Technology in Secondary Education: Sociological Implications for the 21st Century Nigeria Adolescents (Published)
Change is inevitable in the society and in the 21st Century. This assertion cannot be overemphasized in the sense that the advent of technology has seen unprecedented levels of change. The application of technology in every aspect of today’s society has become the order of the day in the 21st Century, influencing every sector of modern society. The educational sector is not left in this wave of technological application as the introduction and employment of technological gadgets and approaches in the educational process has impacted the teaching and learning processes comprised of distant learning, cognitive development, collaborative teaching and learning to mention. Scholars have highlighted that the application of technological approaches to learning has been observed to impact the educational performance of students. It is therefore important that this approach be inculcated in the educational sector, particularly the secondary educational level because of its strategic position in the educational sector, its target population and the need to secure and guarantee the future of generations to come. It however, has a number of positive and negative implications for the adolescents such exemplified in cyber-bullying, pornography and the acquisition of improper use of language, among others. Cyber bullying, for instance, has the potential to impact the educational performance of students. This paper therefore seeks to explore the employment of technology in secondary in Nigeria and its sociological implication on adolescents. it establishes that education remains a critical drive of societal advancement and growth as it continues to adjust to meet the educational expectations of the modern-day society. The paper therefore makes a number of recommendations which include that parents and teachers should provide pupils with good orientation on the application and dangers of technology and its devices as well as the need for government and other organization to provide ICT equipment in schools.
Citation: Josephine Azuka Onyido and Okechukwu Akara Nwaogu (2022) Technology in Secondary Education: Sociological Implications for the 21st Century Nigeria Adolescents, British Journal of Education, Vol.10, Issue 4, pp. 35-42
Investigating the Effects of Bangladesh and Global Studies (BGS) Assessment of Secondary School Certificate (SSC) Examination on Students Learning (Published)
The study determines to find out the present situation of Bangladesh and Global Studies test items/creative questions in Bangladesh. This descriptive study was conducted using a concurrent triangulation research design. To conduct this study both quantitative and qualitative data were collected. 16 test of Bangladesh and Global Studies test items/creative question papers of 2015 or 2016 were selected purposively as a sample from all educational boards. Bangladesh and Global Studies curriculum were analyzed to find out the major skills reflected through the curriculum. 48 students were selected conveniently for an interview from those who had been passed the SSC examination of 2015 or 2016. For collecting data from these sources, test analysis protocol, the curriculum content reading protocol and interview protocol were used as research tools. Test analysis protocol consisted of two criteria; wording criteria and practising criteria. Selected test items were analyzed based on these two criteria and Bloom’s cognitive domain. The study revealed that there was an imbalance in wording criteria and practising criteria of test items. SSC examination test items didn’t reflect the major skills of the curriculum appropriately. Most of the test items promoted students lower level learning and ignored higher level learning.
Multidimensional Analysis of The Integration Factors of ICT in Education: A Case Study Through The Moroccan Genie Program (Published)
With the aim of ensuring scientific dissemination that we describe the English version of our article published in French in ESJ (Samiha, 2016). This article focuses on the integration of ICT in high-school level within the framework of teaching of Life and Earth Sciences (SVT in French). The experimentation was conducted with a sample of 112 Moroccan teachers from the region of Fez-Boulemane, who responded to a questionnaire of 16 modalities related to the availability and the use of ICT tools, the educational management of ICT in class, and the trainings and competencies of the teachers in ICT and computing. In order to make an original contribution to the study of the integration of ICT, we adopted a multidimensional analysis in the treatment of the answers of the teachers. Thus, thanks to a Factorial Analysis of Multiple Correspondence (FAMC), we could take account of the links which exist between the various modalities of our questionnaire to get to identify the most discriminating factors in the integration of ICT, according to their order of importance. The results of this analysis led to three factorial axes cumulating an absolute inertia of 70%, respectively representing «the pedagogical contribution and the fundamental conditions of a successful integration of ICT», «the advanced competencies in ICT and computing» and «the difficulties of using ICT in class». These axes, in this hierarchy, ultimately represent the most discriminating factors for a successful integration of ICT.
Management of Students’ Personnel Services and Sustainable Secondary Education in Calabar Education Zone of Cross River State, Nigeria (Published)
The aim of the study was to investigate the relationship between management of students’ personnel services and sustainable secondary education. The study area was Calabar Education Zone of Cross River State Nigeria. Two null hypotheses were formulated to direct the study. The survey design was adopted for the study. Stratified random sampling technique was used to sample seven hundred and ten (710) senior secondary two (SS II) students from a population of 6131 students for the study. The instrument for data collection was a 4-point response type scale, developed by the researchers and titled “Management of Students’ Personnel Services and Sustainable Secondary Education Questionnaire (MSPSSSEQ)”. The reliability coefficient of the instrument was 0.78 using Cronbach alpha reliability method. The data collected were analyzed using Pearson’s product moment correlation statistics and the hypotheses were tested at 0.05 level of significance. The findings of the study revealed that management of students’ personnel guidance/counseling and recreational services significantly correlated with sustainable secondary education. Premised on the findings of the study, it was concluded that the provision and effective management of students’ personnel guidance/counseling and recreational services had a positive impact on sustainable secondary education in Calabar Education Zone of Cross River State, Nigeria. It was therefore recommended among others that both the government and school administrators should work together to provide essential facilities for effective management of students’ personnel services to enhance sustainable secondary education.
The Integration of Information & Communication Technology in Secondary Education Institutions in Morocco (Published)
This theoretical and applied study aims to study the situation of the information and communication technology (ICT) in the education system in Morocco, especially analysis of the remarkable evolution of the use of the ICT in the public secondary educational institutions in the area of Educational Delegation of Fez in the Regional Academy for Education and Training Fez-Boulemane in Morocco, through the selection of ten institutions for secondary education representing 50% of the total of secondary institutions in Educational Delegation of Fez, as well as evaluating the acquisition of knowledge in schools on the basis of the ICT and working on the diagnosis of the role of “MASSAR” Program within the framework of the process of the school measure. Among the results that have been reached at present is the quantitative weakness of the computer network used in high school, and in the limited value of the information technology used by the students, which will enable them to get to school knowledge. As that the recruitment of “MASSAR” Program in administrative and educational process, remains very limited.
CLIMATE CHANGE IMPACTS: NEED FOR CURRICULUM REVIEW AT THE SECONDARY EDUCATION LEVEL IN NIGERIA (Published)
Climate change causes and impacts on the existence of man, animals, plants and their environment has become an issue of concern to various nations. This has led nations the world over including Nigeria to put some measures in place, as a way to proffer solution to this deadly problem. Areas of concern are climate change causes, climate change impacts and climate change mitigation. The paper concludes that the impacts of climate change are enormous and should be tackled properly. It recommends that climate change education should form part of school curriculum and be made compulsory for all students at all levels. And there should be various means of mass enlightenment by different groups including schools, communities, public and private sectors as to address this problem squarely.