THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON TEACHING AND LEARNING OF PHYSICS IN ESAN WEST, EDO STATE

TOPIC IS SUITABLE FOR:
1-Physics Education
2-Science Education
3-Educational Technology
4-Curriculum Studies 

TOPIC: THE IMPACT OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) ON TEACHING AND LEARNING OF PHYSICS IN ESAN WEST, EDO STATE

TABLE OF CONTENT
Abstract
CHAPTER ONE: INTRODUCTION
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Objectives of the Study
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms
CHAPTER TWO: LITERATURE REVIEW
2.1 Introduction
2.2 Conceptual Review
2.3 Theoretical Framework
2.4 Empirical Review
CHAPTER THREE: METHODOLOGY    
3.0 Introduction
3.1 Research Design
3.2 Population of the Study
3.3 Sample Size
3.4 Sampling Technique
3.5  Instrument for Data Collection
3.6 Validity of the Instrument
3.7 Reliability of the Instrument
3.8 Method Of Data Collection 
3.9 Method of Data Analysis
3.10 Ethical Consideration
CHAPTER FOUR: DATA PRESENTATION AND ANALYSIS
4.0 Introduction
4.1 Data Presentation    
4.2 Demographic Analysis 
4.3 Analysis of the ICT Facilities Available for the Teaching and Learning of Physics in Secondary Schools in Esan West Local Government Area, Edo State
4.4 Analysis of the Extent of ICT Utilization by Teachers in the Teaching of Physics in Secondary Schools in Esan West Local Government Area, Edo State
CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATION
5.1 Introduction
5.2 Summary
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendations
5.6 Suggestions for Further Studies
References
Appendix

ABSTRACT 
This study was carried out to examine the impact of Information and Communication Technology (ICT) on teaching and learning of Physics in secondary schools in Esan West Local Government Area, Edo State. The study was specifically carried out to identify the ICT facilities available for the teaching and learning of Physics in secondary schools in Esan West Local Government Area, Edo State, determine the extent of ICT utilization by teachers in the teaching of Physics, assess the influence of ICT on the effective teaching and learning of Physics, and assess the influence of ICT utilization on students’ academic performance in Physics. The study employed the descriptive research design. Hence, the questionnaire was used for data collection, while the data collected were analyzed using frequency tables, mean scores, and standard deviation. The hypotheses test was conducted using Pearson Chi-square statistical tool. A total of 1,250 respondents constituted the population of the study, comprising 45 Physics teachers and 1,205 senior secondary school students offering Physics in selected secondary schools within the study area. A sample size of 303 respondents was determined using Taro Yamane formula, while 288 validated responses were used for the analysis. The participants were selected using multi-stage sampling technique involving stratified and convenience sampling methods. From the responses obtained and analyzed, the findings revealed that ICT facilities were available for teaching and learning of Physics with a grand mean score of 3.33. The study also revealed that ICT utilization by Physics teachers was high with a grand mean score of 3.31. Likewise, the study showed that ICT had a positive influence on effective teaching and learning of Physics with a grand mean score of 3.48. The study further revealed that ICT utilization significantly influenced students’ academic performance in Physics with a grand mean score of 3.51. The hypotheses tested showed that there was a significant relationship between ICT facility availability and utilization (r = 0.614, p = 0.013), ICT and effective teaching and learning of Physics (r = 0.672, p = 0.009), and ICT utilization and students’ academic performance (r = 0.638, p = 0.017). The study therefore recommends that secondary schools should provide adequate ICT facilities, organize continuous ICT training for Physics teachers, and encourage effective integration of ICT resources into Physics teaching and learning activities to improve students’ academic performance.
Keywords: Information and Communication Technology, Physics Teaching, ICT Utilization, Academic Performance, Secondary Schools.

