INTRODUCTION

Background to the study
ICT (information and communication technologies) in education lives a life at the crossroads between evidence based policymaking, learning and the fast-changing world of technology. Key stakeholders (politicians, parents, teachers, school leaders) demand evidence of the impact of ICT derived from research, monitoring and evaluation (Friedrich and Francesc, 2009). The challenge for policymakers is (in collaboration with the research community and the educational community) to develop a sustainable knowledge base for ICT in education, in which key indicators and other sources of information are identified, which enables better insight into the use and effects of ICT for learning.
Technology has been said to have impacted many different types of people in different types of environments as a dynamic communication tool. For instance, Ali and Richardson (2012) explained that technology has pervaded all aspects of society and the field of education is no exception, the learning and teaching environment has also changed drastically. Technology has impacted on teaching and learning activities, and it is now seen increasingly as an enabler of learning. Morgan (2008) added that technology is no longer the wave of the future, the future is now.
This generation has been classified by Prensky (2001) as “Digital Natives” and students who have been born into and are totally immersed in an environment that is surrounded by technology. Technology provides to them a variety of useful information gathering tools whereby they have access to vast amounts of information and opportunities to participate in conversations with others. With technology, the skills to find information, make connections, recognize patterns, make comparisons and identify the relevance when needed are provided (Siemens, 2004). Prensky (2007) and Fawcett (2000) opined that technology has transformed classroom practice and its use has helped students learn better by providing a learning environment that is interactive, collaborative, learner-controlled, and inquiry-based.
Evans (2010) was of the opinion that technology in education is referred to as instructional technology which includes all different forms of technology used in the classroom to impact the learning environment. He was of the opinion that schools and educators must provide opportunities for students to access, interact with, and become skilled users of them as part of a twenty-first century education. Incorporation of technology like the computer into classroom instruction not only kindles student attentiveness and satisfies the accommodation of student needs, but also utilizes instructional strategies consistent with the current technological tools available. (Morgan, 2008)
Onasanya, Daramola & Asuquo (2006) reported that computer being the most important invention of the 20th century has dramatically and irrevocably changed the way we live. One of the universally agreed upon implication of this is that the educated should be computer-literate. Jayalaxmi (2009) in his study concluded that the computer plays a very significant role in education. It provides knowledge and information in almost all the major languages both national and international. Teaching with Information and Communication Technology (ICT) is yielding positive results by the way of improving academic performance nearly in all subject areas and it is because ICT has turned from being a technology of communication and information to a curriculum creation and delivery system for teachers and learners (Kosoko-Oyedeko & Adedoja, 2012).
Passey and Rogers (2004) expressed that the effects of various computer technologies on student motivation at both the primary and secondary levels was impressing as it engaged pupils to greater extents and their visual, auditory, and kinesthetic impacts were enhanced with its use. Information and Communication Technology (ICT) have the potential to transform learning environments and improve the quality of learning (Siemens, 2005), provides access to richer environment (Caplan 2005), increases opportunities for active learning, interconnectivity and feedback, enhances motivation to learn (Abrami 2001), offers varieties of new possibilities to learners (Breuleux, 2002) and having a positive effect on students’ achievement in different subject areas (Chambers 2003).
Since inception of the inculcation of Information and Communication Technology (ICT) into education many Multimedia and Hypermedia have been employed. The media ranges between the hardware and software such as interactive video discs (IVDs), CD ROMs (compact disc-read-only memory), digital versatile discs (DVDs), DVI (digital video interactive) Photo CDs (photographic compact-discs), projector on white board with the use of computer and/or DVD/VCD players, Interactive Electronic Whiteboard etc (Roblyer, 2010).
One recent popular computer based technology that has emerged is Electronic Whiteboards (EWBs). EWBs were initially developed for presentations in office settings, but over the last decade, starting from higher institutions, the field of education has begun using them. Kent (2006) stated that some studies based primarily on research in science, mathematics or other content-based classrooms, reported that the use of EWBs makes the learning and teaching atmosphere more enjoyable, creative, interesting and productive. Teachers’ use of Electronic Whiteboards is a seamless navigation through charts, graphics, video streaming, presentation slides, or Internet sites during lessons (Kent, 2006). Hall & Higgins, (2005) stated that this aspect of Electronic Whiteboards allowed teachers to be more spontaneous and flexible with their lessons. Electronic Whiteboards allows the teacher to use a variety of media without having to switch between DVDs, computers, or TVs. In addition, projected text and highlighted words within the written passages are used to reinforce important concepts. Somekh and Haldane (2007) and Walker (2003) also reported that a long-term outcome of EWBs is their use to develop thinking and learning skills that are appropriate for the 21st century. They also reported that learning with the IWB helps develop autonomous learning, by means of developing a sense of self competence.
The Electronic Whiteboard is the latest technology that combines the power of a computer with the simplicity of a Whiteboard and with a touch-sensitive display, it connects to your computer and digital projector to show the images on your computer. A teacher can then control computer applications directly from the display. The electronic whiteboard also allows a teacher to write notes in digital ink and save work to share later. Additionally, electronic whiteboards are interactive and allow direct input from the user (British Educational and Communication Technology Agency (BECTA), 2003; Bell, 2000).
Morgan (2008) asserted that In order to participate fully in 21st century information-based society, students today must be prepared with technological knowledge, understanding, and skills. Morgan (2008) indicated that students need exposure to and practice with a variety of technologies as part of their general education. It may therefore be thoughtful that the upcoming generation need apply the use of interactive technology to teaching and most importantly teaching of technological content in subject like Basic Technology and Basic Science.
The overall objectives of the new Basic Science and Technology Curriculum outlined by Adeniyi (2007) are to enable the learners to:
(i) Develop interest in science and technology;
(ii) Acquire basic skills in science and technology;
(iii) Apply their scientific and technological knowledge and skills to meet societal needs;
(iv) Take advantage of the numerous career opportunities offered by science and technology; and
(v) Become prepared for further studies in science and technology.
In order to achieve a holistic presentation of science and technology contents to learners, the thematic approach to content organization was adopted. Consequently, four themes were used to cover knowledge, skills and attitudinal requirements. These are:
 You and Environment
 Living and Non-living Things
 You and Technology
 You and Energy.
The objectives of Basic Technology as stated in the 9-Years Basic Education Curriculum by National Educational Research and Development Council, (2007) include:
(i) Inculcation of technological literacy, that is, basic understanding of, and capability in technology.
(ii) Exposure of students to the world of work to match their talents interest for wise vocational choice; and
(iii) Inculcation of positive attitudes towards work as a source of human identity, livelihood and power.
In order to achieve these it was stated in the 9-Years Basic Education Curriculum that in addition to lessons learnt in the classroom, teaching and learning are to be facilitated by the use of real life experiences through industrial visits and use of audio-visual aids and information and communication technology (ICT). It was also stated that curriculum implementation will depend on availability of qualified teachers, equipment, teaching materials and opportunities for excursion.
As part from the goals of the Federal Government of Nigeria to transform the nation’s technological status in the Information Communication Technology Policy (2012) DRAFT document, it was stated that transformation to knowledge-based economy requires significant investment in the development of ICT skills. Therefore there is the need for a sustained programme to build a critical mass of ICT skilled personnel in Nigeria. To achieve this, part of the objectives are
(i) To integrate ICT into the national education curriculum.
(ii) Foster an ICT driven education administration environment.
(iii) Train and retrain teachers and facilitators at all levels, to enhance their ICT competence
According to Oyenike (2010) since it is the global imperative that there should be “Education for All”, and she is not willing to be left at lower side of ‘digital divide’ Nigeria launched Universal Basic Education in 1999 and developed an ICT policy in 2001. One of the objectives of the policy focused on integrating ICT into the mainstream of education and training, including basic education. Tanner, Jones, Kennewell and Beauchamp (2005), stated that if learning is to occur, then there must be a degree of interaction between the learner and the teaching context. However, for this interaction to be more than superficial, learners must engage with the teaching in some meaningful manner, bringing something to the exchange and not merely acting as passive recipients of preformed information. It is conceived that interactivity demands a degree of active participation by learners who contribute to the development of collective understanding.
The Common European Framework of Reference for Language (CEFR) (Council of Europe, 2001a) refers to interactive as ‘the alternating of participants as producers and receivers, often with several turns’. Interactivity itself can be perceived in several ways – physical, technical and conceptual interactivity (Moss, et al., 2007). Other literatures commended interactive learning to engage students and to encourage higher order thinking and problem-solving skills, particularly for middle school students. Use of Electronic Whiteboards for whole class instruction combines technology integration, interactive learning, and attention to students’ developmental needs in ways that engage students, mentally and physically in the instructional process. Current education theories are grounded in the notion of the social learner and position student engagement as a key component of knowledge construction. These theories include:
Constructivism relies on the learner to select and transform information, build hypotheses in order to make decisions and ultimately construct meaning (SMART Technologies Inc, 2006). The use of the EWB in a constructivist frame can enhance the leaning process and influence learning styles as well as increase students’ motivation. Whole-class teaching brings the entire class together focuses their attention and provides structured, teacher-focused group interaction (SMART Technologies Inc, 2006). Active learning believes that learners actively engage in the learning process through reading, writing, discussion, analysis, synthesis and evaluation, rather than passively absorbing instruction (SMART Technologies Inc, 2006).
A common thread between these three learning theories is the understanding that student engagement is crucial to learning. Often, they explain the relationship between information we already know and the new information we are trying to learn. For these to be well presented, models are introduced into the design of instruction.
Models, like myths and metaphors, help us to make sense of our world and whether derived from whim or from serious research, a model offers its user a means of comprehending an otherwise incomprehensible problem. Models help us to visualize the problem, to break it down into discrete, manageable units (Ryder, 2010). Instructional Models are guidelines or sets of strategies on which the approaches to teaching by instructors are based. Effective instructional models are based on learning theories (Elena, 2004). Khan (2010) stated that success in an e-learning system involves a systematic process of planning, designing, evaluating, and implementing learning and the environment where learning is actively fostered and supported. DSchneider opined that instructional model is overloaded with various meanings and are of six kinds: Models that describe a pedagogic strategy in detail; Models that relate to the quality of a design; Models that provide a method to create a design; Change management related models that specifically address the issue of introducing new pedagogies and associated instructional design models; and Models that describe the functions of a learning environment. Many current instructional design models used in most effective learning environments are those that are problem-based and involve the student in four distinct phases of learning: activation of prior experience; demonstration of skills; application of skills; and integration or these skills into real world activities.
Gustafson & Branch, (2002) holds that Instructional Design models are classified into three types, classroom, product and system. Classroom focus: the goal is to do better job of instruction within the constraints of the situation, in which a teacher, students, a curriculum and facility already exist. The emphasis is on selecting and adapting existing materials and instructional strategies. Product focus: The goal is production of instructional products. The development of the product and the product's objectives may have been given. Systems focus: The goal is to develop instructional output, which may include material, equipment, a management plan or an instructor's training package.

