Impact Of Information Communication Technology (ict) On Secondary School Education In Anambra State
[WITH A PARTICULAR REFERENCE TO SOME SELECTED SECONDARY SCHOOLS IN OGBARU LGA]

3. Lessons need to be structured according to the possible outcomes that a specific application of ICT allows in other to take full advantage of ICT.
BETTS, S. result suggested that ICT can enhance the quality of learning where its use is tailored to lesson objectives and the needs of pupils. In conclusion, the author presents a model for the possible use of ICT to increase the quality of learning in science. ;
Also, Huppert, J., et al., (2002). Computer simulation in the high school student cognitive stages science process skills and academic achievement in microbiology.
Huppert in the study investigates the impact of a biology simulation "the growth curve of microorganism' on high school students' academic achievement and their science process skills.
The study focuses on the relations between academic achievement, mastery of process skills, gender and cognitive stages.
The research however, shows that the achievement of students using the stimulation was higher than those not using the stimulation, with girls achieving equally with boys. The stimulation was found to benefit students with low reasoning abilities in particular, enabling them to cope with learning scientific concepts and principles which requires high cognitive skill. A total of 181tenth grade pupils were sample for this research.

The researcher was able to conclude with the following findings. That;
1. Pupils in the stimulated learning environment exhibited complex and integrative reasoning.
2. The simulation provided a self-paced, non-competitive learning environment which allowed girls and boys to achieve equally.
3. The simulation allowed repetition of experiments which in turn aided understanding.
The most challenging aspect of the post industrial area is how to meet the demand of the information society that modern man is trying to build. The role of education in developing modern society cannot be over emphasized. In fact, society and education are highly interdependent. As society changes, the educational system have to change according to (Westra and sleep, 2001).
Numerous researchers have carried out research on ICTs and secondary education.
However, the research works of Nwachukwu prince Ololube (2006), the secondary schools in Nigeria and The Journal of information technology impact vol 6, no,2, and pp l0l-118 will be reviewed.
The research sets out to identify and evaluate the relevant strategies professional and non-professional ICT instructional material utilization competencies play in stimulating student' academic achievement during and after instruction in secondary schools. To achieve the purpose of his study, he employed several statistical procedures such as a four point Likert-type scale. The research questionnaire was divided into two
sections. Section A and B.

Section "A" of the research questionnaire describe respondents' background information, these include: gender, age, status, subject's taught, academic qualification, professional qualification and length of service. While section "B" comprised of possible ICT instructional material utilization competencies .The research population used for the study was drawn from Rivers state (accessible) of Nigeria. The population comprises of ten (10) principals which is 3.3%, two hundred and seventy (270) subject heads and teachers which is 90% from ten (10) randomly selected secondary schools, as well as twenty (20) supervisors from the ministry of education and post primary school board. Out of the total number of respondents 76(which is 25.3%) were academically qualified, while 224 (that is,
74.7%) were professionally qualified. He uses several sets of statistical analyses such as S.P.S.S. Version 11.5 of a computer software; mean and standard deviation, ANOVA, T-test of significance and cross tabulation (N-300).One-way analysis of variance (ANOVA) was employed to test the relationship between variables and respondent's background and information. He tested the reliability of the research instrument used with crookbach alpha coefficient and a reliability
Coefficient of 0.91 was obtained; His result shows that varieties of techniques are needed for teachers to effectively utilized ICT instructional material in the teaching and learning processes. Also, they were significant differences between academically qualified teachers and professionally qualified teachers in all the variables.
Finally, cross tabulation was employed to test the degree of agreement and disagreement; 77.7% of the respondents agree that professionally qualified teachers are prone to effectively select, operate and apply the use of ICT instructional materials in the classroom environment compared to 22.3% of their Counterparts who are academically qualified. In support of the result of his study, Abdal-Haqq (1995), Baker, et al (1995), and Lancaster (1999) also indicated in their research that teachers who are professionally trained demonstrate a sound understanding of information and communication technology (ICT) operations and concepts, use productivity tools to enhance professional tasks such as correspondence, assessment, classroom materials, presentation etc