CHAPTER ONE
INTRODUCTION (Preview)
1.1 Background of the Study
Information and Communication Technology (ICT) has become a transformative force in contemporary education across the world, reshaping the processes of teaching, learning, communication, and knowledge dissemination. Digital technologies have developed quickly providing new opportunities for teachers to improve their teaching and students' learning experiences. ICT comprises a broad spectrum of technologies such as computers, internet provision, multimedia, interactive software, digital laboratories, projectors and communication systems to aid teaching and learning. Bharti et al. (2024) stated that ICT has revolutionized the education system by offering innovative ways of making education effective and engaging. Likewise, Alabi and Mutula (2020) suggested that the use of ICT in the learning environment fosters sharing, collaboration, and access to a variety of learning resources. Similarly, Sulaiman et al. (2020) highlighted the role of internet-based ICT tools in enriching education around the world, as it helps people access information and to enjoy learning environment. These developments have made ICT a vital element of modern education and have had impacts on the implementation of the curriculum and pedagogical approaches at various levels in the education system.
Since the worldwide acknowledgment of the use of ICT in education, researchers have focused on the use of ICTs to improve the effectiveness of instruction and learner-centered pedagogies. The use of ICT in teaching and learning helps teachers to explain ideas in various ways to make it easier for learners to understand and remember. Adesote (2022), used this observation to contend that ICT is an important tool that can make learning and teaching more interactive and engaging. To support this point, Adeyemo (2022) affirmed how ICT can be used in different ways of teaching and promote meaningful learning in various educational environments. In addition, Daramola and Aladesusi (2022) observed that the use of ICT in education has a significant influence on the improvement of education since they offer innovative facilities that add value to the delivery of education and enhance academic development. Similarly, Salihu and Umar (2020) claimed that, ICT improves the communication between learners and the teachers and encourages learners to be actively involved in the class activities. This has led to an increase in the presence of ICT and a shift from teacher-centred learning to more interactive and student-centred learning contexts.
With the growing importance of the role of ICT in education, the use of ICT in science education has become the subject of attention, as science is a context where abstract concepts need to be communicated by means of visual and interactive teaching methods. Science subjects require the students to do practical work, experiment and conceptual understanding of the subject, which can be enhanced by ICT. Agommuoh et al. (2021) suggested that the use of ICT in teaching science improves the effectiveness of science teaching through the use of various materials such as simulations and virtual experiments, and multimedia. To support this view, Nwafor et al. (2022) reported that the use of ICT applications enables the deeper understanding of scientific concepts as it allows learners to explore and interact with the applications. Likewise, Ogunlowo et al. (2024) found that the use of ICTs in science education enhances students' interest, engagement, and conceptual understanding. Mohammed et al. (2021) states that technology-based teaching provides learning environments that foster inquiry, critical thinking and problem-solving skills. Hence, ICT has become a significant tool in education to reinforce the science teaching and learning processes.
In the field of science, the use of ICT has been growing and in Physics it is no exception as it is a discipline dealing with complex theories, mathematical relationships and experimental phenomena. In physics education, learners are often asked to visualize abstract concepts, and to connect theoretical knowledge with their experiences in the world. Ahmed et al. (2022) asserted that ICT offers instructional opportunities for teaching and learning that are effective with the use of multimedia presentation and digital learning resources. In a related study, Kamorudeen (2021) highlighted that the use of ICT allows learners to interact better with the learning material and enhance their understanding and acquisition of knowledge. In addition, Umar et al. (2024) emphasized the value of ICT in education for fostering communication, cooperation, and the development of knowledge amongst learners. In this regard, Garba (2025) stated that pedagogical approaches using ICTs improve the instructional delivery through the creativity and engagement of students in classroom activities. It is to be noted, therefore, that there has been a growing interest in the community on the use of ICT in Physics education to enhance learning experiences and promote conceptual understanding.
ICT has been linked not only to instructional importance but also to students' academic achievement and educational outcomes. The existing literature indicates that the effective use of ICT is having a positive impact on learners' performance in different areas. The results revealed that the use of ICTs significantly impacts students' learning outcomes, improving access to learning materials and helping students engage in effective learning practices, as reported by Effiom et al. (2023). In the same vein, Bieniose Ifeyinwa Jane and Patience (2025) found that the integration of ICTs has a positive effect on the learning outcomes of students because it enhances their engagement and participation in the learning process. In addition, Ibrahim (2025) found that using ICT in science-related subjects has a positive impact on students' attainment because of the enhancement of understanding of the subject matter. Moreover, Umar et al. (2025) highlighted that the use of ICT education encourages students' learning interest and academic achievement. Notably, maximizing these benefits hinges on the competence of the teachers in utilizing ICTs, as pointed out by Bodinga and Zubairu (2025) and Adam et al. (2025) that the competence of teachers in the utilization of the ICTs has a significant impact on the quality of classroom instruction and educational outcomes of students.
In this wider education context, the use of ICT in the teaching and learning of Physics in the secondary schools of Nigeria is an area of scholarly and policy interest. The availability of and utilization of ICTs in schools for education effectiveness have received increased attention in recent studies in Nigeria (Musa & Olunu, 2025; Ogudo et al., 2024). Oluwagbemileke and Boluwatife (2024) have stated the significance of the role of the use of ICTs in delivering instructions in secondary schools and the importance of education sustainability has been connected to effective adoption of technological innovations by Roleola and Jolaoso (2025). Moreover, Hussaini et al. (2026) highlighted the role of the use of ICT in promoting educational development and enhancing teaching practices. In this regard, the effect of ICT in teaching and learning of Physics in Secondary schools of Esan West LGA of Edo State is relevant. This sort of inquiry gives an opportunity to understand the ICT facilities available, the level of use of the facilities by teachers, the impact of ICT on the effectiveness of teaching and learning and how it contributes to students' learning outcomes in Physics in the particular context of Esan West.

