: : THE NIGERIAN LEARNING ENVIRONMENT 51

skills and cornpe~tencies, the introduction of such instructional tecl~nologies as computers may not do much to improve learning. These imply that a conducive psychological environment of learning is vital in consideration of the introduction of new information technologies in education. The ques t io~~s that naturally arise are: What is the nature of the psychological environment in the Nigerian schools? HOW supportive is this environment tor the introduction of the new educational technol.ogies?

In the present day Nigeria, not many people would want to introduce themselves at public ,oatherings as teachers. This tells the level. of degeneration the profession has reached. Entering the profession is seen by many as equivalent to embracing poverty. Many who enter it do so because they want to hold on to something while waiting for a better job. Thus, many teachers approach the job with lack of interest and the desire to achieve result is niinin~al. Students are allowed to do whatever thev deem appropriate w:itl~ little or no guidance. I t was not surprising that when the Ministry of Education in Enugu State introduced computer into the school system, many teachers showed little or no interest and manv others opposed the idea.

The new information technologies of the developed nations have created a new inforniation societ... . The Nigerian teacher finds I~irnself within this "new information scciety" ill-equipped to cope ~1.i t11 the requirements of the society. many teachers in the Nigerian prin~ary schools have never seen a real computer, which is becoming common, not to talk of the ability to communicate with one. The situation is almost true for many-secortdary school teachers. These teachers view the new technologies with wonderment and as equipment that can only be operated by technological experts. Majority of these practising teachers lack the skills and competencies, and by implication the confidence required ,to cope with the new technologies. Limited opportunities also exist for in-sel-vicc training. Because they lack the skills and competencies required to use these technologies in teaching, Inany would rather prefer to continue with tk t radi t ional methods than to accept their introduction.


... 52 Uche N. Eze

STRATEGIES FOR IMPROVING THE NIGERIAN LEARNING "ENVIRONMENT -

The present world order is experiencing a situation in which devices and systems based o n micro-electronics and related technologies are becoming common and pervasive in all aspects of human life. These technologies are not only altering relationship between individuals but also therelationships between individuals and their work (Forhergill, An,lerson and Milne, 1987). The relevance of these developments in information technology to education has been emphasized. This demands a n urgent action geared towards curriculum restructuring and the incorporation of the devlces such as the computer in methods of teaching and learning. The creation of an adequate learning environment - physical and psychological - that will be supportive of these new information technologies is no less important. An analysis of the learning environment of the Nigerian schools reveals inadequate physical facilities and poor psychological climate that cannot support the introduction of the new educational technologies. -

This section of the paper aims at suggesting steps that could be taken in creating a learning environment that would be suitable for integrating the new technologies into our educational system.

Education is viewed as the substratum on wlnich the development of any nation is based. For any nation to meet the modern developmental challenges, her educational system must be designed to cope with such cl~allenges. To achieve this, proper funding is required. Education in Nigeria sl~ould be given priority attention in the country's budgetary allocation and tlne disbursement and utilization of the fund closely monitored by individuals of proven integrity.

In allocating funds to dicerent sectors of education, special attention should be paid tc; impi-,oving the conditions of service of teachers. I t is necessar, to promote the social status of teachers and enhance their r~otivation to work by ensuring that they operate above poverty level. When teachers are ,not motivated they may not put in their best. Freitag (1980) elnnplnasizeiS the point that when a teacher lacks rnoti~,ation, the introduction of technological media mav do little to improve learning. Everything det-ends on the teacher who will use them. According to Inim, techno lo^-ical tools arc? not magic, i t is how a teacher applies them that will c a k e tlne difference. A teacher's


THE NIGERIAN LEARNING ENVIRONMENT 53 - . perception of himself and hls job determines to a great extent how he will fulfil his professional roles. The extent of his satisfaction an'd ego involvement depend largely on his motivational state.