Statement of Problem
Technology enhanced instruction can be seen to be gradually pervading the education sector of the developing world and researchers have shown that ICT can improve learning. Today, technologically developing countries are also becoming more interested in EWB technology and are trying to install this technology in as many schools as possible. There are reports, articles and papers that identify how EWBs are beneficial, effective, motivating, and facilitating (Bell, 2002; Harris, 2005; Smith, 2001; Walker, 2002). On the other hand, others suggest that the mere introduction of such technologies is insufficient to enhance learning to a large extent and that EWBs’ impact should be investigated more with empirical studies (Gray, et al., 2005; Smith and Ragan 2005).
For example, in a study conducted by Hall and Higgins (2005) it was reported that students who were exposed to use of EWB enjoyed the multi-media capabilities including the audio and visual aspects, and the opportunity to touch the board. According to SMART Technologies Inc. (2006) Electronic Whiteboards allow teachers to gain a deeper understanding of their students’ needs, and students are better able to learn through collaboration with each other.
The use of the EWB has led to a trend which increases the level of pupils' learning of the class where the EWB was used. The evidence came from an experimental study where the experimental group before treatment had a lower level of performance than the control group. After the treatment the experimental group has significantly improved its level of performance, overtaking the control group (Campregher, 2010).
It becomes imperative to think that in the absence of the seemingly costly workshop equipments/tools in our schools and to oblige the teachers, schools and government’s persistent inability to provide adequate experience required in Nigeria schools; ICT integration into teaching and learning might assist in facilitating the teaching of the subject. Therefore, there is need to carry out a study on the use of EWB in the field of Basic Technology and especially in this part of the world to determine its ability to enhance effective learning.

Purpose of the Study
The main purpose of this study is to evaluate the effect of electronic whiteboard on the Junior Secondary Student’s performance in Basic Science while the specific purpose of this study is to:
1. Design and develop an EWB instructional content for teaching Basic Science lessons.
2. Evaluate the effectiveness of EWB instructional content for Basic Science lessons.
3. Examine the influence of gender on students performance in EWB instructional content for teaching Basic Science
4. Investigate the influence of school type on students’ performance in EWB instructional content for teaching Basic Science lessons.

Research Questions
1. What are the processes involved in the design and development of Instructional Content for EWB?
2. How is the quality of EWB Instructional Content evaluated?
3. Does gender influence students performance in Basic Science using EWB?
4. Does school type influence students’ performance in Basic Science using EWB?