1.2 Statement of the Problem
Information and Communication Technology (ICT) is increasingly recognized as a vital tool for enhancing teaching effectiveness, promoting students’ engagement, and improving academic performance across various subject areas. It would be desirable if secondary schools have appropriate ICT facilities and teachers use them on regular basis to support interactive and learner-centred teaching and learning, especially in subjects like Physics where teaching and learning of abstract concepts would benefit from the use of visual demonstration and simulation. Research has demonstrated the positive impact of using ICTs in improving the quality of teaching and learning outcomes of learners (Adesote, 2022; Bharti et al., 2024). In the same vein, Effiom et al., (2023) and Ibrahim (2025) suggested that the use of ICT can lead to better academic performance of students because of access to learning resources and innovative teaching methods. But it is not known how much of the ICT facilities provided in many secondary schools are available and used for the teaching and learning of Physics. This uncertainty raises questions as to whether the benefits of education that are gained from the use of ICTs in Physics classrooms are fully realised and whether students are receiving the kind of learning experiences that would be expected of them in the current educational climate.
Previous studies have examined ICT utilization in different educational contexts, including science teaching, business education, health education, curriculum delivery, and students’ academic achievement in various parts of Nigeria (Agommuoh et al., 2021; Adebagbo & Adewoye, 2024; Oluwaseyi, 2024). Other studies like that of Musa and Olunu (2025) examined the availability of ICT facilities while Adam et al (2025) examined teachers' competence in using ICT and its impact on students' performance. While these studies have contributed to the understanding of ICT and education, it did not give much consideration to the context of Physics Teaching and Learning in Secondary Schools in Esan West Local Government Area of Edo State. As a result, there is limited empirical evidence on the Physics ICT facilities available for Physics teaching and learning, how much teachers use them, their effects on effective teaching and learning, and their effects on students' Physics learning outcomes. This study thus aims at bridging this gap by offering context specific evidence of the influence of ICT in the teaching and learning of Physics in secondary schools in Esan West Local Government Area of Edo State.
1.3 Objectives of the Study
The main objective of this study is to examine the impact of Information and Communication Technology (ICT) on the teaching and learning of Physics in secondary schools in Esan West Local Government Area, Edo State. The specific objectives are to:
i.Identify the ICT facilities available for the teaching and learning of Physics in secondary schools in Esan West Local Government Area, Edo State.
ii.Determine the extent of ICT utilization by teachers in the teaching of Physics in secondary schools in Esan West Local Government Area, Edo State.
iii.Assess the influence of ICT on the effective teaching and learning of Physics in secondary schools in Esan West Local Government Area, Edo State.
iv.Assess the influence of ICT utilization on students’ academic performance in Physics in secondary schools in Esan West Local Government Area, Edo State.
OTHER PARTS OF CHAPTER ONE INCLUDE:
1.4 Research Questions
1.5 Research Hypotheses
1.6 Significance of the Study
1.7 Scope of the Study
1.8 Operational Definition of Terms

