Monitoring and Evaluating the Influence of ICT on Secondary School Students in North-Central Nigeria: A Contemporary Learning Perspective

Abstract

This study investigated the impact of Information and Communication Technology (ICT) on secondary school students in North Central Nigeria, using a contemporary learning perspective. A mixed-methods approach was employed to gather data from students, teachers, and administrators across Niger, FCT, Nasarawa, Plateau, Kogi, Kwara, and Benue states. The study population included private and public secondary school students with a sample size of 150 students selected through simple random sampling, with 36 validated questionnaires used for data collection. Validity was ensured through expert review, while reliability, confirmed via a test-retest method, achieved a 0.82 Spearman correlation coefficient. Findings highlight the dual impact of ICT in the region. ICT resources enhance access to information and improve communication among students, yet challenges such as inadequate infrastructure and insufficient teacher training hinder its full potential. Socio-cultural and economic contexts also influence the integration of ICT in education. Recommendations emphasize the need for comprehensive measures to address these challenges. Governments should mandate the establishment of fully equipped computer laboratories in schools, ensuring students have access to ICT resources. Additionally, employing qualified ICT teachers is crucial for structured ICT education and mentorship. Stakeholders and policymakers are urged to address infrastructure gaps and promote digital literacy among students and teachers, fostering equitable access to ICT. By tackling these issues, the study envisions an educational landscape in North Central Nigeria where ICT can drive improved learning outcomes and greater educational equity, maximizing its transformative potential in secondary education.