Knowledge and skills acquisition lead to the achievement of self- confidence, and self-confidence 1s required to face challenges and novel situations. As we have noted, most teachers in our schools especially at the lower level of education lack basic knowledge of such information technologies as the computers, video disc and the satellite comn~unication systems and their educational relevance. The introduction of these technologies would require the training of the teachers who would apply them in the instructional process. The effectiveness of any instructional technology depends so much on teachers who are skilled in their use. Charren (1980) was of the view that if computers and other technological media were to b e accepted in the classroom, ill-service teacher education programmes would have to be restructured to integrate training in their use. He stressed that if the resistance of the average teacher who is non-scientific is not broken, the use of these new information technologies in the classroom will remam a muage. In fact, an in-service training programme, which must be compulsorily attended by all teachers is a requirement. Providing them with skills on how to function with the new educational media would enhance their self-confidence and this may favourably dispose them to the new technobgies when they are eventually in trod uced.

I Priority should also be given to the provision of physical facilities at all levels of our educational system. To ensure the provision of the right kind ot facilities, a national committee consisting of experienced educators and architects should be set up. Their function would be to undertake a survey of well established modern schools - primary, secondarv and tertiary - that have integrated into their curriculum the latest developments in informa-tion technology. This investigation will enable the committee with the special assistance of the architects to develop a standard design for classrooln and other physical structures required to meet the demands of modern education. Consequently, the designed facilities sl-rould as McVey (1987:124) emphasized "create learning environment that recognises both how the human senses function and how instructiona1 media operate". Allen (1977:47) explained that a well designed learning environment will require "the integration of anatomical, physiological and psychological factors in

!NTERNATIONAL JOURNAL OF ARTS AND TECHNOLOGY EDUCATION

* - - making for a better person and environinent relationship". Anatomical consideration would involve body structure, body dimensions, and the human need for movement in the environment. Physiological consideration relates to such factors as lightening, colours, heating, wall design, placements, ventilation, acoustics, etc. Psychological consideration involves accounting for such factors as the nature of information processing and decision making, stress reduction, social conditions in group and individual differences. Facility designers are required not only to take into account the physical aspects of the environment but also the human beings.

CONCLUSION Nigeria is experiencing a new informhtion order with such

technological outfits as the computers, internet, and some other satellite communication system becoming business and household names. These new information technologies have been found very relevant not only in school administration but also in facilitating instructional process. The emergence of a global network of data bases allows the teacher and learner to access information with relative ease and makes the job of teaching and learning less tasking. The use of computer in teaching and learning has been acknow-ledged to facilitate the development of intellectual skills of precision, logic, and a systematic and orderly method of problem-solving. For Nigeria to keep pace with the changing world, there is the urgent need for the introduction of these information technologies into our educational system. As a condition, a supportive learning environ-ment is required for meaningful achievement to be reccrded.

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Press. Allen, R. (1977. Ergonomics - Not just another 504 word. Audio-Visual Ir~struction. "

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chamen, P. (1987). What Would Education be like if full use were made of all available technology? lilstructior~al lr~rrovator, 25, (2), 24-25.

Duke, D.L. (1987). Environmental Influences. In Dunk~n, M.J. (ed.) The lnternotioml Encyclopedia of Teaching and Teacher Education. pp. 548-553. Oxford: Pergamon press.

Forthergill, R.. Anderson, T. & Milue, J. (1987). The Micro-Electronic Education Programme 1981-86. In Rushby, N. (ed.) Teci117ology-Bused Lenmmg: Selrctrd Readings London: Kogan Page.

Freitag, B. (1980). What are theGreatest Problems that Learners Encounter in Today's Instructional System? lnstructionni I,~rrovlrtor. 25 (2), 14-15.

Jenkins, DM. (1979). kclassroom for a new learning style. Audio-Visunl lilsir-u~.tion. 24(2), 19-20.

McVey, C.F. (1989). Learning Environments. In Erant, M. (ed.) Thr Intrr-rlatio~l En~yclopedia of Educational Ttchnology. ( ~ p . 124-131). Oxiord: Pergamon Press.

OECD (1989). Infomration Technology in Educational Tech~~oiocyy: The Qurstfor QlralihJ Software Paris: GECE/CERI.

Thompson, V. (1987). Information Technology in Education and Train~ng: The CET View. In Rushby, N. (ed.) Technology-based Learning: Selected Rerrdings. London: Kogan Page.

,Welberg, H.J. (1987). Psychological Environment. In Dunkin, M.J. (ed.) The Inter11ntior7nl En~yclopeiiia of Teaching m d Tmcher Education. pp. 5 3 - 5 3 . Oxford: Pergamon Press.

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