CHAPTER TWO
LITERATURE REVIEW (Preview) 
This chapter critically examines relevant literature that would assist in explaining the research problem and, furthermore, recognizes the efforts of scholars who had previously contributed immensely to similar research. The chapter intends to deepen the understanding of the study and close the perceived gaps. This chapter, therefore, focuses on the concept of Information and Communication Technology (ICT), the concept of teaching and learning of Physics, the impact of ICT on teaching and learning of Physics, the benefits and challenges of ICT integration in Physics education, and factors influencing the effective use of ICT in teaching and learning of Physics in Esan West, Edo State. The chapter covers the following subheadings:
2.1 Conceptual Framework
2.2 Theoretical Framework
2.3 Empirical Review
2.4 Summary of Literature Review

CHAPTER THREE
METHODOLOGY  (Preview)
Research Design: The study adopted a descriptive research design.
Population of the Study: The population of the study comprises respondents, consisting of Physics teachers and senior secondary school students studying Physics in selected secondary schools in Esan West Local Government Area, Edo State.
Sample Size Determination: The study adopted the Taro Yamane formula to determine a sample size of 303 participants.
Sampling Technique: The study employed a multi-stage sampling technique using stratified and convenience sampling methods to select the individual respondents.
Research Instrument: The study utilized a structured questionnaire as the instrument for data collection.
Methods of Data Analysis: The collected data were analyzed using frequencies, percentages, means, and standard deviations to summarize and present the demographic characteristics of the respondents and their responses. Inferential statistics, such as Chi-square, were used to test the hypotheses.

CHAPTER FOUR; DATA PRESENTATION AND ANALYSIS
MAJOR FINDINGS (Preview)
The analysis results were presented in tables. Based on the results obtained from the analysis, the following findings are made:

i. The study found that ICT facilities are available for the teaching and learning of Physics in secondary schools in Esan West Local Government Area, Edo State, as evidenced by a grand mean of 3.33, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.614, t-value of 12.98, and p-value of 0.013 (p < 0.05), leading to the rejection of the null hypothesis.

ii. The study found that ICT facilities are utilized by Physics teachers in secondary schools in Esan West Local Government Area, Edo State, as evidenced by a grand mean of 3.31, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.614, t-value of 12.98, and p-value of 0.013 (p < 0.05), leading to the rejection of the null hypothesis.

iii. The study found that ICT positively influences the effective teaching and learning of Physics in secondary schools in Esan West Local Government Area, Edo State, as evidenced by a grand mean of 3.48, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.672, t-value of 15.29, and p-value of 0.009 (p < 0.05), leading to the rejection of the null hypothesis.

iv. The study found that ICT utilization positively influences students’ academic performance in Physics in secondary schools in Esan West Local Government Area, Edo State, as evidenced by a grand mean of 3.51, which is above the acceptance benchmark of 3.00. The corresponding hypothesis test further showed a correlation coefficient (r) of 0.638, t-value of 13.89, and p-value of 0.017 (p < 0.05), leading to the rejection of the null hypothesis.

CHAPTER FIVE: SUMMARY, CONCLUSION AND RECOMMENDATIONS
This chapter covers the following outline:
5.1 Introduction
5.2 Summary 
5.3 Conclusion
5.4 Limitations of the Study
5.5 Recommendation
5.6 Suggestions for Further Studies

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