INFORMATION COMMUNICATION TECHNOLOGY UTILIZATION AND ITS CONTRIBUTION TO STUDENTS’ ACADEMIC ACHIEVEMENT IN PREPARATORY SCHOOLS OF BORENA ZONE, OROMIA REGIONAL STATE

Abstract

The purpose of this study was to investigate information communication technology utilization and its Contribution to Students’ Academic Achievement in preparatory school of Borena zone, Oromia regional state. To conduct the study, a descriptive survey design was employed and qualitative research was used to enrich data. The study was carried out on 4 preparatory schools which were selected through simple random sampling techniques. Then, a total of 196 individuals participated in the study. All the sample respondents were selected through available sampling technique. Questionnaire was used to collect the necessary data regarding the issue. Interview and document analysis were also used to substantiate the data gathered through questionnaires. The analysis of the quantitative data was carried out by using percentage, mean, standard deviation, independent sample t-test and while qualitative data, which were obtained through interview and document analysis, were analyzed using narration. The result of the study revealed that, the extent of ICT utilization such as manipulating graphs or images using graphs software, using the Internet to obtain educational resources, downloading educational materials or software from the Web were not effectively implemented and classroom teachers teach by themselves without opening PTV during classroom instruction in preparatory schools of study area. Unavailability of some ICT tools such as internet connection, laptop, fax machine, printer, projectors and projector screen made ICT more unproductive in improving the quality of teaching-learning. Moreover, the study found out that, ICT highly supported both the teachers and students to making teaching-learning more interesting and positively changed the learning climate in their classroom, teaching-leaching very easy and increased student motivation while there are several factors that hindered the implementation of ICT at the preparatory schools. These include infrastructure problem, Lack of fund, lack short term train and of training facilities, shortage of electric power and resistance of teachers. This in turn negatively affected provision of quality education. To minimize the problems of ICT utilization and to improve quality of teaching-learning, it is recommended that Woreda Education Offices in collaboration with Zonal Educational Offices, and Regional Education Bureau should provide short training programs and facilitate experience sharing for the effectiveness of ICT utilization at the school level, regional, zonal and woreda educational stakeholders need to follow up the progress of school principals’ extent (status) of providing their support and arrange special training program for teachers and principals in collaboration with school officials should encourage teachers to use all ranges of active learning methods and have to motivate teachers to utilize appropriate IT materials. Moreover, Woreda Education Offices should be provide the necessary ICT tools and technical supports by participating the community, non-governmental organizations (NGO’s) and parents of students