Analysis of The Impact of ICT on The Performance of Students in Secondary School, Oyo State

Adegbite Adenike Foluke

This study examined the effect of ICT on the performance of Students in Secondary School in Oyo State, Nigeria. This study adopted the stratified sampling technique and the simple random sampling technique. Stratified sampling technique was used to divide Oyo state into three senatorial districts Two fifty questionnaires were administered randomly to the members of free interest cooperative societies which were analyzed using Chi-Square. Findings show that1% increases in ICT increases the performance of Students in Secondary School by 0.37%, there is significant effect of ICT on performance of Students in Secondary School in Oyo state. The entire statistic outcomes Wilks’ lambda (0.3722), Pillai's trace (0.4438), Lawley-Hotelling trace (1.1021) and Roy's largest root (1.1021) suggest the positive significant effect of ICT on performance of Students in Secondary School. It is concluded that ICT has positive significant impact on performance of Students in Secondary School in Oyo state. It is now recommended that government should provide ICT to all secondary school in Oyo state, and ICT should support collaboration and effective interaction for learning: The use of computer and digital technologies will be more productive when it supports collaboration and interaction, particularly collaborative use by learners and teachers to support discussion, interaction and feedback.

ICT; Impact; performance; Students; Secondary schools, Oyo state


 1. Alhawiti, M. (2013). "Strategies and Action Plans for Integrating ICT into Saudi Elementary Schools Curricula: The case of Tabuk district of education". International Journal of   Information and Education Technology, 3 (2),77-184.

2. Ayas, C. (2006). An examination of the relationship between the integration of technology into so¬cial studies and constructivist pedagogies. The Turkish Online Journal Of Educational Technology - Tojet January 2006 ISSN: 1303-6521 Volume 5, Issue 1, Article 2

3. Beukes-Amiss, C.M. &.Chiware, E.R.T. (2006).The impact of diffusion of ICTs into educational practices, how good or how bad? A review of the Namibia situation. Available at: {Accessed 10 February 2007}

4. Boster, F. J., Meyer, G. S., Roberto,21. A. J, et al., (2002). A report on the effect of the unitedstreaming TM aplication on educational performance

5. Ching L.L C.(2016). Competencies of trainee secondary school teachers in using common ICT tools and Ofce software packages and the implications for successful integration of ICT in the Mauritian education system. Formation et profession 24(1), 2016 , pp 56 -65 

6. Gray, D.S. &. Souter, N. (2003).Secondary science teachers’ use of, and attitude towards ICT in Scotland. A Report, University of Strathclyde, Glasgow, UK.

7. Higgins, S. & Moseley, D. (2011) Teachers’ thinking about ICT and learning: believes and utcomes. Journal of bTeacher Development 5 (2) 191-210

8. Laaria, M. (2013) Leadership challenges in the implementation of ICT in public secondary  schools, Kenya, Journal of Education and Learning 2 (1) 32-43

9. Martin, F., & Dunsworth, Q. (2007). A method of formative evaluation of computer literacy course: What and how to teach. Journal of Information Technology Education, 6.

10. McCarney, J. (2004).Effective use of staff development in ICT. European Journal of Education 27, (1), 61 – 72.

11. Mestre, J. P., W. J. Gerace, R. J. Dufresne, et al., (1997). Promoting active learning in large classer 5. using a classroom communication system. Pp. 1019-1036 in The Changing Role of Physics Depart¬ments in Modern Universities: Proceedings of International Conference on Undergraduate Physics Education. Woodbury, NY: American Institute of Physics

12. Ministerial Advisory Council on the Quality of Teaching. (1995). Computer proficiency for teachers. Retrieved July 7, 2008, from http://

13. Moseley, D., Higgins, S., Bramald, R., Hardman, F., Miller, J., Mroz, M., et al. (1999). Ways forward with ICT: Effective pedagogy using information and communications technology for literacy and numeracy in primary schools. Newcastle University and Durham University, CEM Centre.

14. OECD (Organisation for Economic Co-operation and Development), 2004. Completing the Foundation for Lifelong  Learning - An OECD Survey of Upper Secondary Schools. Paris: OECD.

15. Papanastasiou, E., Zemblyas, M., & Vrasidas, C. (2003). Can computer use hurt science achieve¬23. ment? Journal of Science Education and Technology, 12 (3), 325-332 Boster, F. J., Meyer, G. S., Roberto,21. A. J, et al., (2002). A report on the effect of the unitedstreaming TM aplication on educational performance

16. Peralta, H., & Costa, F. A. (2007). Teachers’ competence and confidence regarding the use of ICT. Educational Science Journal, 3, 75–84.

17. Sam E.O. Aduwa-Ogiegbaen (2009) Nigerian Inservice Teachers’ Self-Assessment in Core Technology Competences and Their Professional Development Needs in ICTJournal of Computing in Teacher Education Volume 26 / Number 1 pp  18 -28

18. Sivin-Kachala, J. & Bialo, E. (2000). 2000 research report on the effectiveness of technology in schools. 6. (7th ed.). Washington, DC: Software and Information Industry Association

19. The Robert Gordon University Aberdeen (2004). Teachers ICT skills and knowledge needs. Final Report to SOEID Section Three. Available at: {Accessed 10 February 2007}.

20. Turner, L. (2005) 20 technology skills every educator should have. Retrieved August 21, 2007, from

21. UNESCO, (2004). ICT Pedagogy. UNESCO office. Valdés, G., Solar, M.,Astudillo, H., Iribarren, M., Concha, G.