Hypotheses
Ho1 There is no significant difference between the performances of students’ exposed to EWB lessons and those not exposed to it in private school.
Ho2 There is no significant difference between the performances of students’ exposed to EWB lessons and those not exposed to it in public and private school.
Ho3 There is no significant difference between the performances of male and female students exposed to EWB lessons in private school.
Ho4 There is no significant difference between the performances of male and female students exposed to expository method in private school.
Ho5 There is no significant difference between the performance of male and female students exposed to expository method in public school.
Ho6 There is no significant influence of school type on the performance of students exposed to EWB lessons and those not exposed it.

Scope of the Study
The study will be concerned with evaluation of electronic whiteboard on Junior Secondary students’ performance in basic science. It meant to cover Ilorin metropolis which consist of three local government areas, of Ilorin-East, Ilorin-West and Ilorin-South. Purposive sampling technique will be used to select two schools as sample, that is, one public and one private junior secondary school. These schools will be co-educational The evaluation will cover the performances of JSS 2 students that will be taught Basic Science topics on the reproductive system, digestive system, respiratory system, circulatory system and excretory system.
The researcher will use 2 intact classes in teaching and result gathering. The ADDIE model for instructional systems design (ISD) will be employed to design and develop the classroom teaching and evaluation processes. The field work will be conducted over a period of two weeks during the second term of the school calendar as the researcher expects.

Significance of the Study
This study could be of benefit to various stake-holders in the field of education, such as learners, teachers/trainers, school administrators, policy makers, researchers, technologists, curriculum developers, and the local, state and federal governments.
Since technology utilization and proficiency are required of teachers and students as requisite 21st century skills. This research might help students and teachers identify uses and importance of Electronic Whiteboards and would stimulate student interest, attention and motivate them to take interest in electronic learning. In an article published in the journal of Computer Assisted Learning (CAL), it was commented that, “the EWB has a potential role to play in conjoining the teacher’s ‘personal curriculum’ to the knowledge of students in classroom settings” (p.420).
The research could help the government and private school proprietors see Electronic Whiteboard as one of the technologies that might be integrated in schools’ technology plans at low cost for the school.
Junior Secondary Schools administrators could employ the benefits in use of EWB to increase students’ collaboration, active participation, and student-centered approach learning, and also possibly increase the academic performances of the students as they learn practical in virtual environments.
The federal and state government and other administrators haven lay hand on this research might see the need to focus on the training of teachers and make the EWB available in classrooms. By reading the experiences of teachers using EWB in their classroom, teachers without one could get a glimpse into how EWB could change everything from their teaching style to the time they spend in lesson planning.
Educational researchers, implementers, councils including curriculum developers could eventually lay hands on this material for developing an enriching Nigeria education system to meet up with the worldwide current flow of educational standard.
Nigerians in general could see the need to train her teachers on other effective methods of teaching that could be used in teaching environments. It might also help discover that exposing students to these methods may increase the capacity of students to work cooperatively with others, learn how to take instructions and develop independent capacity for studying and investigation. This would ultimately improve their functionality and quality of service rendered after graduation. The implementation of this interactive mode of teaching in the secondary schools may be assisting man-power development in education sector.
Because widespread use of the EWB for classroom instruction in education is a fairly new development, it may take many years before a body of research is established. This research work therefore would be a part of the submission as to the academic impact or otherwise of the EWB in our society most especially in Kwara State.

Clarification of Major Terms and Variables
Electronic Whiteboard is a device that interfaces with a computer. “The computer images are displayed on the board where they can be viewed or manipulated. Users can control software both from the computer and from the board. Notes can be added, points of interest highlighted, and programs manipulated as one would on a giant touch pad. Resulting notes, drawing, etc. can then be printed out [or loaded to a website] from the computer or saved for future reference” (Bell, 2000).
Evaluation is a more general judgment of the outcome of a programme, which involves the use of observations, various tests, questionnaires, interviews, etc. (Wheeler, 1967).
Instructional System Design is a synthesis of theory and research related to how humans perceive and give meaning to the stimuli in their environment.
Instructional System Design Model provide for a systematic approach of implementing the instructional design process for a specific educational initiative (Morrison et al., 2004)
Instructional Package
Model is an abstraction and simplification of a defined referent system or process, presumably having some noticeable fidelity of the referent system or process (Andrews and Goodson, 1980).
Junior secondary school students are those students who attended the currently tagged Basic schools in the country otherwise known in some countries as high school.
Private school are also known as independent schools, non-governmental, or non state schools are schools not administered by local state or national governments: thus. They retain the right to select their students and are funded in whole or in part by charging their students tuition, rather than on mandatory taxation through public (government) funding (Zaidi, 2011).
State school is a school funded with tax revenue and administered by a government or governmental agency